CALIFORNIA CONTENT STANDARDS WE ARE WORKING ON THIS WEEK:
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.
1.0 Writing Strategies Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus 1.1 Create multiple-paragraph narrative compositions: a. Establish and develop a situation or plot. b. Describe the setting. c. Present an ending.
1.2 Create multiple-paragraph expository compositions: a. Establish a topic, important ideas, or events in sequence or chronological order. b. Provide details and transitional expressions that link one paragraph to another in a clear line of thought. c. Offer a concluding paragraph that summarizes important ideas and details.
1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure
1.1 Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas.
1.2 Identify and correctly use verbs that are often misused (e.g., lie/lay, sit/set, rise/raise), modifiers, and pronouns.
1.3 Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth.
1.4 Use correct capitalization.
1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions correctly.
1.0 Listening and Speaking Strategies
Organization and Delivery of Oral Communication
1.4 Select a focus, organizational structure, and point of view for an oral presentation.
1.5 Clarify and support spoken ideas with evidence and examples.
1.6 Engage the audience with appropriate verbal cues, facial expressions, and gestures.
By the end of grade five, students increase their facility with the four basic arithmetic operations applied to fractions, decimals, and positive and negative numbers. They know and use common measuring units to determine length and area and know and use formulas to determine the volume of simple geometric figures. Students know the concept of angle measurement and use a protractor and compass to solve problems. They use grids, tables, graphs, and charts to record and analyze data.
1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 × 2 × 2 × 3 = 23 × 3).
1.0 Students make decisions about how to approach problems:
2.0 Students use strategies, skills, and concepts in finding solutions:
2.1 Use estimation to verify the reasonableness of calculated results.
2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,diagrams, and models, to explain mathematical reasoning
2.6 Make precise calculations and check the validity of the results from the contextof the problem.
3.0 Students move beyond a particular problem by generalizing to othersituations:
3.1 Evaluate the reasonableness of the solution in the context of the original situation.
3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
Statistics, Data Analysis, and Probability
1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes:
1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.
5.2 Students trace the routes of early explorers and describe the early explorations of the Americas.
1. Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vásquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).
2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).
3. Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.
4. Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia
2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: a.Students know many multicellular organisms have specialized structures to support the transport of materials.
Life Sciences?2.? Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: a.? Students know many multicellular organisms have specialized structures to support the transport of materials. b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues. c.? Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. d.? Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder.
- Students know how sugar, water, and minerals are transported in a vascular plant.
- Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of sugar and release oxygen.
g.? Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO ) and water (respiration).
b. Develop a testable question.c.? Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure. d. Identify the dependent and controlled variables in an investigation. e.? Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment. f.? Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations. g.? Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data. h.? Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
i.? Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
3.3 Participate three to four days each week, for increasing periods of time, in continuous moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.
3.6 Perform flexibility exercises that will stretch particular muscle areas for given physical activities.