Grade 5 Overview: Term 2, January- March 2016
Westmount Elementary: Mrs. K. Richard
The following overview is a guideline of the curriculum topics and intended learning outcomes that are planned for Term 2. Assessment and criteria has 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: written responses with specific criteria/written reflections to demonstrate critical thinking/projects (rubrics) and participation in groups or with partners/class participation/weekly Home Reading checks
Writing
Assessment: teacher criteria and rubrics for written work/tests/quizzes/worksheets/ weekly spelling tests/journal entries/children’s book project
Listening and Speaking
Assessment: observations during class discussions/check lists/criteria and rubrics/use of computer and power point to effectively enhance a speech/exercises to demonstrate ability to follow directions/exercises for listening skills in Reading
Math
Assessment: daily Jump Math textbook assignments/partner work/quizzes ad tests/participation during the lesson/Smartboard assignments/Math games/Prodigy Math
Social Studies
Assessment: participation in class discussions, videos, note taking and daily class work, research notes, power point presentations, project based on rubric,
unit tests
Physical Education
Assessment: teacher observations and criteria/performance testing/positive participation/fair play/safety with equipment
French
Assessment: check lists for oral responses with specific criteria related to the text/tests/project work based on specific criteria
Health and Career Education
Assessment: teacher observations, attitude and effort, cooperation in group assignments and presentations, class assignments and tests with specific criteria
Arts Education
In Music
In Drama
In Art
Assessment: assignments with specific criteria and rubrics that identify the skills taught/personal responses, oral and written/reflections/teacher observations as to cooperation/individual insightful responses/effectiveness of techniques
Science
‘Big Idea”: Human Body Systems
Assessment: individual posts/reflections and comments/conversations with classmates in Kidblog, class participation/behavior, assignments/notebooks (written or through the use of Google Classroom), tests/quizzes (paper and computer generated), group and individual projects
Westmount Elementary: Mrs. K. Richard
The following overview is a guideline of the curriculum topics and intended learning outcomes that are planned for Term 2. Assessment and criteria has 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
- Continue to participate in the home ‘Reading for Pleasure’ program by reading 15 minutes, 5 days a week and to read for a sustained period of time during sessions at school to increase fluency and comprehension
- Read with fluency, accuracy, comprehension with the intent to expand vocabulary
- Use the following strategies to expand vocabulary: use word parts (prefix, suffix), thesaurus, dictionary
- Analyze and discuss a fiction novel by using the elements of writing: characterization/setting and mood/plot/conflict/theme
- Demonstrate critical literacy (to question the author’s viewpoint or purpose)
- Write thoughtful, logical responses by giving reasons and examples from the text to support answers
- Explain/give examples to answers with ‘Connections’ (text to self/text to text/text to world) and be able to discuss in small group sessions
- Read/interpret/connect to myths and stories from other cultures
Assessment: written responses with specific criteria/written reflections to demonstrate critical thinking/projects (rubrics) and participation in groups or with partners/class participation/weekly Home Reading checks
Writing
- Combine sentences to increase sentence length and fluency
- Be aware of a number of strategies for starting a sentence without a subject for the purpose of adding variety to sentencing
- Correct use of the comma in a sentence
- Use details to enhance the writing response
- Be aware of ‘using your own voice’ to avoid plagiarizing
- Use the internet to research, take notes, categorize, sequence notes and write a research report in Power Point format
- Proofread all work for spelling and grammar
- Continue to demonstrate effective use of topic sentence, supporting details, concluding sentence and paragraphing
- Demonstrate different writing formats: journal, multi paragraph writing, research, Power Point presentations, business letter writing, creative story writing, pamphlet presentation
Assessment: teacher criteria and rubrics for written work/tests/quizzes/worksheets/ weekly spelling tests/journal entries/children’s book project
Listening and Speaking
- Actively participate in class discussions by sharing opinions/asking questions in a clear, expressive and confident one of voice and listen respectfully to others
- Follow oral and written multi-step instructions and directions
- Demonstrate attentive listening to teacher instructions/student presentations/assemblies/guest speakers
- Use appropriate strategies to make connections with listeners to extend conversations during discussion sessions
- Present a formal speech that included three main ideas and participate in spontaneous speeches
- Use speaking and listening to extend thinking by acquiring new ideas, making connections, asking questions, analyzing ideas , considering alternative viewpoints and creating solutions
Assessment: observations during class discussions/check lists/criteria and rubrics/use of computer and power point to effectively enhance a speech/exercises to demonstrate ability to follow directions/exercises for listening skills in Reading
Math
- Demonstrate an effective understanding of the computation skills of addition/subtraction with regrouping/multiplication of 3 digits x 1 digit
- Demonstrate multiplication 2 digits x 2 digits
- Demonstrate an understanding of division (2 or 3 digits x 1 digit) with a remainder and relates division to multiplication
- Memorize the times tables up to the 9’s
- Apply mental math strategies to determine answers to basic multiplication and division facts
- Solve a given equation using symbols when the unknown is on the left or right of the equation (n x ___ = 54)
- Solve a word problem involving two steps or more, using addition, subtraction and multiplication
- Adding and subtracting of money equations/using the calculator to solve money problems
- Differentiate between first and second hand data/can collect and collate data
- Construct and interpret a variety of graphs: picto/bar/double bar/Venn diagram/line/circle, using tallying, labels, scale, symbols and a legend
- Read and record time using digital and analog clocks/describing time as ‘minutes’ to’ or ‘minutes after’ the hour/can read and record calendar dates
- Identify and create symmetrical shapes/can identify symmetrical shapes in the environment
- Participate in activities that involve ‘Probability’
- Understand Linear Measurement
Assessment: daily Jump Math textbook assignments/partner work/quizzes ad tests/participation during the lesson/Smartboard assignments/Math games/Prodigy Math
Social Studies
- State a hypothesis about an issue, use inference , comparing and imagination to clarify the problem and issue
- Examine current events, relating to self and to the world
- Create maps to show areas related to current events and apply the use of keys, legends and scales to interpret maps
- Apply a variety of strategies for information gathering and organize the information to create a presentation using more than one form of representation
- Describe the impact of early European contact on Aboriginal societies, showing how Aboriginal peoples preserve their identity and culture
- Examine a variety of Aboriginal art forms (masks/paintings/ dream catchers/ totem poles/baskets/myths)
- Use appropriate terminology to describe Aboriginal cultures and people (First Nations/Metis/Inuit/band/clan/chief/elder)
- Assess why immigrants came to Canada, the individual challenges they faced and their contributions to Canada, examining individual significant contributions to the development of Canada’s identity
- Create a Power Point presentation about New Immigrants to Canada
Assessment: participation in class discussions, videos, note taking and daily class work, research notes, power point presentations, project based on rubric,
unit tests
Physical Education
- Participate in 30 minutes of daily physical activity
- Focus on safety, fair play, maximum participation and cooperation
- Understand and follow the safety criteria of individual sport games: hold hockey stick or lacrosse stick in correct position and pass to team mate/play forward or defence effectively
- Learn basketball skills: dribbling with dominant and non dominant hands while moving/different passes such as chest pass, bounce pass/shooting a basketball/understanding rules such as double dribbling and travelling/play a game using the learned skills
Assessment: teacher observations and criteria/performance testing/positive participation/fair play/safety with equipment
French
- Prepositional words to use in a simple sentence
- Learning vocabulary related to the theme of foods/Bonhomme de Carnival
- Writing simple sentences based on learned vocabulary
- Expressing knowledge in visual form: creating projects: restaurant menu/a booklet based on Bonhomme
- Read aloud to demonstrate pronunciation
- Perform a French song in front of an audience of peers
Assessment: check lists for oral responses with specific criteria related to the text/tests/project work based on specific criteria
Health and Career Education
- Describe interpersonal skills necessary to build positive relationships/friendships (cooperation/inclusion/empathy/respectful behavior
- Demonstrate strategies for responding to bullying behavior (assess the situation/avoidance/assertiveness/seeking help
- Learn the school strategy of T.I.L.T.
- Describe negative group dynamics (peer pressure/social rejection/gossip/stereotypical labels/bullying)
- Understand that ‘positive thoughts’ plus ‘positive feelings’ lead to ‘positive behaviors’ and learn to recognize signs our bodies give us when we are feeling upset so we can find ways to calm down and feel peaceful
- Describe preventative measures to ensure safety with: train tracks/bike and street/wearing helmets to prevent injury/wilderness and snow/internet usage/playground and strangers
- Participate in community events: fundraise donations for ‘shoebox Gifts’ to the Women’s Shelter/artwork for the ‘Unplug and Play’ program/art displays for the Kamloops libraries/’Bowling for Kids’ for the Big Brothers Big Sisters Program
Assessment: teacher observations, attitude and effort, cooperation in group assignments and presentations, class assignments and tests with specific criteria
Arts Education
In Music
- Participate in a performance (Christmas concert) by memorizing songs and participating in choreography related to the songs
- Explain thoughts, images and feelings derived from a music experience
- Listen and compare a variety of music genre: classical composers/ opera/jazz/rock/rap
- 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
- Use imagination to create music: rap song
In Drama
- Use drama strategies and forms to make meaning through actions to present a script based on a Shakespearean play/dramatically portraying the scene by using some props and costumes
- Demonstrate role playing, spontaneous dramatization of a situation and creative thinking
- Perform ‘Reader’s Theatre’ before a primary audience
In Art
- Use sketching and watercolor to illustrate a children’s story
- Portray Aboriginal concepts in an artistic composition
- Demonstrate creative design with clay to create a unique mask
Assessment: assignments with specific criteria and rubrics that identify the skills taught/personal responses, oral and written/reflections/teacher observations as to cooperation/individual insightful responses/effectiveness of techniques
Science
‘Big Idea”: Human Body Systems
- Understand how living things are comprised of cells, tissues, organs and organ systems
- Explore how multi-cellular organisms have organ systems that enable them to survive and reproduce
- Explore the basic structures and functions of the digestive, excretory, respiratory and circulatory systems
- 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/behavior, assignments/notebooks (written or through the use of Google Classroom), tests/quizzes (paper and computer generated), group and individual projects