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Elementary (K-5) ->
Grade
5
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GRADE FIVE
Grade Level
Expectations
These are the core grade level expectations based on the McRel
standards and benchmarks that should be taught during fifth grade and
represent what a student will learn. They are written from the student
point of view. Local sites may add additional grade level expectations
to correspond with their curriculum. These grade level expectations are
aligned with McRel standards and the standards-based progress report.
The number listed is in reference to McRel 3rd edition; the number
listed for Religion standard is in reference to By Their Fruits You Shall Know Them,
Lorraine Ozar. The grade level
expectations that are aligned with and developed by ITBS/ITED are noted
in italics. Not all standards are addressed at every grade level
which is appropriate considering a student’s development.
*
=
referenced in Progress
Report
RELIGION
1. Reads, interprets, and applies Scripture to life.
(1.1) Participates in
discussion*
(1.2)
Has knowledge of content*
(1.3)
Continues to explore how the Ten Commandments, Beatitudes, Works of
Mercy and theological virtues are lived out in one’s life
2.
Presents a reasoned rationale, based on faith and knowledge, for being
a Catholic.
3. Illustrates basic understanding of Catholic dogma and doctrine in
light of the “Catechism for the Catholic Church.”
(3.1) Continues to
develop a deeper realization of role of Mary’s Motherhood of Jesus, of
the Church, our mother, and the greatest model of holiness
(3.2)
Develops an appreciation of the importance of the Holy Spirit in one’s
life and in the Church
(3.3)
Knows that the symbols of the Holy Spirit are wind, breath, and fire
(3.4)
Continues to articulate more about the doctrine of the Catholic faith
(3.5)
Explores the mystery of the Trinity
(3.6)
Knows the precepts of the Church
4.
Demonstrates the importance of sacraments, with an emphasis on the
centrality of the Eucharist in the life of Catholics.
(4.1) Knows the Seven
Sacraments; recognizes that the sacraments give grace to help us grow
spiritually
(4.2)
Develops and appreciates God’s special gift of life (grace) to us,
especially through prayer and the Sacraments
(4.3)
Develops a greater appreciation, gratitude, and joy in participating in
Mass and reverence in receiving the Eucharist
(4.4)
Recognizes the relationship of the Eucharistic sacrifice to Calvary
(4.5) Understands it is important to
reflect on what it means to live a sacramentals life
5.
Makes moral decisions consistent with Church teachings.
(5.1) Realizes that
God’s plan is that people be good in order to live with God forever in
heaven
(5.2)
Realizes that God gave humans the special gift of free will
(5.3)
Recognizes that God gives us rules for living a life of love
(5.4)
Understands that forming one’s conscience is a lifelong responsibility
6.
Illustrates a basic understanding of the history of the Church.
7. Acknowledges and affirms the diverse cultural expressions of
Catholicism.
(7.1) Recognizes the
many gifts, talents and abilities that God has provided each of us
(7.2)
Recognizes that one needs to develop integrity of body, mind and spirit
in order to recognize objects/situations that can cause harm to a person
8.
Applies Catholic principles to interpersonal relations (e.g., family,
peers, work, society, Church, etc.)
(8.1) Practices
Christian action toward others*
(8.2)
Understands that the spiritual and corporal works of mercy are ways to
show love for others
9.
Demonstrates an appreciation for faith community as the way we come to
know God.
(9.1) Continues an
awareness of various roles and ministries in the Church
(9.2)
Recognizes that the Church is a visible sign of the kingdom of God
10.
Uses effective community building skills in relating with others.
Applies skills to concrete life situations - is considerate of others
and their feelings*
(10.1) Understands
that God’s gift of life needs to be protected and nurtured from
conception to death
(10.2)
Understands that respect and care must be shown for the biological
processes/changes of one’s own body and that of others
(10.3)
Recognizes the importance of reflecting on what it means to live in
relationship with God and to live a moral life
(10.4)
Recognizes that there are positive ways to handle negative peer
pressure and stress
11.
Critiques societal structures in light of Catholic social justice
principles and apply to social and personal situations.
12. Engages in service to the community (e.g., family, parish, local,
national and global) in response to the Gospel call.
(12.1) Participates in
parish and community service projects
(12.2)
Is made aware of various roles and ministries in the Church
(12.3)
Recognizes that the Work of the Church is to show love, peace, and
justice in the world
13.
Exercises responsible stewardship for the gift of creation.
(13.1) Practices
Christian action toward others*
(13.2)
Responds joyfully to God’s call to give of one’s self in love to God
and others (stewardship)
(13.3)
Continues to study the meaning of stewardship, i.e., “Receive God’s
gifts gratefully, cultivate them responsibly, share them lovingly in
justice with others, and return them with increase to the Lord.”
14.
Examines the variety of Christian life styles as ways to respond to the
baptismal call to a life of service.
(14.1) Participates in
parish and community service projects
15.
Demonstrates the relationship between faith and culture through arts,
social sciences, sciences, technology.
16. Uses appropriate resources to plan and participate in liturgy and
other prayer experiences.
(16.1) Participates in
planning liturgies and para-liturgies on student level of growth and
awareness
17.
Uses a variety of prayer forms (e.g., traditional, spontaneous,
devotional, multicultural) to enrich and express personal and communal
spirituality.
(17.1) Recognizes that
Christians express their belief in the Holy Trinity in the Apostle's’
Creed and the nicene Creed
(17.2)
Develops a personal relationship with Jesus that evokes a response of
generous love
(17.3)
Can recite and use the designated prayers and gestures; Sign of the
Cross, Our Father, Hail Mary, Grace before/after meals, Morning
Prayer, Doxology (Glory Be), Act of Contrition, Rosary, Apostles’
Creed, and the Acts of Faith, Hope, and Love, Hail Holy Queen, Stations
of the Cross, Angelus, Memorare, and other prayers of
cultural/liturgical significance as designated by the local site*
18.
Celebrates the presence of the Sacred in experiences of sacramentals,
symbols, and rituals.
(18.1) Knows that the
Church has designated sacred signs, such as holy water, medals, and
especially blessings as sacramentals
19.
Demonstrates an understanding of liturgical seasons and feasts.
(19.1) Increases
knowledge of Church’s liturgical seasons of Advent, Christmas, Lent and
Easter
(19.2)
Participates at their own level of growth and awareness in liturgical
celebrations and other forms of prayer
(19.3)
Recognizes that the Church year celebrates Jesus as Savior of the world
and gives honor to mary and all the saints,living and dead
(19.4)
Knows that two important beliefs and feasts about Mary are the
Immaculate Conception and the Assumption
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LANGUAGE ARTS
Writing
1. Uses
general skills and strategies in the writing process
(1.1) Applies the writing
process*
(1.1.1) Prewriting, drafting and
revising, editing and publishing, evaluating peers’ and own writing
(1.1.2) Identifies strengths and
weaknesses in own writing
(1.1.3) Organizes thoughts and
expresses opinions and knowledge in a clear manner using complete
sentences
(1.1.4) Writes using numerous
related paragraphs, each including a topic sentence, supporting
details, and concluding sentence
(1.2) Writes for a variety of
audiences and purposes which include report of information, use of
narratives, essays, poetry, and creative writing*
(1.3) Handwriting - Writes
legibly using proper size and spacing*
2. Uses stylistic and rhetorical
techniques in written composition
(2.1) Demonstrates an
understanding of the English language, i.e., usage, punctuation,
capitalization, and spelling*
(2.1.1) Spells high frequency
words correctly
(2.2) Identifies and correctly
uses all parts of speech
(2.3) Identifies and uses
figurative language, e.g., simile, alliteration, personification
3. Writes with a command of the
grammatical and mechanical conventions of composition
(3.1) Applies rules of grammar
usage, punctuation, and capitalization in writing
(3.2) Identifies and uses nouns,
pronouns, verbs, adjectives and prepositions
(3.3) Writes with a command of
punctuation, e.g., periods, commas, quotation marks, etc.
4. Gathers and uses information
for research purposes
(4.1) Effectively uses media
resources to gather information*
(4.1.1) Uses the library/media
center on a regular basis and properly uses a variety of resources for
research topics; dictionary, glossary, encyclopedia, atlas, and internet
(4.2) Develops the use of
outline format and notetaking
Reading
5.
Reading Process - Uses the general skills and strategies of the reading
process*
(5.1) Increases the ability of
decoding skills
(5.2)
Monitors own reading strategies and makes modifications
(5.3)
Previews text
(5.4)
Adjusts speed of reading to suit purpose and difficulty of material
(5.5)
Makes appropriate book selections to gain knowledge and for personal
enjoyment
(5.6)
Makes, confirms, and revises simple predictions
(5.7)
Continues to develop a desire to read; engages in daily silent reading
6/7.
Reading Comprehension - Uses reading skills and strategies to
understand and interpret a variety of literary works and informational
texts*
(6/7.1) Responds to literary and
informational texts (oral, written, artistic)*
(6/7.2)
Understands and comprehends stated information
(6/7.3)
Determines the meaning of new words from their context
(6/7.4)
Draws conclusions, makes inferences, and deduces meaning
(6/7.5)
Interprets information in new contexts
(6/7.6)
Interprets non literal language
(6/7.7)
Determines the main idea of a text
(6/7.8) Continues to develop and use a
variety of comprehension strategies, cause/effect; compare/contrast;
classify/categorize, drawing conclusion, predicting outcomes, and
giving details of main idea
(6/7.9) Identifies with increasing
complexity the author’s views or purposes
(6/7.10)
Analyzes the style or structure of
a text; uses text organizers
(6/7.11) Literary Texts:
(6/7.11.1)
Identifies theme, characters, setting, plot, sequence of events,
conflicts and resolutions
(6/7.11.2) Connects literary
characters/events with people or events in own life
(6/7.11.3)
Infers traits, feelings, and
motives of characters
(6/7.11.4) Makes and confirms inferences
and predictions about events in a story
(6/7.11.5) Reads and identifies various
genre of literature
(6/7.12)
Informational Texts:
(6/7.12.1)
Can readily use the parts of a book to locate information, i.e. index,
table of contents, glossary, appendix
(6/7.12.2) Can effectively use the
structures in information texts; uses text organizers to determine the
main ideas or locate information
(6/7.12.3) Summarizes and paraphrases
information in texts in all content areas
Listening
and Speaking
8. Uses listening and speaking strategies for
different purposes; listens actively*
(8.1)
Expresses ideas clearly*
(8.2) Participates effectively in group
discussion*
(8.3) Participates in presentational
activities
Viewing
9. Uses viewing skills and strategies to understand and interpret
visual media
(9.1)
Understands different messages conveyed through visual media
(9.2) Responds orally and in writing to
higher order thinking questions in all content areas
(9.3) Understands basic elements of
advertising in visual media
Media
10. Understands the characteristics and components of the media
(10.1)
Understands that media, messages, and products are composed of a series
of separate elements, e.g., sections of a newspaper, etc.
(10.2) Enhances the understanding of the
similarities and differences among a variety of media, e.g., how
documentaries, internet, television, and radio present a story in a
different way
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MATH
1.
Problem solving - Uses a variety of strategies in the problem-solving
process*
(1.1) Solves single-step and
multiple-step math problems
(1.2)
Brainstorms possible approaches before starting a problem
(1.3)
Identifies extraneous or insufficient information in problems
(1.4)
Chooses a method for solving a problem - some methods more
helpful than
others
(1.5)
Checks reasonableness of results through estimation
(1.6)
Constructs physical representations for complex problems
2.
Concept of Numbers - Understands and applies basic and advanced
properties of the concept of numbers*
(2.1) Checks reasonableness of
results through estimation - estimates
measurements with appropriate
precision
(2.1.1) Uses standard rounding
to estimate
(2.1.2)
Uses order of magnitude to estimate
(2.1.3)
Uses number sense to estimate
(2.2) Represents, compares, and
orders numbers
(2.3) Describes
and applies properties of
numbers
(2.4)
Classifies numbers by divisibility
(2.5)
Demonstrates ways of performing
operations
(2.6) Uses
place value; writes numbers in
standard, expanded, and exponential form
(2.7) Uses and
interprets operational and
relationship symbols
(2.8) Solves
equations and inequalities
(2.9) Uses
variable expressions to model
situations
(2.10) Explores
numerical patterns
(2.11)
Understands the basic relationship of fractions to decimals and
fractions to whole numbers
(2.12) Writes improper fractions as mixed
numbers
(2.13) Finds the least common denominator
of two or three fractions; the greatest common factor of two or three
numbers
(2.14) Compares and orders decimals and
fractions
(2.15) Uses number lines to model a variety
of numbers
(2.16) Identifies prime and composite
numbers
(2.17) Reads, writes, estimates whole
numbers through nine digits and decimals to thousandths
(2.17.1)
Communicates mathematical concepts through writing and speaking
3.
Computation - Uses basic and advanced procedures while performing the
process of computation*
(3.1) Adds and subtracts
fractions and mixed numbers having like and unlike denominators
(3.2)
Adds, subtracts, multiplies and divides money problems
(3.3)
Adds, subtracts, multiples, and divides whole numbers and decimals with
accuracy
(3.4)
Translates between decimals and commonly encountered fractions -
halves, thirds, fourths, fifths, tenths, and hundredths
(3.5)
Reduces fractions to lowest terms
(3.6)
Knows multiplication and division facts through 12
(3.7)
Multiples three-digit numbers
(3.8)
Divides using two-digit numbers
(3.9)
Understands that choices must be made when determining which operation
to use.
(3.10)
Counts and shows amounts of money to $10.00
4.
Measurement - Understands and applies basic and advanced properties of
the concept of measurement*
(4.1) Tells time to the nearest
minute
(4.2)
Measures length/distance, time, temperature, weight, mass, and volume
(4.3)
Identifies and uses appropriate units of measurement
(4.3.1) Selects and uses
appropriate units of measurement according to type and size of unit
(standard and metric)
(4.3.2)
Converts units within a system, e.g. feet to inches, quarts to pints,
hours to minutes
(4.4) Understands the
relationship among area, volume, and weight, and between time and cost
(4.5)
Understands that scale drawings can be used to represent shapes and
compare locations of things very different in size
(4.6)
Estimates, calculates, and compares perimeter, area, and volume
5.
Geometry - Understands and applies basic and advanced properties of the
concepts of geometry*
(5.1) Finds perimeter, area and
volume of figures
(5.2)
Recognizes and classifies angles, points, lines, rays and segments
(5.3)
Identifies radius, diameter, chord, and central angle of a circle
(5.4)
Identifies congruent and symmetrical figures
(5.5) Compares shapes in terms of such concepts as parallel,
perpendicular, congruence, and symmetry
(5.6) Understands the basic characteristics of the concept of three
dimensions
(5.7) Uses motion geometry, e.g., turns, flips, sides to investigate
concepts of symmetry, similarity, and congruence
(5.8) Identifies,
classifies, and compares geometric figures
(5.9) Describes geometric
properties, patterns, and relationships
(5.10) Applies the
concepts of perimeter, area, and volume
6.
Data analysis - Understands and applies basic and advanced concepts of
statistics and data analysis
(6.1)
Gathers and records data to make generalizations*
(6.2) Understands that data comes in many different forms and that
collecting, organizing and displaying data can be done in many ways
(6.3) Reads amounts on
scales of bar and line graphs
(6.3.1) Reads and constructs
bar, line, pie charts, and pictographs
(6.3.2)
Given a table of data, selects the correct graphic representation for
the data
(6.4)
Locates amounts in specific cells of a table
(6.5) Compares quantities
to determine ranks, sums, or differences and
to find ratios
(6.6) Uses tables and
graphs to determine rates or identify trends,
understand underlying or functional relationships, and generalize or
draw conclusions
7.
Probability - Understands and applies basic concepts of probability
(7.1) Applies probability
concepts and counting rules
(7.1.1) Predicts outcome of
events
(7.1.2)
Determines the probability of events
(7.2)
Understands and applies measures of central tendency and variability
(7.3)
Understands that summary predictions about large collections are more
accurate than about just a few events
8.
Functions and Algebra - Understands and applies basic concepts of
functions and algebra
(8.1) Recognizes and extends
basic number patterns
(8.2)
Uses patterns and relationships to represent mathematical situations
(8.3)
Constructs a pattern and articulates why the pattern works
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SCIENCE/HEALTH
- listed by strands
1. Earth and Space - Students can
understand concepts and relationships in Earth/space sciences.
(1.1) Can understand ideas about
Earth’s composition and structure
(1.1.1)
Knows that the surface of the earth changes, e.g., due to erosion,
landslides, weathering
(1.1.2)
Describes the different kinds of rocks and how they change
(1.1.3)
Describes the different kinds of pollution and ways to prevent it
(1.2)
Can understand concepts relation to the universe
(1.2.1)
Knows that the rotation of the earth causes different patterns in the
sky
(1.2.2)
Describes how distances are measured in space
(1.3)
Can understand changes in and around Earth
(1.3.1)
Illustrates and labels the weather cycle
(1.3.1.1)
Explains how land and water affect climate differently
(1.3.1.2)
Explains why the earth’s surface is heated unevenly
(1.3.1.3)
Records measurements with weather instruments
(1.3.1.4)
Illustrates how weather systems develop and explains information
weather maps
(1.3.1.5)
Predicts weather patterns by interpreting weather maps
2. Life Science - Students can
understand concepts and relationships in life science.
(2.1) Can understand the
structure of living things
(2.1.1) Compares the structure
of animal and plant cells
(2.2)
Explains the process of photosynthesis
(2.3)
Describes the different ways that plants reproduce
(2.4)
Can understand life cycles
(2.4.1) Describes the life cycle
and processes
(2.5)
Explains the role of the respiratory and excretory systems
(2.6)
Identifies the structure and care of the skeletal and muscular systems
(2.7)
Identifies characteristics of vertebrates and the eight phyla of
invertebrates
(2.8)
Can understand environmental interaction and adaptation
(2.8.1)
Knows that all organisms
including humans cause changes in the environment where they live; some
of these change are detrimental to themselves or other organisms, and
others are beneficial
3. Physical Science - Students can
understand concepts and relationships in physical science.
(3.1) Can
understand and apply concepts related to mechanics, forces, and motion
(3.2) Can
understand and identify
properties and changes of matter
(3.2.1)
Describes compounds and molecules
(3.2.2) Describes the difference between a
chemical change and a physical change
(3.3) Can
understand and apply the concept of energy
(3.3.1)
Demonstrates how energy can change forms
(3.3.2) Researches various energy resources
and their effects on our world
(3.3.3) Compares and contrasts conduction,
convection, and radiation
4. Nature
of Science and Technology -
Students can understand and apply
skills used in scientific inquiry.
(4.1) Can
analyze and interpret scientific information.
(4.1.1)
Draws conclusions, identifies patterns, generalities and trends, and
makes inferences
(4.2)
Uses and understands the components
of the scientific method (asks questions, observes, records, and
interprets results)*
5. Health
(5.1)
Identifies and shares feelings
(5.2) Identifies practices that promote
good health
(5.2.1)
Describes how exercise and nutrition help the body stay healthy
(5.2.2) Sets personal health goals
(5.3) Discusses safety topics
Progress
report descriptors deal with using scientific method and demonstrating
knowledge of relevant science content standards*
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SOCIAL STUDIES - listed by strands
1. Civics
(1.1) Understands and discusses
the personal and community impact of current events
(1.2) Understands the need for
rules and laws
(1.3) Demonstrates the
responsibilities of good citizenship
(1.4) Understands differences
and similarities among people of different cultures
(1.5) Knows the basic tenets of
democracy and the symbols that represent it
(1.6) Knows current issues
involving the constitution
(1.7) Recognizes the roles of
the different branches of federal government
2.
Economics
(2.1) Understands the concept of
supply and demand and how it determines a price
(2.2) Knows the functions of a
bank
(2.3) Knows that the government
pays for the goods and services it provides through taxing and borrowing
(2.4) Understands that some
nations have greater productive resources
(2.5) Understands the impact of
location on economic activities
3.
Geography
(3.1) Reads and interprets maps
by finding direction, figuring scale, identifying symbols, and
explaining the types of maps
(3.2) Understands the spatial
organization of places through such concepts as location, distance,
direction, scale, movement and region
(3.3) Knows the processes people
use to divide earth’s surface into political and/or economic units
(e.g., states in the United States and Mexico; provinces in Canada;
countries in North and South American; and countries linked in
cooperative relationships such as the European union)
4.
Historical Understanding
(4.1) Identifies the basic
factors and people that have influenced early exploration, the settling
of America, and major historical events, i.e., American Revolution,
expansion and reform, Civil War and reconstruction, Industrial
Revolution, Great Depression and postwar United States
(4.2) Compares and contrasts
life in various areas of the United States as it was being settled
(4.3) Shows an understanding of
how the United States was founded
(4.4) Understands the people,
events, and problems that were significant in creating the history of
the state.
(4.4.1) Topics included in Iowa
History are: the physical landscape, Native Americanism, European
contacts, pioneer life on the prairie, proving a government,
transportation, the Civil War, settlers from many lands, education,
religion, agriculture and rural life in the early 20th century,
urbanization, technological change in the early 20th century, business
and industry in Iowa, World War I and its impact, Depression and World
War II, postwar adjustments, 1955 - farm crisis of 1980s, and
transition to the 21st century, farm crisis to 2002
(4.4.2) See Iowa History online
at http://fp.uni.edu/iowaonline/main.htm
Progress
report descriptors deal with analyzing and applying information using
concepts of history, geography, civics, and economics and demonstrating
knowledge of social studies content standards*
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GUIDANCE/HUMAN
GROWTH AND DEVELOPMENT - listed by strands
1.
Working with Others
(1.1) Contributes to the overall
effort of a group
(1.2)
Uses conflict-resolution techniques
(1.3)
Works well with diverse individuals and in diverse situations
(1.4)
Displays effective interpersonal communication skills
(1.5)
Demonstrates leadership skills
2.
Self-Regulation
(2.1) Sets and manages goals
(2.2)
Performs self-appraisal
(2.3)
Considers risks
(2.4)
Maintains a healthy self-concept
(2.5)
Restrains impulsivity
3.
Human Growth and Development - derived in part from Growing in Love, Harcourt Religion
Publishers
(3.1) Understands that being
created by God is the basis for respect for self and others
(3.2)
Recognizes that men and women are different, but complementary and
equal in God’s eyes
(3.3)
Recognizes that everyone is responsible for protecting and nurturing
God’s gift of life
(3.4)
Recognizes that Jesus shows us how to live in chaste relationships
(3.5)
Understands tenets of a safe environment
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PERSONAL
DEVELOPMENT/SOCIAL RESPONSIBILITY/CITIZENSHIP
(All items are
referenced on the progress report.)
1.
Interacts respectfully with others
2. Works
effectively as a team member
3. Makes an
effort to solve social problems
4. Participates
appropriately
5. Follows
directions
6. Works
independently
7. Completes
high quality work
8. Completes
homework assignments
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