Curriculum Overview Grade 5
Grade 5 Overview: TERM 1 September 2015
Westmount Elementary
Mrs. Richard/Mrs. Sauer
The following overview is a guideline of the curriculum topics and intended learning outcomes to be covered in Term One. Assessment/criteria with a focus on positive participation, willingness and ability to learn the material.
Achievement Grades:
A 100%-86%
B 85% - 73%
C+ 72% - 67%
C 66% - 60%
C- 59% - 50%
LANGUAGE ARTS
Reading
Assessment: comprehension questions and tests, written responses with specific criteria/written reflections to demonstrate critical thinking/projects (rubrics)/participation in group/partner discussions/oral reading checks/Non Fiction Reading Assessment/use of reading strategies
Writing
Assessment: teacher criteria and rubrics for written work/ tests/ quizzes/ worksheets
Listening and Speaking
Assessment: observations during class discussions for appropriate listening and responding/check list/criteria/rubrics for oral presentations/use of computer and power point to effectively enhance a speech/exercises to demonstrate ability to follow directions/exercises for listening skills such as listening to Announcements and listening to a story for main details in Reading
Mathematics
Assessment: daily Jump Math textbook assignments/partner work/quizzes and tests/participation during the lesson/Smart board assignments/Math games
Social Studies
Assessment: participation in discussions/note taking/daily classwork/research/ tests/project based on criteria/three dimensional model/election project/power point presentation
Physical Education
Assessment: teacher observations and criteria/performance testing/positive participation/fair play/safety with equipment
Health and Career
Assessment: consistency of Agenda completion and parent signing/teacher observations in effort displayed towards personal goals, contributions to class discussion and projects, cooperation in group work/assignments based on specific criteria/tests
Arts Education
Assessment: teacher observations as to cooperation/effectiveness of movement to the music and partner/check lists/class assignments with specific criteria and rubrics that identify the specific skills taught/personal responses written and oral/reflecting on artwork, oral and written
French/Grade 5
Science/Mrs. Sauer
Term 1: Big Ideas
Assessment: Individual posts/reflections and comments/conversations with classmates in Kidblog, class participation/behaviour, assignments/notebooks, tests/quizzes (paper, and computer generated), group and individual projects
Westmount Elementary
Mrs. Richard/Mrs. Sauer
The following overview is a guideline of the curriculum topics and intended learning outcomes to be covered in Term One. Assessment/criteria with a focus on positive participation, willingness and ability to learn the material.
Achievement Grades:
A 100%-86%
B 85% - 73%
C+ 72% - 67%
C 66% - 60%
C- 59% - 50%
LANGUAGE ARTS
Reading
- participate in the ‘Reading for Pleasure’ Program by silent, independent reading for a sustained period of time
- read with fluency, accuracy, expression and good pacing
- read and demonstrate fact comprehension of grade appropriate non-fiction books, textbooks, newspaper articles, reference material, web sites, charts and diagrams
- use of ‘text features’ (highlighting/captions/titles/index/glossary/table of contents) and web sites to locate information
- read a fiction novel and identify parts of a story (setting/character/conflict and resolution/theme)
- learn reading strategies: back up and reread a section/retell in your own words/use phonics/visual memory/use word parts and or context to determine meanings of words/predict/infer/visualize
- distinguish between main topic and related details
- locate and interpret details to answer/create specific questions
- make personal connections to self/text/world with a verbal or written response
Assessment: comprehension questions and tests, written responses with specific criteria/written reflections to demonstrate critical thinking/projects (rubrics)/participation in group/partner discussions/oral reading checks/Non Fiction Reading Assessment/use of reading strategies
Writing
- write a complete sentence with a subject and predicate and end punctuation
- edit work for spelling/periods/capitals/grammar
- use the pre -writing process by creating a web or outline of main ideas
- create a paragraph with a topic sentence, details and concluding sentence
- refer to specific criteria while writing and participate in conferences to revise ideas/voice/word choice/sentence fluency/organization
- read written work out loud to practice fluency and pace
- study weekly spelling words/complete related assignments and test
- write a variety of personal writings (response to daily assignments/ paragraph/journal/friendly letter/multi paragraph/ notes) for a range of purposes and audiences that demonstrates connections to personal experiences/ideas/opinions
Assessment: teacher criteria and rubrics for written work/ tests/ quizzes/ worksheets
Listening and Speaking
- interact with others by expressing relevant ideas/opinions in own words during class discussions /group activities and by listening respectfully to others/making connections with listeners/extending conversations
- follow multi-step oral instructions to complete a task
- complete a variety of speeches using the format of introduction, details/examples and a conclusion (on self/book reports/reading aloud a story/spontaneous speech topics/formal speech/show and tell
- use facial expressions, body language, voice to effectively present a topic
- follow class guidelines by demonstrating attentive listening/waiting one’s turn/focusing on a task/raise hand to ask a question
- apply audience skills appropriate to a variety of assembly presentations
Assessment: observations during class discussions for appropriate listening and responding/check list/criteria/rubrics for oral presentations/use of computer and power point to effectively enhance a speech/exercises to demonstrate ability to follow directions/exercises for listening skills such as listening to Announcements and listening to a story for main details in Reading
Mathematics
- identify and extend increasing and decreasing number and shape patterns and describe the pattern rule
- represent and describe patterns and relationships using T-tables
- describe the meaning of each digit in a given numeral (to the millions) pictorially or using a place value chart
- represent numbers using standard and expanded form (eg. 456 = 400+50+6) up to the millions
- compare and order a given set of numbers in ascending or descending order
- add whole and decimal numbers by using strategies such as counting by 10’s, using doubles, doubles plus 1
- add/subtract whole and decimal numbers with re grouping
- estimate sums and differences
- solve word problems involving addition and subtraction
- use a calculator appropriately to solve equations
Assessment: daily Jump Math textbook assignments/partner work/quizzes and tests/participation during the lesson/Smart board assignments/Math games
Social Studies
- identify the types of world governments and leadership
- identify the structure of federal/local/municipal government
- use appropriate terminology to describe Aboriginal government (family/clan/chief/elder/council)
- describe how early European settlements in Canada were governed/the role of the Monarchy/today’s government structure
- create a class election in order to examine the structure of government and compare to Aboriginal governance
- use appropriate terminology to describe Aboriginal cultures and people (First Nations/Metis/Inuit/band/clan/chief/elder)
- compare two or more Aboriginal cultures with their unique characteristics
- describe the effects of early contact on Aboriginal societies
- examine how Aboriginal peoples preserve their identity and culture
- examine a variety of Aboriginal art forms (masks/paintings/dream catchers/
Assessment: participation in discussions/note taking/daily classwork/research/ tests/project based on criteria/three dimensional model/election project/power point presentation
Physical Education
- participate in 30 minutes of daily physical activity
- participate in a range of activities emphasizing endurance, strength and flexibility
- demonstrate an understanding of the importance of safety rules to avoid putting self and others at risk when using equipment, in partner and group activities
- discuss the physical and emotional benefits of regular physical activity
- identify opportunities for physical activity in a variety of settings
- focus on sportsmanship qualities of fair play, participation and cooperation
- participate in warm up and cool down exercises appropriate to specific physical activities (stretches, running on the spot)
- adjust speed, force, level, pathway and direction in relation to people or moving objects (volleyball, dance)
- demonstrate proper technique/skills to send and receive objects with accuracy, distance and control in the game of volleyball
Assessment: teacher observations and criteria/performance testing/positive participation/fair play/safety with equipment
Health and Career
- create an inventory of their own attributes/skills/interests/accomplishments
- describe strategies for effective work habits and time management techniques (staying on task/completing Agenda and homework/submitting assignments on time/punctuality/desk organization/cooperation/communication skills)
- provide a list of factors and specific people who can provide support to meet personal goals and healthy decision making, examining both positive and negative influences on decision making and future progress
- contribute to organizing an event to demonstrate setting a goal, decision making, work distribution, team work, creative thinking, goal attainment
- examine various strategies to improve studying (highlight key words/do easy questions first)
- participate in the presentation on the importance of wearing helmets in order to prevent brain injuries
- describe interpersonal skills necessary to build positive relationships/friendships (cooperation/inclusion/empathy/respect)
- describe negative group dynamics (peer pressure/social rejection/gossip/stereotypical labels/physical, verbal, emotional bullying, cyber bullying)
- examining ‘safety’ in a variety of situations (biking/car/internet/playground) and identify ways that strangers may lure a person into an unsafe situation
- demonstrate appropriate strategies for responding to bullying behavior (assess the situation/avoidance/assertiveness/seeking help/T.I.L.T)
Assessment: consistency of Agenda completion and parent signing/teacher observations in effort displayed towards personal goals, contributions to class discussion and projects, cooperation in group work/assignments based on specific criteria/tests
Arts Education
- In Dance, demonstrate the principles of movement in dance (balance/flexibility/strength/ alignment/breathing)
- demonstrate specific techniques from a particular dance style (square dancing) and combinations based on given choreographic forms
- identify ways in which safety and healthy related choices affect dance
- describe and compare dances from a variety of cultural and social contexts, identifying reasons for dance
- demonstrate performance skills to an audience
- In Music, explain thoughts, images and feelings derived from a music experience (listening and comparing various classical composers
- refer to elements of rhythm, melody and expression when sharing personal responses to music
- describe and relate appropriate terminology to the music (allegro/forte/ pianissimo/staccato)
- in Art, create an image that shows emphasis (boldness of color, line, use of space, texture and detail enhancement)
- demonstrating an Aboriginal style of art (totem poles/dream catcher/watercolor representation depicting Aboriginal everyday life)
Assessment: teacher observations as to cooperation/effectiveness of movement to the music and partner/check lists/class assignments with specific criteria and rubrics that identify the specific skills taught/personal responses written and oral/reflecting on artwork, oral and written
French/Grade 5
- vocabulary related to a particular theme (school environment/ Halloween)
- provide appropriate responses using memorized language
- express acquired information in visual form (creating a booklet to tell a story based on a Halloween theme)
- write simple sentences to create a story booklet
- read aloud the acquired information to demonstrate pronunciation
Science/Mrs. Sauer
Term 1: Big Ideas
- Habitats & Communities
- Living things sense and respond to stimuli in their environment
- compare the structures and behaviours of local animals and plants in different habitats and communities
- analyze simple food chains
- demonstrate awareness of the Aboriginal concept of respect for the environment
- determine how personal choices and actions have environmental consequences
- walking field trips” along dike and schoolyard to explore specific aspects of the environment
- Students will participate in a secure classroom blogging space (Kidblog) which allows students to exercise digital citizenship, and express personal reflective thinking on subject matter to an authentic audience. All activity will be monitored by the teacher within this blogging community.
Assessment: Individual posts/reflections and comments/conversations with classmates in Kidblog, class participation/behaviour, assignments/notebooks, tests/quizzes (paper, and computer generated), group and individual projects