Meade County 5th Grade Curriculum - PC\|MACimages.pcmac.org/.../Documents/5th_Grade_curriculum_pacing.docx · Web viewThis document is a compilation of the various curriculum documents

$Page 1: Meade County 5th Grade Curriculum - PC\|MACimages.pcmac.org/.../Documents/5th_Grade_curriculum_pacing.docx · Web viewThis document is a compilation of the various curriculum documents$
Meade County 5th Grade Curriculum 2013-14This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS.

5th Grade Reading Chunk #1Aug. 9- Nov. 26

Reading Chunk #2 Dec. 2- March 14

Reading Chunk # 3March 17- end of year

Key

Idea

s and

Det

ails

(25-

30%

on

Test

Blu

eprin

t)

5.RL.1 (inference) 5.RL.2 (theme)

5.RL.3 (compare/contrast)

5.RI.1 (inference, quote)

5.RI.2 (main ideas, key details, summarize

5.RI.3 (relationships or interactions)

5.RL.1 (inference) 5.RL.2 (theme)

5.RI.1 (inference, quote)

4 weeks (April)Targeted instruction based on IA analysis.

4.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity bandproficiently, with scaffolding as needed at the high end of the range.

Craft

and

Str

uctu

re(2

0-25

%)

5.RL.4 ( context clues, figurative language)

5.RL.6 (point of view- basic)

5.RI.4 (meaning of words in a text)

5.RL.4 ( context clues, figurative language)

5.RL.5 (structure of a text-different genre)

5.RL.6 (point of view influence on events)

5.RI.4 (meaning of words in a text)

5.RI.5 (structure)

5.RI.6 (point of view)

Inte

grati

on o

f Kno

wle

dge

&Id

eas (

20-2

5%

5.RI.7 (locate information quickly; different types of texts- directions , instruction, schedules, etc..)

5.RL.7 (visual and multimedia elements)

5.RI.8 reasons and evidence to support a point)

5.RL.9 ONGOING…. Assessed at the school from district bank where each school submits one or more assessments.

5.RI.9 integrate info. from texts on the same text Assessed at the school from district bank where each school submits one or more assessments..

Voca

bula

ry

Acqu

isitio

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se

(20-

25%

)

5.L.4c reference materials

5.L.5c relationship between particular words (synonyms, antonyms, homographs)

NEW!

5.L.4a context (cause/effect relationships and comparisons in a text)

NEW! 5.L.4b (Greek and Latin affixes and roots)

5.L5a (figurative language (similes and metaphors)5.L.5b idioms, adages, proverbs

Oth

er

(0%

)

-Fall Break- Oct. 1-5 Winter Break (Dec. 21-Jan1)

April 2-6Spring Break

K-PREP TestingLast 14 days of school

May 22, 2013…Last day

date of IA #1 week of Nov. 18 or 25thdata to Amy by Tues., Dec. 2

week of March 10data to Amy by Tues., March 14

Final MAP before Spring Break. Send a completed Superintendent Summary using MAP to Melissa G. the week after Spring Break.

5th Grade Reading Chunk #1Aug. 9- Nov. 26

date of IA #1 week of Nov. 18 or 25th data to Amy by Tues., Dec. 2

Key

Idea

s and

Det

ails

(25-

30%

on

Test

Blu

eprin

t)

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

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

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.

Craft

and

Str

uctu

re(2

0-25

%)

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.RL.6 Describe how a narrator’s or speaker’s point of view influences how events are described. (basic point of view concept will build to next chunk)

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.

Inte

grati

on o

f Kn

owle

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&Id

eas (

20-

25%

5. RI.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Voca

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(20-

25%

)

NEW!5.L.4c. 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.5c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words .

Oth

er (

0%)

5th Grade Reading Chunk #2Dec. 2- March 14

week of March 10 data to Amy by Tues., March 11

Key

Idea

s and

Det

ails

(25-

30%

on

Test

Blu

eprin

t)

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

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 chow the speaker in a poem reflects upon a topic; summarize the text

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

Craft

and

Str

uctu

re(2

0-25

%)

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. RL.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

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

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.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in the text.

5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Inte

grati

on o

f Kn

owle

dge

&Id

eas (

20-2

5%

5.RL.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

Voca

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Acqu

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(20-

25%

)

5.L4a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

5.L4b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning NEW!5L5a. Interpret figurative language, including similes and metaphors, in context.

5L5b. Recognize and explain the meaning of common idioms, adages, and proverbs.

Winter Break (Dec. 21-Jan1)

5th Grade Language PacingThis is a list of language topics based on standards, teachers will use the actual standards to plan instruction.

Standard 3: Knowledge of languageBelow is the suggested sequence for the initial instruction of language mechanics. There will be on-going work embedded in instruction where students will “use knowledge of language and its conventions when writing, speaking, reading, or listening.” Each elementary school will develop a plan to assess student proficiency in these standards. This plan is not restricted to a paper/pencil test but could include learning stations, projects, or a variety of activities which allow the teacher to monitor and adjust instruction.

Grad

e 5

Expand, combine and reduce sentences for meaning 5.L.3a

Verb tenses 5.L1b (including perfect verb tense; I had walked; I have walked; I will have walked)

Commas- 5.L.2a commas in a series

Titles (underlining, quotation marks, italics) 5.L.1d

Verb tense (when to use) 5.L1c

Shifts in verb tense 5.L1d)

Commas separating introductory elements (like prepositions, clauses, transitions) 5.L.2b

Function of conjunctions 5.L1a

Correlative conjunctions 5.L1e (e.g., either/or, neither/nor)

Function of prepositions and Interjections 5.L1a (revisit 5.L.2b)

Comma 5.L2co to set off Yes, and

no o direct addresso set off tag

question

Compare and contrast varieties of English (dialect & registers such as formal, casual-tone) used in stories, dramas, or poems. 5.L3b

5th Grade Writing PacingEach school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

Pacing for Every Day Math with KCAS (Ekron Elem.)Learning Chunk #1Aug. 7-mid Sept.

Learning Chunk #2mid Sept. –end Oct

Learning Chunk #3Nov.- Winter Break

Week 1 - Sup. lessons: Place Value w/without decimals (Coach 9-10)Week 2 - 1.2 Sup. to include *and ÷; (Coach 11)Week 3 –1.3, 1.4, 1.5 touch on prime/composite in 1.6Week 4 - Sup 2.2 and 2.3 by adding decimals 2.4 word problems, 2.5 (Coach 13-14)Week 5 - Touch on 2.6 and 2.7 Sup.(powers of 10) (Coach 12) (2.8 Sup; 2.9) begin multi digit multiplicationWeek 6 - Continue mult.

2.8 Sup; 2.9 2.10 (Coach 15)

Week 1 – 3.1-3.2, 3.3 (background for 5.G.4) 3.4, 3.5(exposure for 6th)Week 2 - 3.6 , 3.7 Sup3.9 (optional art) 3.8 (Coach 32-33)Week 3 - 3.10 Sup, 4.1, 4.2 Sup (Coach 34) (Coach7-8)Fall BreakWeek 4 - 4.4,4.5Sup 4.6Sup, 4.7 (Coach 7-8) (Coach 16)Week 5 – Intro to fractions…tested next chunk 5.1, 5.2, 5.3, 5.4 (Coach 17-18)

Week 6 -

Pretest #3/Computation Check for allEDM Lessons: Week 1 – 5.5, 5.6, 5.7 (background for 6th grade)Week 2 - 6.1, 6.2, 6.4 Week 3 - Intro to Measurement (Tested in Chunk #5) (Coach 29)Week 4 - 6.8, 6.9, 6.10 (Coach 19, 20) Thanksgiving BreakWeek 5 - Combine 7.2-7.3, 7.4, 7.5 (Reference Coach 12, 2-3) Supplement QuantilesWeek 6 - 8.1, 8.2, 8.3 Winter Break

5.NBT.1 5.NBT.2 5.NBT.3ab 5.NBT.4 5.NBT.5 5.NBT. 65.NBT.7

5.G.35.G.45.NBT.6 5.NBT.7 5.NF.1 (introduced- tested in chunk 35.NF.3 (introduced- tested in chunk 4)

5.MD.1 introduced….tested in chunk 55.MD.2 5.NF.1 5.NF.25.NBT.2

Pretest #1/Computation Check for allEDM Lessons: (BOLD- tested); not bold is taught but not to mastery. “Sup.”-needs to be supplemented with research based lessons from the MetaMetrics site (Quantiles

IA#1 week of Sept. 16Data to Amy 9/19

Data Analysis 9/20 (PD)

IA#2 week of Oct. 28Data to Amy 10/31


IA#3 week of Dec. 16Data to Amy 12/19

Data Analysis 1/3 PD

IA#4 week of Feb. 10Amy Feb. 2/13


IA#5 week of March 24Data to Amy March 28Data Analysis…school

decision



**Constructed Response should be happening throughout the year.

Pacing for Every Day Math with KCAS (Ekron Elem.)Learning Chunk #4

Jan. –mid FebLearning Chunk #5mid Feb.-end March

Learning Chunk #6April –school end

Pretest #4EDM Lessons: Week 1 – 8.4. 8.5 Week 2 - 8.6, 8.7, 8.8, (Coach 21, 22) Week 3 - 8.10, 8.12 (Coach 23, 24)

Week 4 - 9.1, 9.2. 9.3 (Coach 30, 31)

Week 5 - 9.4, 9.5, 9.8 Intro to Volume (Tested in Chunk #5)Week 6 - 9.9, 9.10 Intro to Volume (Tested in Chunk #5) (Coach 25, 26)

Pretest #5/Computation Check for AllEDM Lessons: Week 1 –10.1, 10.2, 10.3Sup (Coach 4)Week 2 - 10.4 Sup, 10.5, 10.6 (Coach 5)Week 3 - 10.7, 11.1, 11.2 (Coach 30, 31 taught in Chunk #4)Week 4 - 11.6 Sup (Coach 27, 28)Week 5 - Review ALL Measurement / Volume StandardsWeek 6 - Review ALL Measurement / Volume Standards

varies from school to school Targeted Instruction based on IA data

5.NF.25.NF.35.NF.45.NF.55.NF.65.NF.75.OA.15.OA.25.G.15.G.25.MD.15.MD.35.MD.45.MD.5

5.MD.15.MD.35.MD.45.MD.55.OA.2 review-tested in chunk 35.OA.35.G.25.MD.5

Areas of concern based on IA data….

5.NBT.55.NBT.75.G.35.NF.2

Pretest #1/Computation Check for allEDM Lessons: (BOLD- tested); not bold is taught but not to mastery. “Sup.”-needs to be supplemented with research based lessons from the MetaMetrics site (Quantiles).


IA#2 week of Oct. 28Data to Amy 10/31

IA#3 week of Dec. 16Data to Amy 12/19

IA#4 week of Feb. 10Amy Feb. 2/13

IA#5 week of March 24Data to Amy March 28


Data Analysis 9/20 (PD) Data Analysis 11/5 (PD) Data Analysis 1/3 PD Data Analysis 2/14 (PD) Data Analysis…school decision


Pacing for enVisions Math with KCAS (Payneville, DTW, FES)Learning Chunk

#1Aug. -mid Sept.

Learning Chunk #2

mid Sept. –end Oct

Learning Chunk #3

Nov.- Winter Break

Learning Chunk #4

Jan. –early Feb.

Learning Chunk #5

earlyFeb.-end March

Learning Chunk #6

April – school end

5.NBT.15.NBT.25.NBT.3ab/5.NBT.45.NBT.55.NBT.7 (Assessed again in Chunk 2)

5.NBT.25.NBT.65.NBT.7

5.MD.2 5.NF.35.NF.45.NF.5ab5.NF.7ab

5.MD.15.MD.2

Targeted Instruction based on IA data

5.OA.2 (Assessed again in Chunk 2)

5.OA.15.OA.2

5.NF.15.NF.2

5.MD.35.MD.45.MD.4

5.OA.3

5.G.35.G.4

5.G.15.G.2

**Constructed Response should be happening throughout the year.

5th Grade Pacing Calendar for Science Instruction(Science instruction may be taught within the context of ELA instead of as an isolated content, but the science will be

assessed.)

Learning Chunk #1

(Aug.-mid Sept.)

Learning Chunk #2

(mid. Sept - early Nov.)

Learning Chunk #3early Nov.-W. break

Learning Chunk #4Jan.-mid Feb.

Learning Chunk #5

mid Feb. – Sp. Break

Learning Chunk #6

Spring Break- end

Scie

nce

Engineering and Design

ETS1.A: Defining and Delimiting Engineering Problems

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

Structure and Properties of Matter

PS1.A: Structure and Properties of Matter

PS1.B: Chemical Reactions

Earth’s Systems

ESS2.A: Earth Materials and Systems

ESS2.C: The Roles of Water in Earth’s Surface Processes

ESS3.C: Human Impacts on Earth Systems

Matter and Energy in Organisms and Ecosystems

PS3.D: Energy in Chemical Processes and Everyday Life

LS1.C: Organization for Matter and Energy Flow in Organisms

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Space Systems: Stars and the Solar System

PS2.B: Types of Interactions

ESS1.A: The Universe and its Stars

ESS1.B: Earth and the Solar System

REVISIT:Engineering and Design

ETS1.A: Defining and Delimiting Engineering Problems

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

IA#1 when instruction is complete; send data to

Givans/Tabor


Givans/Tabor


Givans/Tabor


Givans/Tabor


Givans/Tabor

Grades K-2: when instruction is complete;

send data to Givans/Tabor.

5th Grade Financial Literacy

In March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share. National Personal Finance Standards 5th Grade: Hands On Banking.org

Financial Responsibility and Decision MakingStandard 1: Take responsibility for personal financial decisions. Hands On Banking: You and Your Money, Budgeting, Savings & Checking

Guide

Standard 2: Find and evaluate financial information from a variety of sources.

Standard 3: Summarize major consumer protection laws.

Standard 4: Make financial decisions by systematically considering alternatives and consequences.

Hands On Banking: You and Your Money, Budgeting, Savings & Checking Guide

Standard 5: Develop communication strategies for discussing financial issues.

Standard 6: Control personal information. You and Your MoneyHands On Banking: Budgeting, Savings & Checking Guide

Income and CareersCounselors work with “careers” including working on the ILP with 6th grade students.Standard 1 Explore Career Options.Standard 2 Identify sources of personal income.Standard 3 Describe factors affecting take-hope may.

Planning and Money ManagementStandard 1: Develop a plan for spending and saving. Hands On Banking: Budgeting

Standard 2: Develop a system for keeping and using financial records. Hands On Banking: Budgeting

Standard 3: Describe how to use different payment methods. Hands On Banking: Savings & Checking GuideHands On Banking: Credit & You

Standard 4: Apply consumer skills to purchase decisions. Buy This Product (Instructions on district teacher share.)

Standard 5:Consider charitable giving.Standard 6: Develop a personal financial plan. Hands On Banking: You

Standard 7 Will not be addressed in elem. Grades.

5th Grade Financial Literacy

In March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share. National Personal Finance Standards 5th Grade: Hands On Banking.org

Credit and DebtStandard 1: Identify the costs and benefits of various types of credit.

Standard 2: Explain the purpose of a credit record and identify borrowers’ credit report rights.

Standard 3: Describe ways to avoid or correct credit problems.

Standard 4: Not addressed until middle grades.Risk Management

Standard 1: Identify common types of risks and basic risk management methods.Standard 2: Explain the purpose and importance of property and liability insurance protection.

Not addressed until middle grades.

Standard 3: Explain the purpose and importance of health, disability, and life insurance protection.

Saving and InvestingStandard 1: Discuss how saving contributes to financial well-being. :

Standard 2: Explain how investing builds wealth and helps meet financial goals.Standard 3: Evaluate investment alternatives.

Standard 4: Describe how to buy and sell investments.

Not addressed until middle grades.Not addressed until middle grades.

5th Grade A/H PacingA public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption.

Fifth Grade Visual Arts(sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.

Elements of Art I can…ColorColor Schemes/ GroupsValue

Create a piece of art using a complementary color scheme which means using colors that are opposite on the color wheel. red-green blue-orange yellow-violet

ShapeForm

Create a 2-D or 3-D piece of art.

LineSpace

Use lines to create a piece of art that shows one point perspective.

TextureMedia & Processes

Principles of Design

Emphasis (focal point) Experiment with ways to create a focal point in my own art. Contrasting colors Contrasting values Contrasting shapes Contrasting “size” of shapes Isolation Location

Contrast

Balance Identify symmetrical, asymmetrical, and radial balance in art and in the world.

Pattern Use repeating lines, shapes, and colors to create a pattern in my artwork.

Media & Processes Use elements of art and principles of design to create a landscape, portrait, and/or still life.Use different processes to create works of art.

Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collageThree-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting)

Identify the subject matter, media or medium, and process I used to create a work of art. medium: Two-dimensional- crayon, pencil, paint, fabric, yarn, paper Three-dimensional - clay, papier-mâché

Exploration of art will include a look at art from diverse cultures and time periods.

4th-5th Drama - (sample draft created summer 2010)The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Media specialists will incorporate drama into their curriculum. Schools will determine the order and pacing in order allow for flexible integration of the content. Drama will be also be incorporated into reading and other content when possible.

Drama Standard from… http://artswork.asu.edu/ Reading and Writing Scripts Students will make and write plays.

I can improvise dialogue to tell a story and write it for others to read.

I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

Acting Students will portray characters in formal presentations and improvisations.KY Core Content Ah…grade.. 4..3.1 involves performing in dramatic situations …

I can create a character by pretending to be someone else, based on a book or improvisation

I can improvise to tell a story that has the literary elements (story line/plot, character, story organization-beginning, middle, end) for a piece of literature.

(from KY core content AH-04/05- 4.3.1) I can perform in a play that includes literary, technical, and performance elements.

3. Directing (Technical Theater)Students will design and build environments for classroom dramatizations.

I can work with a group to plan, and rehearse a classroom dramatization (e.g. skit, role-play, scenario, puppet show, etc…)

4. Analyze & Respond Students will analyze and explain personal preferences

(KY Core Content) Academic Expectations: 2.23 Students analyze their own and others’ artistic products and performances using accepted standards.

5. Comparing & ConnectingStudents will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and present.

(from KY core content AH-04/05- 4.3.1) I can watch dramatic productions and describe elementar of drama in dramatic works.

Elements of drama:Literary elements – Script, Story line (plot), Character, Story organization (beginning, middle, end), Setting, Dialogue, Monologue, Conflict

Technical elements – Scenery (set), Costumes, Props, Sound and Music, Make-up

Performance elements: Acting (how speaking, moving help to create characters) Speaking – vocal expression, projection, speaking style, diction

Nonverbal expression – gestures, facial expression, movementcharacters)

Reading and Writing Scripts Students will make and write plays.

I can improvise dialogue to tell a story and write it for others to read.

I can read, comprehend, and determine the theme of literature, including dramas at or near my grade level. (new standards # 2 & 10)

Exploration of art drama will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.

Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

Beat Rhythm tempo

melody harmony

Native American songs Performance AH-___-4.1.5

Instrument families Colonial/ Appalachian/

African-American music

Dynamics Form Music Styles Colonial/ Appalachian/

African-American music

Performance AH-___-4.1.5

Physical Education PacingGrade level, skill specific pacing is currently located on district teacher share.

Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6

Students will demonstrate basic psychomotor skills (locomotor and nonlocomotor)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)





Students will demonstrate psychomotor skills related to DANCE.



Students will demonstrate psychomotor skills in soccer

Students will demonstrate psychomotor skills related to soccer

Students will demonstrate psychomotor skills related to basketball

Students will demonstrate psychomotor skills related to volleyball

Students will demonstrate psychomotor skills related to kickball

Students will demonstrate psychomotor skills in football

Students will demonstrate psychomotor skills related to football

Students will demonstrate psychomotor skills related to handball

Students will demonstrate psychomotor skills related to racket sports

…will probably be moved to chunk 6 if more time is required to adequately teach DANCE.

Students will demonstrate psychomotor skills related to baseball/softball/wiffle ball

**In locations where equipment is available, intermediate students will be introduced to psychomotor skills related to archery,

Students will demonstrate psychomotor skills related to jump rope

5th Grade Library Pacing

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

GenresLiterary elements

Literary Elements Reference materials Poetry Personification

5.RL.3, 9OPAC IL.1.4

5.RL.25.RI.25.RI.2 5Dewey Decimal IL.1.5

5.RL.65.RI.65.RI. 9Thesaurus IL.1.1Atlas IL.1.4

5.RL.45.RL.7,5.RL.105.RI.7Internet IL.2.1

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can compare and contrast two or more characters, settings, or events in a fiction book, using specific details.

I can compare and contrast fiction books from the same genre about similar topics and themes

I can use the library catalog to find a book.


Learning Targets



I can compare the events, ideas, concepts, or information in two or more texts.

I can tell what the main idea, or theme, is after reading or listening to a story or book.

I can name more than one main idea/theme in a nonfiction book.

I can tell in my own words the main idea/theme of a text

I can use the Dewey Decimal system to find a book

. I can take good care of my library books and return them on time.

Learning Targets


I can pick a book that is just right for me. I can describe how a narrator’s point

of view influences a fiction book. I can read, view, and listen for

information in any format for writing and speaking on a topic.

I can understand information from more than one source.

I can determine conflicting information and similarities on the same topic.

I can use a thesaurus to find information.

I can use an atlas to find information I can take good care of my library

books and return them on time.

Learning Targets



I can describe the meaning and tone of stories in various formats and series.

I can determine the meaning of words and phrases in a book/story.

I can explain how chapters fit together to form stories.

I can recognize when the story I am reading is too easy or too difficult for me.

I can use the internet to find information.


Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom.

1st Semester 2nd Semester

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cs

Bullying/ Harassment Conflict resolution Drug and alcohol awareness Decision making skills Character Ed.- (Imbedded in school-wide behavior expectations)

Career Education (career awareness, exploration, & planning; employability skills- 14 career clusters)

6th grade ILPs Character Ed.- (Imbedded in school-wide behavior expectations)