5th grade standards

Reading
ELA (English/Language Arts, including writing)
Math
Social Studies (There is an additional website for social studies with extra resources; scroll down to find the link.)
Gifted
Reading
Reading: Literary Texts
KEY IDEAS AND DETAILS
  • RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RL.5.2. 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.
  • RL.5.3. 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).
CRAFT AND STRUCTURE
  • RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  • RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
  • RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
INTEGRATION OF KNOWLEDGE AND IDEAS
  • RL.5.7. 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).
  • RL.5.8. (Not applicable to literature)
  • RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
RANGE OF READING AND COMPLEXITY OF TEXT
  • RL.5.10. 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.

Reading: Informational Texts
KEY IDEAS AND DETAILS
  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. 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.
CRAFT AND STRUCTURE
  • RI.5.4. 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.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
INTEGRATION OF KNOWLEDGE AND IDEAS
  • RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
  • RI.5.8. 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.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
RANGE OF READING AND LEVEL OF TEXT COMPLEXITY
  • RI.5.10. 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.
  • Reading: Foundational Skills
  • STANDARDS IN THIS STRAND:PHONICS AND WORD RECOGNITION
    • RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words.
      • 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.
    FLUENCY
    • RF.5.4. Read with sufficient accuracy and fluency to support comprehension.
      • Read grade-level text with purpose and understanding.
      • Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
      • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
English/Language Arts
CONVENTIONS OF STANDARD ENGLISH
  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.*
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.*
    • Use a comma to separate an introductory element from the rest of the sentence.
    • 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?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.
KNOWLEDGE OF LANGUAGE
  • L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
    • Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
VOCABULARY ACQUISITION AND USE
  • L.5.4. 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.
    • Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
    • Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
    • 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.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    • Interpret figurative language, including similes and metaphors, in context.
    • Recognize and explain the meaning of common idioms, adages, and proverbs.
    • Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
  • L.5.6. 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).
Mathematics
Operations and Algebraic Thinking
5.OA.A Write and interpret numerical expressions.
5.OA.B Analyze patterns and relationships.

Number & Operations in Base 10
5.NBT.A Understand place value systems
5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths.

Numbers & Operations - Fractions
5.NF.A Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.B Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Measurement & Data
5.MD.A Convert like measurement units within a given measurement system.
5.MD.B Represent and interpret data.
5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometry
5.G.A Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.B Classify two-dimensional figures into categories based on their properties.
Social Studies
CLICK HERE to view pictures, PowerPoints, maps, and more to help your child with social studies this year!

UNITED STATES HISTORY SINCE 1860 
In fifth grade, students continue their formal study of United States history. As with fourth grade, the strands of history, geography, civics, and economics are fully integrated. Students study United States history beginning with the Civil War and continue to the present. The geography strand emphasizes the influence of geography on U. S. history. The civics strand emphasizes concepts and rights as outlined in amendments to the U. S. Constitution. The economics strand uses material from the historical strand to further understanding of economic concepts.

Historical Understandings
SS5H1 The student will explain the causes, major events, and consequences of the 
Civil War. 
  1. Identify  Uncle  Tom’s  Cabin  and  John  Brown’s  raid  on  Harper’s  Ferry, and explain how each of these events was related to the Civil War. 
  2. Discuss  how  the  issues  of  states’  rights  and  slavery  increased  tensions  between the North and South. 
  3. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign,  Sherman’s  March  to  the  Sea,  and  Appomattox  Court  House. 
  4. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson  Davis,  and  Thomas  “Stonewall”  Jackson. 
  5. Describe the effects of war on the North and South. 

SS5H2 The student will analyze the effects of Reconstruction on American life. 
  1. Describe the purpose of the 13th, 14th, and 15th Amendments. 
  2. Explain  the  work  of  the  Freedmen’s  Bureau. 
  3. Explain how slavery was replaced by sharecropping and how African-Americans 
    were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs. 

SS5H3 The student will describe how life changed in America at the turn of the century. 
  1. Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail. 
  2. Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity). 
  3. Explain  how  William  McKinley  and  Theodore  Roosevelt  expanded  America’s role in the world; include the Spanish-American War and the building of the Panama Canal. 
  4. Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled. 
  5. Describe the impact of westward expansion on Native Americans; include the Battle of the Little Bighorn and the relocation of Native Americans to reservations. 

SS5H4 The student will describe U.S. involvement in World War I and post-World War I America. 
  1. Explain how German attacks on U.S. shipping during the war in Europe (1914- 1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919. 
  2. Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh). 

SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.
  1. Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens. 
  2. Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, the Works Progress Administration, and the Tennessee Valley Authority. 
  3. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. 

SS5H6  The  student  will  explain  the  reasons  for  America’s  involvement  in  World 
War II. 
  1. Describe  Germany’s  aggression  in  Europe  and  Japan’s aggression in Asia. 
  2. Describe major events in the war in both Europe and the Pacific; include Pearl 
    Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust. 
  3. Discuss  President  Truman’s  decision  to  drop  the  atomic  bombs  on  Hiroshima and 
    Nagasaki. 
  4. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. 
  5. Describe the effects of rationing and the changing role of women and African- 
    Americans;;  include  “Rosie  the  Riveter”  and  the  Tuskegee  Airmen. 
  6. Explain the U.S. role in the formation of the United Nations. 

SS5H7 The student will discuss the origins and consequences of the Cold War. 
  1. Explain  the  origin  and  meaning  of  the  term  “Iron  Curtain.” 
  2. Explain how the United States sought to stop the spread of communism through 
    the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization. 
  3. Identify Joseph McCarthy and Nikita Khrushchev. 

SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975. 
  1. Discuss the importance of the Cuban Missile Crisis and the Vietnam War. 
  2. Explain the key events and people of the Civil Rights movement; include Brown 
    v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr. 
  3. Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr. 
  4. Discuss the significance of the technologies of television and space exploration. 

SS5H9 The student will trace important developments in America since 1975. 
  1. Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, the Persian Gulf War, and the War on Terrorism in response to September 11, 2001. 
  2. Explain the impact the development of the personal computer and the Internet has had on American life. 

Geographic Understandings
SS5G1 The student will locate important places in the United States. 
  1. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert. 
  2. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL. 

SS5G2 The student will explain the reasons for the spatial patterns of economic activities. 
  1. Explain how factors such as population, transportation, and resources influenced industrial location in the United States between the end of the Civil War and 1900. 
  2. Locate primary agricultural and industrial locations since the turn of the 20th century and explain how factors such as population, transportation, and resources have influenced these areas. 
    Government/Civic Understandings 

SS5CG1  The  student  will  explain  how  a  citizen’s  rights are protected under the 
U.S. Constitution. 
  1. Explain the responsibilities of a citizen. 
  2. Explain the freedoms granted and rights protected by the Bill of Rights. 
  3. Explain the concept of due process of law and describe how the U.S. Constitution 
    protects a citizen’s  rights  by  due  process. 

SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.
  1. Explain the amendment process outlined in the Constitution.
  2. Describe the purpose for the amendment process.

SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy. 
  1. Explain the purpose of the 12th and 17th amendments. 
  2. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th , and 26th 
    amendments. 

Economic Understandings 
SS5E1 The student will use the basic economic concepts of trade, opportunity cost, 
specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. 
  1. Describe opportunity costs and their relationship to decision-making across time (such as decisions to ration goods during WWII). 
  2. Explain  how  price  incentives  affect  people’s  behavior  and  choices  (such  as   decisions to participate in cattle trails because of increased beef prices). 
  3. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century). 
  4. Explain how voluntary exchange helps both buyers and sellers (such as how specialization leads to the need to exchange to get wants and needs). 
  5. Describe how trade promotes economic activity (such as how the Panama Canal increases trade between countries). 
  6. Give examples of technological advancements and their impact on business productivity during the continuing development of the United States (such as the development of the personal computer and the internet). 

SS5E2 The student will describe the functions of four major sectors in the U. S. economy. 
  1. Describe the household function in providing resources and consuming goods and services. 
  2. Describe the private business function in producing goods and services. 
  3. Describe the bank function in providing checking accounts, savings accounts, and 
    loans. 
  4. Describe the government function in taxation and providing certain goods and 
    services. 

SS5E3 The student will describe how consumers and businesses interact in the U. S. economy. 
a. Describe  how  competition,  markets,  and  prices  influence  people’s  behavior. 
  1. Describe how people earn income by selling their labor to businesses. 
  2. Describe how entrepreneurs take risks to develop new goods and services to start 
    a business.

SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important. 
Gifted Standards
Advanced Research Skills
ARS.1 The student investigates topics of interest and selects appropriate research tools.
ARS.2 The student formulates original and appropriate questions when researching.
ARS.3 The student develops and uses systematic procedures for recording and organizing information.
ARS.4 The student documents and cites references and resources.

Advanced Communication Skills
ACS.1 The student uses written, spoken, and technological media to convey new learning.
ACS.2 The student produces written and/or oral work, including products and presentations, that is complex, purposeful, and organized, and that synthesizes information appropriately.
ACS.3 The student participates in small group discussions and supports and defends his/her own opinions while respecting the opinions of others. 
ACS.4 The student uses self-reflection and/or self-evaluation.

Creative Thinking and Creative Problem Solving Skills
CPS.1 The student designs, applies, and evaluates a variety of innovative strategies while problem-solving.
CPS.2 The student uses brainstorming and other idea-generating techniques to solve problems or create new products.
CPS.3 The student develops original ideas, presentations, or products.
CPS.4 The student independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea.
CPS.5 The student tolerates ambiguity and recognizes and assumes risks as a necessary part of problem solving.

Higher Order Critical Thinking Skills
HOCTS.1 The student asks probing, insightful, and relevant questions.
HOCTS.2 The student responds to questions with supporting information that reflects in-depth knowledge of a topic.
HOCTS.3 The student makes and evaluates decisions using criteria.
HOCTS.4 The student examines an issue from more than one point of view.
HOCTS.5 The student draws conclusions based upon relevant information while discarding irrelevant information.
HOCTS.6 The student identifies and illustrates basic principles and the foundational concepts that are central to understanding the essence of a field of study.
HOCTS.7 The student recognizes that the responsibility to examine and challenge existing ideas and theories is an ongoing process.