The academic goals and objectives for 5th grade in West Virginia are structured around the state's College- and Career-Readiness Standards and aim to develop proficiency across all core subject areas, with a focus on preparing students for future success in higher education and the workplace.
The broad goals for West Virginia's 5th-grade students include:
College and Career Readiness: Developing the foundational knowledge and skills necessary to transition successfully into higher education and the workforce.
Critical Thinking and Problem Solving: Fostering the ability to engage in informed inquiry, analyze information, and solve complex problems independently and collaboratively.
21st Century Skills: Ensuring students are proficient in information and communication skills, thinking and reasoning, and responsible personal and workplace behaviors.
📚 Core Academic Objectives (Examples by Subject)
While specific objectives cover numerous topics, here are some key areas of focus for 5th grade:
Civics & Social Studies
The overarching goal is to promote informed inquiry in civics, economics, geography, and history.
Civics: Illustrate the rights, responsibilities, duties, and privileges of a patriotic citizen.
Government: Compare the functions of each level of government (local, state, and national).
This lesson plan is designed for a 5th-grade Social Studies class in West Virginia, aligning with the objective to "Compare the functions of each level of government (local, state, and national)."
📝 5th Grade Social Studies Lesson Plan: Levels of Government
Section Detail Topic Comparing the Functions of Local, State, and National Government Grade Level 5th Grade Time Allotment 90 minutes (can be split into two 45-minute sessions) WV CCRS Objective Acquire an understanding of the trial-by-jury process and simulate the process of making a law at the state and national level. (This lesson provides necessary foundational knowledge for subsequent objectives.) Learning Goal Students will be able to distinguish between the primary services and powers of local, state, and national government levels. 🎯 Objectives
Upon completion of this lesson, students will be able to:
Identify at least three key responsibilities for each of the three levels of government (local, state, and national).
Compare and contrast the types of services each level provides using a graphic organizer.
Explain how the different levels of government work together to serve citizens.
1. Materials and Preparation
Technology: Projector or interactive whiteboard for "Three-Tiered Cake" diagram and Venn Diagram template.
Printouts: Handout with the three-column Venn Diagram template.
Activity Supplies: 3 different colors of sticky notes (one color for each government level).
Resource Cards (Optional): Pre-written cards with different government functions (e.g., Mail delivery, State highways, Police and fire, Issuing driver's licenses, Coining money, Public parks).
2. Lesson Procedure (90 Minutes)
A. Engage: Government Scavenger Hunt (15 Minutes)
Introduction (5 min): Ask students: "Think about everything that happens in our town, state, and country every day. Who is responsible for all of that? If you need a new book for the library, who do you ask? If we go to war, who makes that decision?"
Sticky Note Activity (10 min): Distribute the three different colors of sticky notes. Assign each color to a government level:
Color 1: Local (City/County)
Color 2: State (West Virginia)
Color 3: National (Federal/U.S.)
Task: Instruct students to quickly write one government function they can think of on the corresponding colored sticky note (e.g., If they think the local government is responsible for Trash Pickup, they write that on the Local sticky note).
B. Explore: Building the "Three-Tiered Cake" (25 Minutes)
Direct Instruction (10 min): Introduce the three levels of government as a "Three-Tiered Cake," illustrating the relationship between the three levels. ****
Local (Bottom Tier): Closest to the people; focuses on immediate community needs (schools, police, parks).
State (Middle Tier): Governs the entire state; handles state-wide issues (driver's licenses, state highways, state sales tax).
National (Top Tier): Governs the entire country; handles national/international issues (military, coining money, foreign policy).
Sorting Activity (15 min): Have students bring their sticky notes to the front. As a class, review each function and decide where it belongs on the board under the corresponding government level heading.
Teacher Facilitation: Use probing questions: "Who pays for the national military? Can only one state have an army? That helps us know it belongs at the National level."
C. Explain: The Venn Diagram Comparison (30 Minutes)
Venn Diagram Setup (5 min): Distribute the three-column Venn Diagram. Label the three overlapping circles: Local, State, and National.
Teacher Note: Emphasize the overlapping sections represent shared powers (e.g., taxing, enforcing laws, building roads). ****
Guided Practice (20 min): Lead students in filling out the diagram by reviewing the functions sorted in the previous step and adding new examples:
Local Only: Police/Fire, Public Libraries, Zoning/Building Permits.
State Only: Driver's Licenses, State Colleges/Universities, Setting minimum age laws.
National Only: Military, Coining Money, Treaties/Foreign Policy.
Shared (Local/State/National overlap): Taxes, Building roads/infrastructure, Courts/Law Enforcement.
Review (5 min): Ask students to state one unique function for each level and one shared function.
D. Elaborate: "What If...?" Scenarios (10 Minutes)
Present short scenarios and ask students which level of government is primarily responsible for the solution:
"Your neighbor's tree falls across a side street in your neighborhood." (Local)
"The President of the United States needs to meet with the leader of another country." (National)
"A new law needs to be passed about the minimum speed limit on Interstate 79 (an interstate running through West Virginia)." (State)
E. Evaluate: Exit Ticket (10 Minutes)
Individual Assessment: Students complete an Exit Ticket.
Task 1: List one unique function for each of the three levels of government.
Task 2: Circle the level of government that provides the most services that affect you daily and explain why.
3. Differentiation
Support: Provide struggling readers with pre-filled vocabulary sheets (e.g., Foreign Policy, Infrastructure, Zoning) and color-coded lists of functions to paste into their Venn Diagram instead of writing.
Challenge: Students can research a local issue (e.g., funding for a new sports field) and identify which level of government has the ultimate authority and why.
This lesson provides a strong foundation for future lessons on civics and law-making in West Virginia.
Would you like me to create an answer key for the Exit Ticket and Activity, or perhaps design a follow-up lesson on how a bill becomes a law in West Virginia?
Law: Acquire an understanding of the trial-by-jury process and simulate the process of making a law at the state and national level.
History: Summarize the provisions and understand the application of the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution.
Geography: Utilize appropriate geographic information systems, including maps, globes, and geographic technology, to examine and analyze data in real-world situations.
That's a great follow-up! The process of how a bill becomes a law in West Virginia is an excellent way to connect the previous lesson (Levels of Government) to the function of the State government, specifically the legislative branch.
Here is a detailed lesson plan focusing on the West Virginia law-making process.
📝 5th Grade Social Studies Lesson Plan: How a Bill Becomes a Law in West Virginia
Section Detail Topic The Legislative Process: How a Bill Becomes a Law in West Virginia Grade Level 5th Grade Time Allotment 90 minutes (can be split into two 45-minute sessions) WV CCRS Objective Acquire an understanding of the trial-by-jury process and simulate the process of making a law at the state and national level. Learning Goal Students will be able to map and explain the key steps a bill takes to become a law in the West Virginia Legislature. 🎯 Objectives
Upon completion of this lesson, students will be able to:
Identify the two parts of the West Virginia Legislature (House of Delegates and Senate).
Sequence the six major steps a bill takes to become a law.
Simulate the legislative process by taking a classroom bill through the key stages.
1. Materials and Preparation
Visual Aid: Large flow chart or poster board with the six stages of the law-making process laid out, but empty.
Role Cards: Printed cards for a class role-play (e.g., Bill Sponsor, House Committee Member, Senate Committee Member, Speaker of the House, President of the Senate, Governor).
Bill Template: A simple, printed template for the "Classroom Bill" (e.g., "A bill to mandate 15 minutes of outdoor recess for all students").
Voting Slips: Small slips of paper for voting simulations.
2. Lesson Procedure (90 Minutes)
A. Engage: Review and Legislative Branch Introduction (10 Minutes)
Review (5 min): Quickly review the previous lesson. Ask: "Which level of government is responsible for making laws about driver's licenses and state roads?" (State Government). "Which branch of government is responsible for making the laws?" (Legislative Branch).
The WV Legislature (5 min): Introduce the West Virginia Legislature. Explain it is bicameral (two houses):
The House of Delegates (the larger body).
The Senate (the smaller body).
Analogy: Explain that both houses must agree, like two parents agreeing on a rule for the family.
B. Explore: The Six Steps (30 Minutes)
Introduce the Flow Chart (5 min): Display the empty flow chart (the visual aid). Explain that every successful bill must pass through these six stages.
Guided Lecture & Note-Taking (25 min): Go through the six stages one-by-one, having students take notes or fill in their own simplified flow chart.
Stage Name Action Key Player 1 Introduction A member of either the House or Senate writes and sponsors the bill. Sponsor 2 Committee Action The bill is sent to a small group of lawmakers (a committee) to study, debate, and potentially change it. Most bills die here! Committee Members 3 Floor Debate & Vote If the committee approves, the bill is debated by the full House (or Senate). Lawmakers vote: simple majority (more than half) needed to pass. Full House/Senate 4 The Second House The bill goes to the other chamber (House $\rightarrow$ Senate, or Senate $\rightarrow$ House) and repeats Stages 2 and 3. The Other Chamber 5 Conference Committee (If Needed) If the two houses pass different versions of the bill, a special committee works out the compromise. Conference Committee 6 The Governor's Action The bill goes to the Governor, who can sign it (it becomes law) or veto it (reject it). The Governor C. Explain: Law-Making Simulation (40 Minutes)
Bill Creation (5 min): Introduce the Classroom Bill (e.g., "A bill to mandate 15 minutes of outdoor recess for all students"). Ask for a volunteer to be the Bill Sponsor.
Assign Roles (5 min): Hand out the role cards. Divide the remaining class into the House of Delegates, the Senate, and a few members for the Committee from each chamber.
Simulate Stages 1 & 2 (10 min):
Stage 1: The Sponsor introduces the bill.
Stage 2 (Committee Action): The "House Committee" meets. They quickly debate the bill, and the teacher (facilitator) asks them to vote. (You can decide if it passes or fails here to keep the lesson moving.)
Simulate Stage 3 (10 min):
Floor Debate: The full House of Delegates debates (briefly).
Voting: The House members cast their voting slips ("Yes" or "No"). Count the votes. If it passes, the House Speaker sends it to the Senate.
Simulate Stage 4 (5 min): The bill quickly moves through the Senate Committee and the full Senate floor vote (assuming they pass it easily for time).
Simulate Stage 6 (5 min): The bill goes to the Governor. The Governor role-player must decide: Sign or Veto? (Have them briefly explain their reason).
D. Evaluate: Sequencing and Justification (10 Minutes)
Exit Ticket: Students must complete two tasks:
Task 1 (Sequencing): On a blank sheet, write the numbers 1 through 6 and list the name of each stage of the law-making process in order.
Task 2 (Justification): Explain why Stage 2 (Committee Action) is the most important part of the process. (Answer Key idea: Because most bills are stopped here, preventing the entire Legislature from wasting time on every idea.)
3. Differentiation
Support: For students needing more support, provide a pre-printed flow chart with the steps listed out of order; their task is to cut, paste, and glue the steps in the correct sequence.
Challenge: Have advanced students write an executive summary (a brief report) arguing whether the bicameral system (two houses) makes law-making too difficult or if it is necessary for a balanced, fair process.
Would you like me to draft a simple, ready-to-use Bill Template for the simulation?
That's a great idea for making the simulation engaging and authentic! A simple template will give the students something concrete to debate.
Here is a ready-to-use template for the Classroom Bill Simulation, designed to mimic the structure of a real legislative document.
🏛️ Classroom Bill Template
A Bill before the 5th Grade West Virginia Legislature
📜 Bill Title:
A BILL to mandate 15 minutes of outdoor recess for all students on days when the temperature is above $40^\circ\text{F}$ and the weather is clear.
1. Sponsor Information
Item Detail Primary Sponsor: (Student's Name or Teacher) Chamber of Origin: $\square$ House of Delegates $\quad \square$ Senate Date Introduced: (Today’s Date) 2. Statement of Purpose (The "Why")
WHEREAS, regular physical activity is essential for student health and well-being; and
WHEREAS, time outdoors has been shown to improve focus and academic performance; and
WHEREAS, current school policy does not guarantee adequate daily outdoor time;
THEREFORE, the Legislature finds it necessary to enact the following.
3. Proposed Law (The "What")
Section 1: Recess Requirement
Each elementary school student (Grades K-5) in the state shall receive a minimum of fifteen (15) minutes of designated outdoor recess per school day.
This requirement is mandatory unless weather conditions pose a safety risk, specifically:
The outdoor temperature is below $40^\circ\text{F}$.
There is active precipitation (rain, snow, ice, or fog).
There is a lightning warning in the area.
Section 2: Implementation and Enforcement
This law shall take effect on the first day of the next school year.
School administrators shall adjust class schedules to ensure compliance with this mandate.
4. Committee Review (For Simulation Use)
Item Result House Committee Vote: $\square$ Favorable (Pass) $\quad \square$ Unfavorable (Fail) Senate Committee Vote: $\square$ Favorable (Pass) $\quad \square$ Unfavorable (Fail) 5. Final Action
Chamber Vote Count (Yes/No) Result (Pass/Fail) House of Delegates $\_\_\_\_ / \_\_\_\_$ $\square$ Passed $\quad \square$ Failed Senate $\_\_\_\_ / \_\_\_\_$ $\square$ Passed $\quad \square$ Failed Executive Action Check One Governor’s Signature: $\square$ Signed (Becomes Law) Governor’s Veto: $\square$ Vetoed (Rejected) This template allows the students to easily track the bill's progress through the simulation and directly see the impact of their "Yes" or "No" votes.
Would you like an example of an Exit Ticket or Assessment Sheet for the "How a Bill Becomes a Law" lesson?
That's an essential final step! A structured assessment sheet or exit ticket will help you gauge how well the 5th-grade students grasped the complexity of the legislative process.
Here is a ready-to-use assessment sheet for the "How a Bill Becomes a Law in West Virginia" lesson.
✅ Assessment Sheet: How a Bill Becomes a Law in West Virginia
Name: _________________________ Date: _________________________
Part 1: Sequencing the Law (20 Points)
Directions: The steps of the law-making process are listed below, but they are out of order. Write the number 1 through 6 in the blank next to the stage to put the process in the correct chronological order.
Rank Stage Name $\_\_\_\_$ Floor Debate & Vote: The full House or Senate debates and votes on the bill. $\_\_\_\_$ The Governor’s Action: The bill is signed or vetoed by the Governor. $\_\_\_\_$ The Second House: The approved bill moves to the other chamber (Senate or House) and repeats the review process. $\_\_\_\_$ Introduction: A lawmaker writes the bill and submits it (sponsors it). $\_\_\_\_$ Conference Committee (If Needed): A special group works out differences if the two chambers passed different versions. $\_\_\_\_$ Committee Action: A small group of lawmakers studies the bill, holds hearings, and votes to approve or reject it. Part 2: Definitions and Identification (30 Points)
Directions: Match the key term on the left with its correct description or function on the right.
Term Description 1. Bicameral A. The official rejection of a bill by the Governor. 2. House of Delegates B. The West Virginia lawmaker who signs or rejects the final bill. 3. Veto C. The larger of the two chambers in the WV Legislature. 4. Governor D. Describes a legislature made up of two separate houses. 5. Committee E. The part of the process where most bills are stopped or fail. Part 3: Critical Thinking & Justification (20 Points)
Directions: Answer the following question in 2-3 complete sentences.
Question: In your opinion, why is it important that both the House of Delegates and the Senate must approve the bill before it goes to the Governor? Why can't just one group decide?
Teacher Answer Key
Part 1 (Sequence) Part 2 (Matching) 3 1. D (Bicameral) 6 2. C (House of Delegates) 4 3. A (Veto) 1 4. B (Governor) 5 5. E (Committee) 2 Part 3 (Critical Thinking - Sample Answer): It is important because having two groups check the bill helps protect the citizens. The two houses might represent different groups of people, so making them both agree ensures that the law is fair and has been carefully considered from different viewpoints before it affects the whole state.
Would you like this assessment formatted as a simple Exit Ticket (shorter and faster) for a 45-minute class period, or are you ready to move on to the next civics topic, such as the trial-by-jury process?
English Language Arts (ELA)
The goal is to build a rigorous and relevant curriculum in reading, writing, and communication.
Writing: Write opinion pieces on topics or texts, supporting a point of view with logically grouped reasons and information.
Reading & Comprehension: (Objectives often focus on analyzing text structures, identifying themes, citing evidence, and synthesizing information across different texts.)
Communication: (Objectives cover listening, speaking, and media literacy skills.)
Mathematics
The goal is to prepare students through rigorous content standards and the application of the Mathematical Habits of Mind.
(Specific objectives would cover domains like operations and algebraic thinking, number and operations in base ten and fractions, measurement and data, and geometry.)
Physical Education (P.E.)
The goal is to exhibit a physically active lifestyle and apply responsible, personal, and social behaviors in physical activity settings.
Motor Skills: Perform complex motor skills like throwing overhand with force and accuracy, or dribbling with hands or feet while evading an opponent.
Fitness: Demonstrate knowledge of the five fitness components (cardiovascular fitness, muscular strength, muscular endurance, body composition, flexibility) and perform at age-appropriate health-related fitness standards.
Social Behavior: Participate appropriately with those having different skills and abilities and respond appropriately in competitive settings (e.g., demonstrating sportsmanship).
Would you like me to find more detailed and specific objectives for a particular subject, such as 5th-grade Mathematics or Science?
Absolutely. The 5th-grade Mathematics goals in West Virginia are defined by the College- and Career-Readiness Standards and focus on developing three critical areas of content mastery, along with incorporating the eight Mathematical Habits of Mind (MHM).
Here is a breakdown of the critical focus areas and major objectives:
🎯 Critical Focus Areas for 5th-Grade Math
The year is designed to build procedural fluency and conceptual understanding across three major themes:
Fractions: Developing fluency with addition and subtraction of fractions (including unlike denominators) and understanding multiplication and limited cases of division of fractions.
Base Ten and Decimals: Extending division to 2-digit divisors, integrating decimal fractions into the place value system, developing understanding of operations with decimals to the hundredths place, and building fluency with whole number and decimal operations.
Volume: Developing an understanding of volume as an attribute of three-dimensional space and connecting it to multiplication.
📝 Key Objectives by Domain
The content is organized into five main domains, with specific objectives for each:
1. Operations and Algebraic Thinking
The goal is to write, interpret, and analyze numerical expressions and patterns.
Expressions: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Example Objective: Express the calculation "add 8 and 7, then multiply by 2" as $2 \times (8 + 7)$.
Patterns and Relationships: Generate two numerical patterns using two given rules (e.g., "Add 3" and "Add 6"), identify relationships between corresponding terms, and graph the ordered pairs on a coordinate plane.
2. Number and Operations in Base Ten
The goal is to master the place value system, including decimals, and fluently perform operations.
Place Value: Understand that a digit in one place represents 10 times what it represents in the place to its right and $1/10$ of what it represents to its left.
Decimals: Read, write, and compare decimals to the thousandths place using base-ten numerals, number names, and expanded form.
Multi-Digit Operations:
Fluently multiply multi-digit whole numbers using the standard algorithm.
Find whole-number quotients with up to four-digit dividends and two-digit divisors.
Add, subtract, multiply, and divide decimals to the hundredths place.
3. Number and Operations—Fractions
The goal is to use equivalent fractions to add and subtract, and apply and extend previous understandings to multiply and divide.
Addition/Subtraction: Add and subtract fractions with unlike denominators by replacing them with equivalent fractions.
Multiplication: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction (e.g., finding the area of a rectangle with fractional side lengths).
Division: Interpret a fraction as division (e.g., $a/b = a \div b$). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers (e.g., determine the size of a share if 9 people share a 50-pound sack of rice equally).
4. Measurement and Data
The goal is to convert units, represent data, and understand volume.
Conversions: Convert among different-sized standard measurement units within a given system (e.g., convert $5 \text{ cm}$ to $0.05 \text{ m}$).
Data: Make a line plot to display a data set of measurements in fractions of a unit (e.g., $1/2$, $1/4$) and use the plot to solve problems.
Volume: Relate volume to the operations of multiplication and addition, and apply the formulas $V = l \times w \times h$ and $V = B \times h$ to find the volume of rectangular prisms.
5. Geometry
The goal is to graph points and classify two-dimensional figures.
Coordinate Plane: Graph points in the first quadrant of the coordinate plane to solve real-world and mathematical problems.
Classification: Classify two-dimensional figures (e.g., trapezoids, parallelograms) into categories based on their properties (e.g., number of sides, parallel lines).
✨ The Mathematical Habits of Mind (MHM)
These eight habits are integrated into all subject domains to foster a deeper level of mathematical thinking:
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision (e.g., correct units and terminology).
Look for and make use of structure.
Look for and express regularity in repeated reasoning.
Would you like to explore the goals for 5th-grade Science in West Virginia next?
The 5th-grade Science goals and objectives in West Virginia are based on the College- and Career-Readiness Standards for Science (WV CCRS for Science), which are informed by the three dimensions of the Next Generation Science Standards (NGSS).
The core goal is to integrate content knowledge (Disciplinary Core Ideas), scientific practices (how scientists investigate and engineers design), and crosscutting concepts (themes that link different science disciplines).
Here is a breakdown of the major objectives by core science domain:
🔬 Physical Science: Matter and Its Interactions
The goal is for students to understand that matter is made of particles too small to be seen and that the total amount of matter is conserved.
| Objective | Description |
| Properties of Matter | Make observations and measurements to identify materials based on their properties (e.g., density, conductivity, solubility). |
| Particle Model | Develop a model to describe that matter is made of particles too small to be seen, explaining phenomena like expansion, compression, and mixing. |
| Conservation of Matter | Measure and graph quantities to provide evidence that regardless of the type of change (heating, cooling, mixing), the total weight (mass) of matter is conserved. |
| Chemical vs. Physical Changes | Conduct an investigation to determine whether the mixing of two or more substances results in a new substance (chemical change) or a mixture (physical change). |
🌿 Life Science: Matter and Energy in Organisms and Ecosystems
The goal is to understand how matter and energy move through an ecosystem, beginning with the sun.
| Objective | Description |
| Plant Growth and Nutrients | Support an argument that plants get the materials they need for growth chiefly from air and water (as opposed to the soil). |
| Energy Flow (Food Chains) | Use models to describe that energy in animals' food (used for body functions) originated as energy from the sun and was captured by plants. |
|
| Matter Cycling | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment (e.g., nitrogen, carbon cycles). |
🌎 Earth and Space Science
The goal is to understand Earth's systems, the distribution of water, and the relationships within the solar system.
| Objective | Description |
| Earth's Interacting Systems | Develop a model to describe ways the geosphere (rock/land), biosphere (life), hydrosphere (water), and atmosphere (air) interact (e.g., a volcanic eruption affecting the air and water). |
| Water Distribution | Describe and graph the amounts and percentages of water (and fresh water) in various reservoirs (e.g., oceans, glaciers, groundwater) to show its distribution on Earth. |
| Human Impact | Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. |
| Stars and Brightness | Support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth. |
| Earth's Patterns | Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of stars in the night sky. |
| Gravity | Support an argument that the gravitational force exerted by Earth on objects is directed downward (toward the center of the Earth). |
⚙️ Engineering, Technology, and Applications of Science (ETS)
The goal is to apply scientific understanding to solve real-world problems.
| Objective | Description |
| Problem Definition | Define a simple problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. |
| Solution Generation | Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the defined criteria and constraints. |
| Testing and Improvement | Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. |
These objectives emphasize not just what students know, but how they use that knowledge to investigate, explain phenomena, and design solutions.
Would you like to review the goals for the remaining core subject, 5th-grade English Language Arts (ELA)?
The 5th-grade English Language Arts (ELA) goals in West Virginia are comprehensive, focusing on the three main strands: Reading, Writing, and Speaking & Listening, all while increasing the complexity of texts and demands on student analysis. The overall goal is to ensure students can read and comprehend complex texts, communicate clearly in various modes, and demonstrate command of Standard English conventions.
The text complexity target for 5th grade falls in the high end of the grades 4–5 band, specifically the 740-1010 Lexile range. The instruction emphasizes a balance between 50% literary and 50% informational texts.
📖 Reading Goals and Objectives
1. Key Ideas and Details (Comprehension & Analysis)
The goal is for students to engage deeply with both literary and informational texts, citing specific evidence.
Literary Texts:
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
Informational Texts:
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.12
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historica3l, scientific, or technical text.4
2. Craft and Structure (Author's Technique)
The goal is to analyze how the author constructs a text and uses language.
Figurative Language: Determine the meaning of words and phrases, including figurative language such as metaphors and similes.
Text Structure: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem.
Point of View: Describe how a narrator's or speaker's point of view influences how events are described.
Informational Structures: Compare and contrast the overall structure (e.g., chronology, cause/effect, comparison, problem/solution) of information in two or more informational texts.
✍️ Writing Goals and Objectives
The writing objectives require students to produce three main types of compositions, with a recommended balance of 30% opinion, 35% informative, and 35% narrative writing.
| Writing Type | Key Objectives |
| Opinion/Argumentative | Write opinion pieces supporting a point of view with logically grouped reasons and information. Students must introduce the topic, state their opinion, use facts and details for support, and link reasons using transitional words (e.g., consequently, specifically). |
| Informative/Explanatory | Write informative/explanatory texts to examine a topic and convey ideas clearly, using formatting (headings/illustrations), precise language, and domain-specific vocabulary. |
| Narrative | Write narratives to develop real or imagined experiences using effective technique, including dialogue, description, and pacing, and manage the sequence of events with transitional words/phrases. |
Research and Technology
Conduct short research projects that use several print and digital sources to build knowledge and answer a specific question.
Recall relevant information, summarize or paraphrase information in notes and finished work, and provide a list of sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Use technology, including the Internet, to produce and publish writing and collaborate with others.
🗣️ Language and Speaking & Listening
1. Language (Conventions and Vocabulary)
The goal is to demonstrate command of Standard English grammar and usage.
Grammar: Explain the function of conjunctions, prepositions, and interjections. Form and use the perfect verb tenses (e.g., I had walked, I have walked). Recognize and correct inappropriate shifts in verb tense.
Vocabulary: Determine or clarify the meaning of unknown words by using context clues and grade-appropriate Greek and Latin affixes and roots.
Conventions: Demonstrate command of Standard English capitalization, punctuation (especially the use of a comma to separate an introductory element), and spelling.
2. Speaking & Listening
The goal is to present information clearly and participate effectively in discussions.
Discussions: Engage effectively in a range of collaborative discussions, building on others' ideas, expressing their own clearly, and coming prepared to the discussion having read or studied required material.
Presentations: Deliver an organized, informational presentation on a topic or text, using adequate facts and relevant descriptive details, and employing visual displays or multimedia strategically.
Would you like to review the goals for the final core subject, 5th-grade Physical Education (P.E.), or perhaps a non-core subject like Art?
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