Grade Level Goals and Expectations

The Fifth grade will be using i-Ready and i-Ready Math to be instructed in a customized manner. These programs let the classroom teacher know, at any time, what skills are being taught through online instruction, if any skills need to be re-visited, or re-taught in teacher-led small group. Each student takes a Fall/Winter/Spring diagnostic test. The Reading test is broken down into categories which allow a wonderful snapshot of skills mastered and skills needed. 
All strands of standards, and benchmarks needed are embedded in lesson plans weekly. 
My goal for your child is reading on level, or even above level (for many) by year's end.

We are using Literature Based Instruction (LBI) to accomplish reading in different genres, raising comprehension, raising fluency, and addressing your student's individual needs, in order to be an accomplished reader and writer.

Centers in the following areas of instruction will be used at least 3 times a week, if not daily: Technology (i-Ready, Sumdog, newsela, BrainPop,)Literature Circles, Word Work, Teacher led small groups/consultations, and Seat work. Centers are accomplished during 25 min. rotations. Center work is expected to be finished by the student's dismissal time, every Friday. Of course students with accommodations receive extra time, if stated in their 504, or I.E.P. Also, if a student is absent they receive one extra day, for each day absent.

Goal
It is my goal the each student will perform on or above grade level in Language Arts and Social Studies by the end of the fifth grade year.

Throughout the course of the year, fifth grade students will focus on skills that surround literature based instruction. Those skills are listed below:

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
  3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
  4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  6. Describe how a narrator's or speaker's point of view influences how events are described.
  7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
  8. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

As such, by the end of the year, students will be able to read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

Students will also work on a variety of writing tasks and purposes. Throughout the course of the year, students will be able to learn and practice the following skills:

  1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  2. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
  3. Provide logically ordered reasons that are supported by facts and details.
  4. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,specifically).
  5. Provide a concluding statement or section related to the opinion presented.
  6. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  7. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
  8. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  9. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially)
  10. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  11. Provide a concluding statement or section related to the information or explanation presented.
  12. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  13. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  14. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  15.  Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
  16. Use concrete words and phrases and sensory details to convey experiences and events precisely.
  17. Provide a conclusion that follows from the narrated experiences or events.
  18. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  19. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  20. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
  21. Students will also conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.