Quarter 3 Report Card Supplemental Document

Grade 5
ENGLISH LANGUAGE ARTS
Demonstrates comprehension when reading grade level text in the following ways:
Reading Literature (Bolded Standards are the focus standards for the quarter.)
Key Ideas and Details

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
from the text. (RL.5.1)

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.
(RL.5.2)

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). (RL.5.3)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative language such
as metaphors and similes.(RL.5.4)

Describe how a narrators or speakers point of view influences how events are described.
(RL.5.6)
Integration of Knowledge and Ideas

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their
approaches to similar themes and topics. (RL.5.9)
Range of Reading and Level of Text Complexity

By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity band independently and proficiently. (RL.5.10)
Reading Information (Bolded Standards are the focus standards for the quarter.)
Key Ideas and Details

Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text. (RI.5.1)

Explain the relationships or interactions between two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical text based on specific information in the text.
(RI.5.3)
Craft and Structure

Analyze multiple accounts of the same event or topic, noting important similarities and
differences in the point of view they represent. (RI.5.6)

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a
grade 5 topic or subject area. (RI.5.4)
Integration of Knowledge and Ideas

Explain how an author uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which point(s). (RI.5.8)

Integrate information from several texts on the same topic in order to write or speak about the
subject knowledgeably. (RI.5.9)
Range of Reading and Level of Text Complexity

By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 4-5 text complexity band
independently and proficiently. (RI.5.10)
Reading Foundational Skills
Phonics and Word Recognition

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,
roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (RF.5.3a)
Fluency

Read grade-level text with purpose and understanding. (RF.5.4a)

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings. (RF.5.4b)

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.5.4c)
Speaking and Listening (Bolded standards are new this quarter, or are the intended focus.)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing
their own clearly. (SL.5.1)

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion. (SL.5.1a)

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Grade 5

Follow agreed-upon rules for discussions and carry out assigned roles. (SL.5.1b)
Pose and respond to specific questions by making comments that contribute to the discussion and elaborate
on the remarks of others. (SL.5.1c)

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions. (SL.5.1d)

Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally. (SL.5.2)

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
(SL.5.3)

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
(S.5.4)

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes. (SL.5.5)

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task
and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.) (SL.5.6)
Writing (Bolded standards are new this quarter, or are the intended focus.)
Text Types and Purposes

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writers purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
Provide a concluding statement or section related to the opinion presented. (W.5.1)
Production and Distribution of Writing

Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
(W.5.4)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command
of Language standards 1-3 up to and including grade 5 here.) (W.5.5)
Research to Build and Present Knowledge

Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.. (W.5.8)
Range of Writing

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
(W.5.10)
Language (Bolded standards are new this quarter, or are the intended focus.)

Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking. (L.5.1)

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular
sentences. (L.5.1a)

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. (L.5.1b)

Use verb tense to convey various times, sequences, states, and conditions. (L.5.1c)

Recognize and correct inappropriate shifts in verb tense.* (L.5.1d)

Use correlative conjunctions (e.g., either/or, neither/nor). (L.5.1e)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing. (L.5.2)

Use punctuation to separate items in a series.* (L.5.2a)

Use a comma to separate an introductory element from the rest of the sentence. (L.5.2b)

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of
the sentence (e.g., It's true, isn't it?), and to indicate direct address (e.g., Is that you, Steve?). (L.5.2c)

Use underlining, quotation marks, or italics to indicate titles of works. (L.5.2d)

Spell grade-appropriate words correctly, consulting references as needed. (L.5.2e)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.5.3)

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. (L.5.3a)

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
(L.5.3b)

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Grade 5

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5
reading and content, choosing flexibly from a range of strategies. (L.5.4)

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning
of a word or phrase. (L.5.4a)

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word
(e.g., photograph, photosynthesis). (L.5.4b)

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key words and phrases. (L.5.4c)

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(L.5.5)

Interpret figurative language, including similes and metaphors, in context. (L.5.5a)

Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better
understand each of the words. (L.5.5c)

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition). (L.5.6)
MATHEMATICS
Use place value understanding for whole number and decimal computation

Fluently multiply multi-digit whole numbers using the standard algorithm. (5.NBT.5)

Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using
strategies based on place value, the properties of operations, and/or the relationship between multiplication
and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area
models. (5.NBT.6)

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used. (5.NBT.7)
Graph coordinates on the coordinate plane

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of
the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by
using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far
to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the
direction of the second axis, with the convention that the names of the two axes and the coordinates
correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). (5.G.1)

Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate
plane, and interpret coordinate values of points in the context of the situation. (5.G.2)
Reason with shapes and their attributes

Understand that attributes belonging to a category of two-dimensional figures also belong to all
subcategories of that category. For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles. (5.G.3)

Classify two-dimensional figures in a hierarchy based on properties. (5.G.4)

Analyze patterns and relationships

Generate two numerical patterns using two given rules. Identify apparent relationships between
corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph
the ordered pairs on a coordinate plane. For example, given the rule Add 3 and the starting number 0, and
given the rule Add 6 and the starting number 0, generate terms in the resulting sequences, and observe
that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally
why this is so. (5.OA.3)
SCIENCE
Structure and Functions of Living Organisms

Explain why some organisms are capable of surviving as a single cell while others require many cells that
are specialized to survive. (5.L.1.1)

Compare the major systems of the human body (digestive, respiratory, circulatory, muscular, skeletal, and
cardiovascular) in terms of their functions necessary for life. (5.L.1.2)
Ecosystems

Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans,
lakes and ponds, forests, and grasslands. (5.L.2.1)

Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or
decomposers (biotic factors). (5.L.2.2)

Infer the effects that may result from the interconnected relationship of plants and animals to their
ecosystem. (5.L.2.3)

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Grade 5
SOCIAL STUDIES
Economics and Financial Literacy

Understand how a market economy impacts life in the United States. (5.E.1)

Summarize the role of international trade between the United States and other countries through
Reconstruction. (5.E.1.1)

Explain the impact of production, specialization, technology and division of labor on the economic growth of
the United States. (5.E.1.2)

Understand that personal choices result in benefits or consequences. (5.E.2)

Explain the importance of developing a basic budget for spending and saving. (5.E.2.1)

Evaluate the costs and benefits of spending, borrowing and saving. (5.E.2.2)
VISUAL ARTS
Visual Literacy

Use the language of visual arts to communicate effectively. (5.V.1)

Use appropriate art vocabulary to describe art movements. (5.V.1.1)

Create art that reflects personal voice and choice. (5.V.1.2)

Classify works of art in terms of whether they are realistic, abstract, or non-objective. (5.V.1.3)

Understand the relationship between the Elements of Art and the Principles of Design. (5.V.1.4)

Apply the Principles of Design in creating compositions. (5.V.1.5)

Apply creative and critical thinking skills to artistic expression. (5.V.2)
Evaluate solutions to artistic problems, including their effectiveness. (5.V.2.1)
Use ideas and imagery from the global environment as sources for creating art. (5.V.2.2)
Create realistic, imaginative, abstract, and non-objective art. (5.V.2.3)

Create art using a variety of tools, media, and processes, safely and appropriately. (5.V.3)
Evaluate how to manipulate tools safely and appropriately to reach desired outcomes. (5.V.3.1)
Use appropriate media for the creation of original art. (5.V.3.2)

Contextual Relevancy

Understand the global, historical, societal, and cultural contexts of the visual arts. (5.CX.1)

Understand how the visual arts have affected, and are reflected in, the culture, traditions, and history of the
United States. (5.CX.1.1)

Recognize key contributions of North American artists in history. (5.CX.1.2)

Classify North American artists in terms of styles, genre, and/or movements. (5.CX.1.3)

Explain how traditions and values influence ideas, issues, and themes found in art. (5.CX.1.4)

Analyze the effect of the geographic location/physical environment on media/subject matter of North
American art/artists. (5.CX.1.5)

Understand the interdisciplinary connections and life applications of the visual arts. (5.CX.2)
Analyze the relationship between arts and daily life in product design, print, and digital media. (5.CX.2.1)
Exemplify how information and skills learned in art can be applied in other disciplines. (5.CX.2.2)

Critical Response

Use critical analysis to generate responses to a variety of prompts. (5.CR.1)

Judge art through the application of art concepts and vocabulary. (5.CR.1.1)

Critique personal art based on established criteria and expressive qualities. (5.CR.1.2)
MUSIC
Musical Literacy

Apply the elements of music and musical techniques in order to sing and play music with accuracy and
expression. (5.ML.1)

Illustrate independence and accuracy while singing and playing instruments within a group or ensemble.
(5.ML.1.1)

Illustrate blending vocal timbres, matching dynamic levels, responding to the gestures of conductor while
singing in groups. (5.ML.1.2)

Use instruments to perform rhythmic, melodic, and chordal patterns accurately and independently on

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Grade 5
classroom rhythmic, melodic, and harmonic instruments. (5.ML.1.3)

Interpret the sound and symbol systems of music. (5.ML.2)

Interpret rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth, and sixteenth
notes and rests in 2/4, 3/4, 4/4, and 6/8 meter signatures. (5.ML.2.1)
Recognize pitches on the treble and bass staves, including ledger lines, in order to understand the
continuum of standard pitch notation. (5.ML.2.2)
Apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm,
meter, and pitch when reading and notating music. (5.ML.2.3)
Use standard symbols to notate rhythm, meter, pitch, and dynamics. (5.ML.2.4 )
Create music using a variety of sound and notational sources. (5.ML.3)
Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including
traditional and non-traditional sounds, body sounds, and sounds produced by electronic means. (5.ML.3.1)
Create compositions and arrangements within specified guidelines. (5.ML.3.2)
Create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and
quarter rests; and beamed eighth notes in duple, triple, and common time and which are arranged using a
variety of sound sources. (5.ML.3.3)

Contextual Relevancy

Understand global, interdisciplinary, and 21st century connections with music. (5.CR.1)

Understand how music has affected, and is reflected in, the culture, traditions, and history of the United
States. (5.CR.1.1)

Understand the relationships between music and concepts from other areas. (5.CR.1.2)
Musical Response

Understand the interacting elements to respond to music and music performances. (5.MR.1)

Interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics,
entrances, cut-offs, and phrasing, when singing and playing music. (5.MR.1.1)

Use music terminology in explaining music, including notation, instruments, voices, and performances.
(5.MR.1.2)

Exemplify appropriate behaviors as a participant/observer of music in relation to the context and style of
music performed. (5.MR.1.3)

Classify classroom, Western orchestral, and world instruments into categories based on how their sounds are
produced. (5.MR.1.4)
HEALTHFUL LIVING - PHYSICAL EDUCATION
Motor Skills

Apply competent motor skills and movement patterns needed to perform a variety of physical activities.
(5.MS.1)

Execute combinations of more complex locomotor skills and manipulative skills specific to individual, dual,
and team activities. (PE.5.MS.1.1)

Use increasingly complex skills with power and accuracy. (PE.5.MS.1.2)

Illustrate mature form in combining locomotor and manipulative skills for traditional and non- traditional
activities. (PE.5.MS.1.3)

Create movement sequences that are smooth and fluid and have several different rhythmic patterns.
(PE.5.MS.1.4)
Movement Concepts

Understand concepts, principles, strategies, and tactics that apply to the learning and performance of
movement. (5.MC.2)

Select scientific principles and/or concepts that have an effect on the quality of complex movement.
(PE.5.MC.2.1)

Evaluate movement and game skills in order to provide feedback that will lead to improvement.
(PE.5.MC.2.2)

Identify basic offensive and defensive strategies in modified game situations. (PE.5.MC.2.3)

Analyze the five components of health-related physical fitness in terms of their relationship to various
activities. (PE.5.MC.2.4)

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Grade 5
Health-Related Fitness

Understand how to achieve the gender- and age-related health-related physical fitness standards defined by
an approved fitness assessment. (PE.5.HF.3.1)

Implement strategies to achieve health-related physical fitness. (PE.5.HF.3.2)

Select physical activities that develop/maintain each of the five components of health-related fitness.
(PE.5.HF.3.3)
Personal/Social Responsibility

Use self-control to work independently in developing responsibility and respect for self and others.
(PE.5.PR.4.1)

Use cooperation and communication skills to achieve common goals. (PE.5.PR.4.2)

Understand the importance of culture and ethnicity in developing self-awareness and working productively
with others. (PE.5.PR.4.3)