2010-2011 Syllabus for Fifth Grade    Term 1

Teacher: Colleen Kelly

Math

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

1 Analyze relationships among numbers and the four basic operations, compute fluently, and make

   reasonable estimates.

      a2 Compare and order decimals to the nearest thousandths, using >, <, and =. (DOK 1)

       b Compose and decompose seven-digit numbers and decimals through thousandths in

          word, standard, and expanded forms. (DOK 1)

      f1 Add and subtract whole numbers and decimals. (DOK 1)

      f2 Multiply(with and without remainders) whole numbers and decimals. (DOK 1)

      g1 Estimate sums, differences of non-negative rational numbers to include strategies such

           as front-end rounding, benchmark numbers, compatible numbers, and rounding. (DOK 2)

      h1 Solve real world problems to include addition and subtraction (DOK 2)

2 Explain and analyze number relationships and functions using algebraic symbols, and demonstrate an

   understanding of the properties of the basic operations.

      c Apply the properties of basic operations to solve problems: (DOK 2)

      c2 Apply the properties of basic operations to solve problems: Commutative properties of

           addition (DOK 2)

      c3 Apply the properties of basic operations to solve problems: Associative properties of

           addition (DOK 2)

      c5 Apply the properties of basic operations to solve problems: Identity properties of addition

          (DOK 2)

Assessments: Vocabulary quizes, activities, chapter tests, Mid-chapter check ups.

Homework/Assignments/Projects: Homework due the following day unless otherwise specified; assignments not accepted late except for absence from school.

Course Requirements: Final grade will be broken down as follows:  55% tests, 35% activities, and 10% common term assessment

Reteaching and Retesting:  PROCEDURE WHEN A STUDENT FAILS A TEST

A student who fails a test will be offered an opportunity for re-teaching and retesting within 10 days by the classroom teacher.  In that instance the teacher will send home a written notice.  Communication will take place between the teacher and the parent as to the re-teaching times and the date of the retest.  The student must attend the re-teaching sessions to be eligible to retest.  The higher grade of the two tests will be placed in the grading program in the computer.

PROCEDURE WHEN A STUDENT DOES NOT FAIL A TEST BUT THE PARENT/STUDENT WOULD LIKE TO REQUEST A RETEST

In accordance with our BPS District Re-teach/Re-test policy, a parent and/or student may initiate a request to the teacher for any test to be retaken (failing or not failing).  The parent should write a note to the teacher, preferably in the student planner or a note attached to the student planner requesting that the specific test be given again to the student.  The teacher will then notify the parent of the re-teaching assignment to be completed AT HOME by the student under the direction and assistance of the parent, the date the assignment is due to the teacher, and the date of the retest.  The assignment will be reviewed by the teacher prior to administering the retest to the student.

Re-testing requests must be made within 10 days of receiving the test grade.

Additional Comments: Instant recall of Multiplication facts is essential to each child’s success in multiple step-problem solving. The first nine-weeks we will review facts in a daily quiz to ensure that our students meet the national standard for recall at 3 seconds per fact.

Language Arts

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

3 The student will express, communicate, evaluate, or exchange ideas effectively.

    a The student will use and reflect on an appropriate composing process to express,

       communicate, evaluate, or exchange ideas with a focus on text of increasing complexity

       and length. (DOK 3)

   a1 Planning • Plan for composing using a variety of strategies (e.g., brainstorming, drawing,

       graphic organizers, peer discussion, reading, viewing).

   a2 Drafting • Draft with increasing fluency.

   a3 Revising • Revise selected drafts by adding, elaborating, deleting, and rearranging text

        based on feedback on teacher/peer feedback, writer’s checklist, or rubric.

   a4 Editing • Edit/proofread drafts to ensure standard usage, mechanics, spelling, and varied

        sentence structure.

   a5 Publishing/Sharing • Share writing with others formally and informally using a variety of

        media.

    b The student will compose descriptive texts using specific details and vivid language.

       (DOK 3)

    c The student will compose narrative text relating an event with a clear beginning, middle,

       and end using specific details. (DOK 3)

    c1 Stories or retellings

    c5 Biographies or autobiographies

4 The student will apply Standard English to communicate.

    a The student will apply Standard English grammar to compose or edit. (DOK 1)

   a1 Nouns (sing.; pl. [incl. irr. forms]; common; proper; sing. possessive; pl. possessive;

        appositives; concrete; abstract; compound [1 word: bookcase; 2/more words: prime

        number/George Washington; hyphenated words: editor-in-chief])

   a5 Articles and coordinating conjunctions

   a7 Prepositions

   b The student will apply Standard English mechanics to compose or edit. (DOK 1)

   b1 End punctuation (e.g., period, question mark, exclamation point)

   b10 Spell words commonly found in fifth grade level text.

   b11 Produce legible text.

   b2 Periods in common abbreviations (e.g., titles of address, days of the week, months of the

       year)

   b3 Commas (e.g., dates, series, addresses, greetings and closings of friendly letters,

       quotations, introductory prepositional phrases, nonessential appositive phrases, and

       interrupters)

   b6 Quotation marks (e.g., quotations, titles of poems, titles of songs, titles of short stories,

        titles of chapters, titles of magazine articles)

   b9 Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of

        the year, holidays, titles, initials, the pronoun “I,” first word in greetings and closings of

        friendly letters, proper adjectives)

   c The student will apply knowledge of sentence structure in composing or editing. (DOK 2)

   c1a Analyze the structure of sentences (e.g., simple sentences including those with

       compound subjects/predicates). (DOK 2)

   c2a Compose simple sentences with compound subjects and/or compound predicates.

        (DOK 2)

   c3 Avoid sentence fragments and run-on sentences. (DOK 2)

Assessments: Sentence checks, skills tests, term tests, writing assignments, and spelling tests.

Homework/Assignments/Projects: Homework due the following day unless otherwise specified; assignments not accepted late except for absence from school.

Course Requirements: Final grade will be broken down as follows:  40% English, 30% Writing, 20% Spelling, and 10% CommonTerm Assessment

Reteaching and Retesting:  Same as above

Additional Comments:      

Reading

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

1 The student will use word recognition and vocabulary (word meaning) skills to communicate.

    a1 The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-,, –tion,

         -or, -ion, -ity, -ment, -ic) in multi-syllabic words. (DOK 2)

    b The student will develop and apply expansive knowledge of words and word meanings to

       communicate. (DOK 1)

    d The student will use definitional, synonym, antonym, or example clues to infer the

       meanings of unfamiliar words. (DOK 2)

    g The student will communicate using vocabulary that is appropriate for the context,

       purpose, and situation (e.g., formal and informal language). (DOK 2)

2 The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of

    texts of increasing of length, difficulty, and complexity.

    a The student will apply knowledge of text features, parts of a book, text structures, and

       genres to understand, interpret, or analyze text. (DOK 2)

    a1 Text features - titles, headings, captions, illustrations, graphs, charts, diagrams, bold-

        faced print, italics, headings, subheadings, numberings, captions, illustrations, graphs,

        diagrams, maps, icons, pull down menus, key word searches, etc.

    a2 Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc.

    a4 Genres – Fiction, nonfiction, poetry, biographies, and autobiographies

    b The student will analyze text to understand, infer, draw conclusions, or synthesize

       information. (DOK 2)

    b1 Identify and infer the main idea or topic in literary text, literary nonfiction, and informational

      text of increasing length and difficulty, citing text-based evidence.

    b5 Predict a logical outcome based upon information stated in a text and confirm or revise

        based upon subsequent text.

    d1 Story elements (e.g., setting, characters, character traits, plot, resolution, point of view)

    d4 Author’s purpose (e.g., inform, entertain, persuade)

    e The student will identify and interpret facts, opinions, or tools of persuasion in texts. (DOK

       2)

    e1 Distinguish between fact and opinion.

Assessments: Selection tests, Fresh Read tests, and novel tests.

Homework/Assignments/Projects: Homework due the following day unless otherwise specified; assignments not accepted late except for absence from school.

Course Requirements: Final grade will be broken down as follows:  55% tests, 35% activities, and 10% common term assessment

Reteaching and Retesting:  Same as above.

Additional Comments:      

Science

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

                                              ….Subject to change when updated…

1 Develop and demonstrate an understanding of scientific inquiry using process skills.

a Form a hypothesis, predict outcomes, and conduct a fair investigation that includes

manipulating variables and using experimental controls. (DOK 3)

b Distinguish between observations and inferences. (DOK 2)

c Use precise measurement in conjunction with simple tools and technology to perform

tests and collect data. (DOK 1)

c1 Tools (English rulers [to the nearest one-sixteenth of an inch], metric rulers [to the nearest

millimeter], thermometers, scales, hand lenses, microscopes, balances, clocks,

calculators, anemometers, rain gauges, barometers, hygrometers)

c2 Types of data (height, mass, volume, temperature, length, time, distance, volume,

perimeter, area)

d Organize and interpret data in tables and graphs to construct explanations and draw

conclusions. (DOK 2)

e Use drawings, tables, graphs, and written and oral language to describe objects and

explain ideas and actions. (DOK 2)

f Make and compare different proposals when designing a solution or product. (DOK 2)

g Evaluate results of different data (whether trivial or significant). (DOK 2)

h Infer and describe alternate explanations and predictions. (DOK 3)

2 Understand relationships of the properties of objects and materials, position and motion of objects, and

transfer of energy to explain the physical world.

a Determine how the properties of an object affect how it acts and interacts. (DOK 2)

b Differentiate between elements, compounds, and mixtures and between chemical and

physical changes (e.g., gas evolves, color, and/or temperature changes). (DOK 2)

c Investigate the motion of an object in terms of its position, direction of motion, and speed.

(DOK 2)

c1 The relative positions and movements of objects using points of reference (distance vs.

time of moving objects)

c2 Force required to move an object using appropriate devices (e.g., spring scale)

c3 Variables that affect speed (e.g., ramp height/length/surface, mass of object)

c4 Effects of an unbalanced force on an object’s motion in terms of speed and direction

d Categorize examples of potential energy as gravitational (e.g., boulder on a hill, child on a

slide), elastic (e.g., compressed spring, slingshot, rubber band), or chemical (e.g., unlit

match, food). (DOK 2)

e Differentiate between the properties of light as reflection, refraction, and absorption. (DOK

1)

e1 Image reflected by a plane mirror and a curved-surfaced mirror

e2 Light passing through air or water

e3 Optical tools such as prisms, lenses, mirrors, and eyeglasses

f Describe physical properties of matter (e.g., mass, density, boiling point, freezing point)

including mixtures and solutions. (DOK 1)

f1 Filtration, sifting, magnetism, evaporation, and flotation

f2 Mass, density, boiling point, and freezing point of matter

f3 Effects of temperature changes on the solubility of substances

g Categorize materials as conductors or insulators and discuss their real life applications

(e.g., building construction, clothing, animal covering). (DOK 2)

Assessments: Chapter tests, labs, and projects.

Homework/Assignments/Projects: Homework due the following day unless otherwise specified; assignments not accepted late except for absence from school.

Course Requirements: Final grade will be broken down as follows:  60% Tests and 40% Activities

Reteaching and Retesting:  Same as above.

Additional Comments: A Mississippi Science State Assessment will be given in March.

Social Studies

Objectives: This is a general overview of what the teacher will teach and what the student is expected to master.

1.  Examine the historical development of the United States of America.  (H, G)

            a. Identify the various groups who migrated to North America and the cause(s) of this migration.

            b. Investigate the impact of the various cultural groups who settled the United States (e.g., Native  

                Americans, Europeans, Africans, Asians, etc.).

2.  Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)

            a. Determine how democratic principles developed (e.g., women’s suffrage, civil rights, etc.).

            c. Research/analyze how democratic events and symbols have evolved (e.g., flag, voting,   

                inaugurations, etc.).

3.  Analyze spatial and ecological relationships between people, places, and environments utilizing social 

     studies tools (e.g., timelines, mental and physical maps, globes, resources, graphs, a compass rose,  

     political cartoons, charts, primary and secondary sources, technology, and other geographical

     representations). (C, H, G, E)

            j.  Identify continents and place the United States appropriately.

            k. Using social studies tools, identify and compare the characteristics of the five regions of the

                United States (e.g., soil, landforms, vegetation, wildlife, climate, etc.).

5.  Analyze the ideals, principles, and practices of citizenship in a democratic society. (C, H)

           a.  Explain the meaning of American citizenship (e.g., change in definition of citizen over time, the

                process of becoming a citizen, etc.).

Assessments: Participation, chapter tests, and fresh reads.

Homework/Assignments/Projects: Homework due the following day unless otherwise specified; assignments not accepted late except for absence from school.

Course Requirements: Final grade will be broken down as follows:  60% Tests and 40% Activities

Reteaching and Retesting:  Same as above.

Additional Comments: