Bellingham Public Schools

Curriculum Department

June 2004

Fifth Grade Learning Targets

For best printing results, click here (pdf).

LEARNING TARGETS

What are "learning targets?"

The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements. The EALRs identify learning targets in reading, writing, math, social studies, science, health and fitness, communication, and the arts for all students in the State of Washington. The Bellingham School District is in the process of aligning their curriculum content areas with the EALRs and supports all children in their continuous progress toward these standards of achievement.

Student-Centered Learning

All students do not learn at the same rate because they develop at different rates. Children have their own developmental timelines for learning to walk or talk. They also have their own developmental timeline for learning. The goal of the Bellingham School District is to support students through continuous levels of learning that match their individual learning needs.

Curriculum

Bellingham School District's curriculum frameworks identify and organize concepts, essential understandings, processes, skills and critical content that students need to know and be able to do at each grade level. Critical content is outlined in the state's curriculum frameworks as well as in the Bellingham School District's curriculum guides. These guides outline grade level expectations in each academic content area. Students are taught basic skills and processes in reading, writing, math, social studies and science and are encouraged by their teachers toward a greater depth in thinking and learning. Many of the content areas organize learning around essential questions or "big ideas" that encourage investigation and exploration of topics and ideas.

LEARNING TARGETS FOR READING

The following information identifies the learning targets in reading for students who are in fifth grade in the Bellingham School District.

By the end of Fifth Grade . . .

Fifth Grade Reading Expectations

Uses Skills and Strategies

• describes strategies used to identify and/or gain meaning from specialized vocabulary, idioms, words used in unusual contexts, or unfamiliar words
• understands distinction within word classes, for example, nouns, proper nouns, pronouns, collective nouns
• evaluates effectiveness of the author's use of similes, metaphors, analogies, alliteration, and other literary devices in relation to the text type and purpose
• uses information from tables, graphs, and maps and can describe findings in another format
• understands how the conventions of different writing forms influence access to meaning and information
• shows awareness of techniques authors use to create, link, and contrast characters, events, ideas, and information
• shows awareness that layout, graphics, title, book shape and size capture interest and effect purpose, style, and pace of reading

Understands What is Read

• uses correct terminology when describing book or text features
• switches from one text or part of a text to another while retaining the meaning of both
• attends to details of instructions and returns to these during a task
• uses more than one type of technology, and range of reference within each, to consider other levels of meaning, to explore unanswered questions, or to determine authenticity
• demonstrates understanding that culture and values affect the connotation of words through seeking the option of others, offering more than one option, or using a range of reference material
• selects, interprets, synthesizes, and presents information from more than one text type and source and more than one type of technology and describes the method and sequence used
• evaluates, contrasts, and discusses the reliability and validity of information gained through text and illustration
• compares the effectiveness of the same text, topic, or theme presented in more than one media
• distinguishes inferences and opinions when summarizing text for a specific purpose

Reads Fluently

• considers the audience and the author's possible intended message and emphases when reading orally

Shows Effort to Become a Life-Long Reader

• selects and reads a range of texts independently for enjoyment and information, shares opinions, and recommends books to others
• seeks material beyond the classroom and school library to pursue an interest or complete a task
• generates questions for rereading, wider reading, or discussion
• considers reading to be a problem-solving activity and can talk about expectations, challenges, and purpose and then discuss and evaluate the process

LEARNING TARGETS FOR WRITING

The following information identifies the learning targets in writing for students who are in fifth grade in the Bellingham School District.

By the end of Fifth Grade . . .

Fifth Grade Writing Expectations

Content/Ideas

• writes clear, coherent explanations, instructions, and factual reports on a range of issues and topics
• expresses opinion or point of view with sufficient supporting information and appropriate emphasis
• shows understanding of synonyms, antonyms, and word origins and derivatives
• includes cause and effect, opinions, and other opposing opinions in persuasive writing
• determines emphasis by considering purpose and audiences' probable interest and knowledge of topic
• expands known forms in length as well as depth and variety

Organization

• links incidents, facts, and opinions logically and effectively through language, organization, and layout
• works to develop an inviting introduction and a satisfying or thought provoking ending with a logical and engaging body of text
• gathers information from a range of sources and uses an organizer to analyze, synthesize, select, and plan
• writes an accurate first draft when necessary

Style (Voice, Word Choice, Fluency)

• creates impact and suspense through syntactical elements and organizations as well as vocabulary
• uses formal, informal, and specialized vocabulary appropriate for audience and purpose
• injects humor, tension, and/or mood into writing through word choice, varying sentence structure, and organizational techniques such as flashbacks
• considers audience and purpose at all stages of the writing
• explores forms associated with specific tasks or careers e.g. receipts, forms

Conventions

• uses an increasing range of punctuation conventions (including quotation marks for quotes or thought) and layout conventions
• applies conventions of forms consistently and considers these when evaluating effort and product
• develops own criteria for editing

Understands and Uses Writing Process

• contributes to team effort to create, revise, edit, and evaluate writing
• revises and edits through reorganizing and clustering at all stages of writing
• redrafts by adding, deleting, reordering, or simplifying
• uses technology for gathering information, revising or preparing final copy

Spelling

• uses multi-strategy approach to spelling (visual patterns, sound patterns, meaning)
• uses prefix and suffix knowledge to spell words
• uses a variety of resources to edit
• uses spell-check, grammar check and thesaurus when working on the computer

Effort

• uses established as well as own criteria to reflect on quality and effort in writing
• studies the writing of others, especially those whose work is of special interest, and identifies qualities and techniques
• uses computer for entire writing process on an ongoing basis

LEARNING TARGETS FOR MATH

The following information identifies the learning targets for both content and process strands in math for students who are in fifth grade in the Bellingham School District.

By the end of Fifth Grade .

Fifth Grade Math Expectations

Content Strands:

Number Sense - Understand and use numbers (0.01 to 1,000,000) through varied and multiple experiences, including:

number and numeration

• use objects, pictures or symbols to describe the meaning of fractions, decimals, and percents and the relationship between decimals and fractional parts
• identify, compare, and order non-negative whole numbers
• order fractions with fractions and decimals with decimals, e.g. which is bigger 3/8 or 2/3?
• identify equivalent fractions and simplify fractions to lowest terms
• use visual and physical models to describe prime and composite numbers, factors and multiples, and determine divisibility by 2, 5, and 10
• use objects, pictures, and symbols to illustrate equivalent ratios, e.g. 1:2 is equivalent to 4:8
• make comparisons between two part:part relationships, e.g. which makes a lighter paint - 2 white:3 blue or 4 white:5 blue?

computation

• add, subtract, multiply and divide non-negative whole numbers up to 12
• add and subtract decimals, fractions, mixed numbers, and whole numbers 0 to 999
• use physical models to demonstrate and explain the meaning of multiplication of a fraction by a whole number and a fraction by a fraction
• use mental math strategies, paper and pencil, calculator, or computer as appropriate for a given situation

estimation

• determine and justify the reasonableness of answers by estimating prior to actual computation with whole numbers

Measurement

attributes and dimensions

• compare and contrast perimeter, area and volume for a variety of shapes
• measure elapsed time and duration
• explore and recognize the relationship between area and perimeter
• measure objects directly and apply procedures for determining perimeter of polygons and area of rectangles

approximation and precision

• use estimation to obtain reasonable approximations of linear measurements

systems and tools

• choose the appropriate standard unit and tool and measure objects directly
• choose standard units of measure yielding the most appropriate measurement
• explain the advantages of standard units of measure
• make conversions within the U.S. Customary System and within the Metric System (length, mass/weight, volume)

Geometric Sense

properties and relationships

• identify and describe properties of geometric figures (ray, angle, line segment, parallel, symmetric, perpendicular, similar, and congruent) and find examples in the physical world
• identify and draw multiple lines of symmetry
• build and record similar and congruent figures
• construct geometric figures using a variety of tools

locations and transformations

• describe the location of points on coordinate grids in first quadrant
• identify simple transformations using combinations of translations, reflections, or rotations

Probability and Statistics

probability

• prepare and organize displays of all possible results for a given probability experiment
• use and describe strategies for determining the probability of an event

statistics

• identify a random sample taken from a described population
• differentiate between random and non-random samples
• organize and display data using frequency tables
• identify outliers in a set of data
• describe mean, median, mode, and range for simple data

prediction and inference

• carry out experiments to determine probabilities and compare predictions to experimental results
• ask questions and collect data from specific samples and infer data to the population
• make inferences and note trends on data collected from bar graphs and line graphs

Algebraic Sense

patterns

• create and extend number patterns that may involve a combination of addition, subtraction, and multiplication using words, tables and graphs
• describe patterns using rules, tables, graphs and charts
• recognize number patterns and sequences
• use variables to describe patterns and sequences

representations

• represent and describe patterns using tables and graphs with terms such as interval, pattern, rule and sequence
• use symbols to represent the process of maintaining equality and inequality in number sentences (e.g., 8 + 4 ¨ 7 + 3)
• represent numbers as letters in formulas and equations
• substitute values in formulas (e.g., / (length) x w (width) = a (area)

operations

• use physical or visual materials to model operations performed on both sides of an equation
• evaluate simple expressions using manipulatives

Process Strands:

Problem Solving

investigate situations

• develop and use a variety of strategies, such as act it out, make a physical model, and look for a pattern

formulate questions and define the problem

• identify missing or extraneous information
• define questions to be answered in new situations, e.g., after being presented with new information or witnessing an unfamiliar event

construct solutions

• organize relevant information from multiple sources such as firsthand experimental data, data reported by others, books, or internet

Reasoning

analyze information

• validate thinking and mathematical ideas using models, known facts and patterns, e.g., use manipulatives to demonstrate addition of fractions with unlike denominators

predict results

• make conjectures and inferences based on analysis of new problem situations, e.g., make a hypothesis when asked if there is a relationship between the area and perimeter of quadrilaterals

draw conclusions and verify results

• test conjectures and inferences and explain why they are true or false, e.g., devise, carry out, and evaluate a plan to test the hypothesis that an increase in area results in an increase in perimeter
• check for reasonableness of results

Communication

gather information

• develop a plan for collecting mathematical information (from both print and nonprint sources)

organize and interpret information

• organize and clarify mathematical information by reflecting and verbalizing, e.g., after a class discussion on measurement, explain precision in own words

represent and share information

• clearly and effectively express ideas using both everyday and mathematical language (models, tables, charts) appropriate to the audience

Connections

within mathematics

• relate and use different models and representations for the same situation e.g., explain the meaning of multiplication of fractions using physical and visual models

to other disciplines

• identify mathematical patterns and relationships in other disciplines e.g., understand patterns, shapes, time, distances, and relative distances to other objects within our solar system
• use mathematical thinking and modeling in other disciplines
• describe examples of contributions to the development of mathematics (such as the contributions of women)

to real-life situations

• recognize the extensive use of mathematics outside the classroom
• investigate the use of mathematics within several occupational/career areas e.g., aerospace, medicine, carpentry, banking, sales

Teaching resources for math include:

• "Investigations in Number, Data, and Space," Dale Seymour Publications. This program was developed at TERC (Technical Education Research Center) and is an innovative approach to teaching mathematics based on engaging activities and group learning experiences. The curriculum at each grade level is organized into units that offer from three to eight weeks of mathematical work in number, data analysis, and geometry. The units link together to form a complete K-5 curriculum that teachers can adjust to fit their classroom needs.

LEARNING TARGETS FOR SOCIAL STUDIES

The following information identifies the learning targets in social studies for students who are in fifth grade in the Bellingham School District.

The fifth grade social studies program focuses on the theme of "Foundations of U.S. Citizenship and Democracy." Students will investigate the historical beginnings of the United States with emphasis on indigenous populations, European exploration and early settlement. Foundations of democratic government are learned through study of the colonial and revolutionary periods. Students connect this learning with an introduction to current U.S. government. The guiding questions for social studies in fifth grade are:

Geography

• How are cultures shaped by land and climate?
• How does human culture influence land and climate?

Civics

• How did economics, geography and cultural interaction motivate and influence writing of the foundation documents?
• What are the essential characteristics of the foundation documents? Why are they important today?
• What is the structure and function of government? How does it influence how we live in today's world?

History

• How did the contributions of various cultural groups help develop our nation?
• How do historical turning points influence us as U.S. citizens today?

Economics

• How are the economics of the U.S. affected by geographic region?
• How did these economics mold the political geography of the early U.S.?

Fifth grade teaching resources for social studies include:

• Social Studies: Early United States, Harcourt Brace & Company, 2000
• Classroom Atlas Program, Rand McNally
• Atlas of American History, Rand McNally
• World/U.S. Wall Map and Globe

LEARNING TARGETS FOR SCIENCE

The following information identifies the learning targets in science for students who are in fifth grade in the Bellingham School District.

Fifth Grade Expectations in Science

Properties

• objects have properties which determine how they can be used

System and Structure

• systems are both natural and man-made
• systems can be disrupted by a single change

Change and Interaction

• changes in elements in the universe cause reactions in other elements
• magnetism is a force which impacts all objects in the universe

Fifth grade teaching resources for science include the following kits:

• GEMS Earth, Moon, and Stars - Students learn a great deal about the Earth, gravity, and astronomy. Sections focus on the shape of the Earth and gravity; moon phases and eclipses; and the stars. Students ponder questions such as: If the Earth is a ball, why does it look flat? Why does the moon change its shape? How can I find constellations and tell time by the stars? Activities include observing and recording changes in the sky and creating models to explain observations. This wide-ranging interdisciplinary unit also connects to world cultures through its exploration of myths about the rising and setting of the sun.
• GEMS Oobleck - Students investigate and analyze the properties of a strange green substance, Oobleck, said to come from another planet. The class holds a scientific convention to discuss experimental findings. Students design a spacecraft to land on an ocean of Oobleck. In the final session, the methods the students used to analyze Oobleck are compared to those of professional scientists, such as those on the Mars Viking mission. Oobleck is a great hands-on experience and provides students authentic insight into the real work of scientists.
• GEMS Moons of Jupiter - Students re-enact Galileo's historic telescopic observations of Jupiter's moons. They observe and record moon orbits over time and learn why these observations helped signal the birth of modern astronomy. Students experiment to learn how craters are formed; make scale models to better understand size and distance; and take a grand tour of the Jupiter system as viewed by the Voyager spacecraft. Then students work in teams to create, from an assortment of common materials, a settlement on one of the moons of Jupiter.

• STC Magnets/Motors - Students build on the knowledge they gained in the STC Electric Circuits unit by exploring the properties of magnets and the magnetic properties of electric currents. The unit includes information on the historical development of scientists' understanding of the use of magnetism, electricity, and electromagnetism. Students begin by studying magnets and making a compass. They then investigate the relationship between magnetism and electricity, as they explore the characteristics of switches and circuits. Finally, the students experiment with three different motors. Applying their learning and experience, they dismantle, experiment with, and reassemble a manufactured motor.

GEMS = Great Explorations in Math and Science, Lawrence Hall of Science, University of California, Berkeley

STC = Science and Technology for Children, National Science Resources Center, Smithsonian Institute

LEARNING TARGETS FOR HEALTH & FITNESS/PHYSICAL EDUCATION

The following information identifies the learning targets in health and fitness for students who are in fifth grade in the Bellingham School District.

By the end of Fifth Grade .

Health Expectations

The Great Body Shop required puberty unit for fifth grade is "Growing Up." This unit has been revised and condensed by the Bellingham School District for use in our schools. This unit will:

• explain the endocrine system including major glands and the role hormones play in stimulating body functions
• identify the biological differences between boys and girls
• identify the connection between good hygiene, your appearance and feeling good about the way you look

Following the above lessons, school nurses teach the state mandated HIV/AIDS lesson.

Please note: Washington State law (RCW28A.230.070) requires public schools in the state of Washington to teach about the "life threatening dangers" of human immunodeficiency virus (HIV) and acquired immunodeficiency syndrome (AIDS) grade 5 and beyond. The Bellingham School District provides a Parent Information Night regarding the HIV/AIDS curriculum in the fall of each school year. Parents wishing to exempt their student from this lesson must review the material and make the request in writing not to have their student participate in the classroom presentation. Parents may review the fifth grade material at their school or the Curriculum Office.

The other Great Body Shop required unit for fifth grade is "Danger Ahead: The Truth About Drugs." Students will:

• define the terms drug use, drug misuse, and drug abuse, and identify the short and long term effects of different categories of drugs on the body
• describe reasons for abusing drugs and how drug abuse by one member affects the whole family
• identify the ways in which some advertising promotes drug use
• explain why drugs won't solve problems

By the end of Fifth Grade .

Fitness/Physical Education Expectations

Students will:

• create and perform combinations of locomotor, non-locomotor, and manipulative skills in individual, partner and group activities
• apply specialized movement skills in individual, partner and group activities
• practice safety procedures, demonstrate sportsmanship and adhere to activity rules
• apply fitness and exercise principles in the development of personal fitness goals
• demonstrate dance patterns appropriately with partners in a group activity

Fifth grade teaching resources for health and fitness include:

• The Great Body Shop by The Children's Health Market, Inc.
• KNOW HIV/STD Prevention Curriculum
• Second Step, A Violence Prevention Curriculum from Committee for Children

FIFTH GRADE ASSESSMENTS

The Bellingham School District requires teachers to assess students using a variety of tools to inform instruction and evaluate programs. These tools provide the teacher with specific information about student skills and progress toward standards.

• Running Records - An oral reading assessment tool used to analyze responses, use of strategies, and behaviors a student is using to construct meaning from a text. Administered e very six weeks with those readers experiencing difficulty.

• Retelling - An assessment tool where students repeat everything they can remember after reading a text. This may be completed orally or in writing.

• Monitoring Notes - Monitoring notes are a systematic, written observation of individual reading and writing performance used on a regular basis to assess and evaluate student reading and writing.

• Writing Samples/Draft Books - Writing samples are collected in draft books or portfolios in order to give feedback to the student, identify writing behaviors and provide focus for teaching.

• Analytical Scoring - Analytical scoring of writing samples from a rubric using the six traits: ideas, word choice, organization, fluency, voice and conventions.

• Assess2Learn - Assess2Learn is an online, standards-based classroom assessment. Tests for reading, math, and writing are used fall, winter, and spring.

• Developmental Reading Assessment (DRA)

For readers who are unable to meet grade level expectations on the DRP, testing is done three times per year (fall, winter, spring). The DRA measures skills and strategies, rate, phrasing, comprehension and reading preferences.

• Degrees of Reading Power (DRP)

The DRP measures a student's ability to comprehend surface meaning of non-fiction text at an instructional level. Testing is done in the fall and spring.

Typically, grades K-2 will use the DRA and 3-5 will use the DRP, unless the student scores at or below Level 24 on the DRA. The expected levels of performance for each grade are shown below.

• Washington Assessment of Student Learning (WASL)

           The WASL is a state mandated standards-based assessment in reading, math,

           and science given to fifth grade students in spring.

STUDENT SUCCESS IS OUR GOAL

As parents and guardians, we encourage you to be actively involved in your child's learning. The staff at your child's school can answer questions concerning their progress and give you suggestions about how you can support their education at home. The school district and parents need to work as partners to ensure that every child finds success.