Pacing Guides 

English / Language Arts

 

Standards for the 1st 9 Weeks

 

5.RL.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.

5.RL.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).

5.RL.4    Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5.RI.2     Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.RI.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.

5.RI.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.

5.W.1      Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a.  Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

5.W.3      Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a.  Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b.  Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

c.  Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

d.  Use concrete words and phrases and sensory details to convey experiences and events precisely.

e.  Provide a conclusion that follows from the narrated experiences or events.

5.SL.1    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,building on others’ ideas and expressing their own clearly.

a.  Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b.  Follow agreed-upon rules for discussions and carry out assigned roles.

c.  Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d.  Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

                                                          

5.L.1       Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.    Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

 

c.Use verb tense to convey various times, sequences, states, and

conditions.

             e.Use correlative conjunctions (e.g., either/or, neither/nor).

5.L.2       Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.    Use punctuation to separate items in a series.*

b.    Use a comma to separate an introductory element from the rest of the sentence.

c.    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?).

5.L.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.

a.    Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

5.L.5      Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a.    Interpret figurative language, including similes and metaphors, in context.

 

 

 

 

 

 

 

 

 

 

Embedded Standards for the 1st 9 Weeks

 

5.RL.1    Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.RL.6    Describe how a narrator’s or speaker’s point of view influences how events are described.

5.RL.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.

5.RI.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.

5.W.2      Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a.  Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b.  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

 

5.W.4      Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5.W.5      With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5.)

5.W.6      With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

5.W.10   Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

5.L.2       Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

                   e. Spell grade-appropriate words correctly, consulting references as

                       needed.

5.L.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.

     b.Use common, grade-appropriate Greek and Latin affixes and roots as

   clues to the meaning of a word (e.g., photograph, photosynthesis).

c.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.

5.L.5      Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

         c.Use the relationship between particular words (e.g., synonyms,

           antonyms, homographs) to better understand each of the words.

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Math Standards for the 1st 9 Weeks

 

 

5.NBT.1 Recognize that a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

 

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

 

5.NBT.3 Read, write, and compare decimals to thousandths.

       a. Read and write decimals to thousandths using base-ten numerals, number

           names, and expanded form, e.g.,

       b. Compare two decimals to thousandths based on meanings of the digits in each

           place, using >, =, and < symbols to record the results of comparisons.

 

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

 

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

 

 

SCIENCE

 

Process skills and inquiries are not an isolated unit of instruction they are embedded throughout the each unit and mostly utilized during science kits and investigations

 

 

 

 

 

 

 

5.1.1 Identify questions suitable for generating a hypothesis.

 

 

 

5.1.2 Identify independent(manipulated), dependent(responding), and controlled variables in an experiment.

 

 

 

5.1.3 Plan and conduct controlled scientific investigations, manipulating one variable at a time.

 

 

 

5.1.4 Use appropriate tools and instruments (including a timing device and a 10x magnifier) safely and accurately when conducting a controlled scientific investigation.

 

 

 

5.1.5 Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables.

 

 

 

5.1.6 Evaluate results of an investigation to formulate a valid conclusion based on evidence and communicate the findings of the evaluation in oral or written form.

 

 

 

5.1.7 Use a simple technological design process to develop a solution or product, communicating the design by using descriptions, models, and drawings.

 

 

 

5.1.8 Use appropriate safety procedures when conducting investigations.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

South Carolina Science Curriculum Standards Taught

 

 

 

 

 

First Nine Weeks

 

South Carolina Science Curriculum Standards Taught

 

 

 

5.5.1 Illustrate the affects of force on motion.

 

 

 

5.5.2 Summarize the motion of an object in terms of position, direction, and speed.

 

 

 

5.5.3 Explain how unbalanced forces affect the rate and direction of motion in objects.

 

 

 

5.5.4 Explain ways to change the effect that friction has on the motion of objects.

 

 

 

5.5.5 Use a graph to illustrate the motion of an object.

 

 

 

5.5.6 Explain how a change of force or a change in mass affects the motion of an object.

 

 

 

Process Skills will be taught during the each 9 Weeks.

Unit: Reconstruction

Must review The Civil War ( 4th Grade Standards)    

Chapter 2 Lesson 4

Read Aloud Forty Acres and Maybe a Mule

Demonstrate an understanding of the Reconstruction Era and its impact on racial relations in the United States

 

5.1.1 Summarize the aims of Reconstruction, with a focus on the three plans for reconstruction, and explain the influence of Lincoln’s assassination on the course of Reconstruction

 

5.1.2 Summarize the provisions of the 13th , 14th, and 15th Amendments to the Constitution, including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities

 

5.1.3 Explain the effects of Reconstruction on African Americans, including new right and restrictions, motivations to relocate to the North and West, and the actions of the Freedman’s Bureau

 

5.1.4 Compare the economic and social effects of Reconstruction on different populations, including the move from farm to factory and the change from a plantation system to sharecropping

 

5.1.5 Explain the purpose the contributing factors to the rise of discriminatory laws and groups and their effect on the rights and opportunities of African Americans in different regions of the U.S.

 

5.2.1 Explain how natural environment affects travel

 

5.2.2 Illustrate effects of settlement on environment

 

5.2.3 Summarize how railroads affected development