Grade Five Curriculum Overview

  •      Fifth grade students will explore subjects in greater depth and do independent research on varied topics within the curriculum.  A developing sense of independence and responsibility enables them to deal successfully with decision making and time management.  Below is an overview of the fifth grade curriculum.



    Common Core State Standards


    Grade 5

    Reading Standards for Literature

    Key Ideas and Details

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

    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.

    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).

    Craft and Structure

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

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

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

    Integration of Knowledge and Ideas

    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).

    8. (Not applicable to literature)

    9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

    Range of Reading and Level of Text Complexity

    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.


    Reading Standards for Informational Text

    Key Ideas and Details

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

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

    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 Structure

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

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

    Integration of Knowledge and Ideas

    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.

    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).

    9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

    Range of Reading and Level of Text Complexity

    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.


    Reading Standards: Foundational Skills

    Phonics and Word Recognition

    3. Know and apply grade-level phonics and word analysis skills in decoding words.

    a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.


    4. Read with sufficient accuracy and fluency to support comprehension.

    a. Read on-level text with purpose and understanding.

    b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

    c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


    Writing Standards

    Text Types and Purposes

    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.

    b. Provide logically ordered reasons that are supported by facts and details.

    c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

    d. Provide a concluding statement or section related to the opinion presented.

    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.

    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

    d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

    e. Provide a concluding statement or section related to the information or explanation presented.

    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.

    Production and Distribution of Writing

    4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 

    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. 

    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.

    Research to Build and Present Knowledge

    7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

    8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

    9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

    a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

    b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

    Range of Writing

    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.


    Speaking and Listening Standards

    Comprehension and Collaboration

    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. 

    2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

    Presentation of Knowledge and Ideas

    4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

    5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

    6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.


    Language Standards

    Conventions of Standard English

    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.

    b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. 

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

    d. Recognize and correct inappropriate shifts in verb tense.

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

    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?).

    d. Use underlining, quotation marks, or italics to indicate titles of works.

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

    Knowledge of Language

    3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 

    a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

    b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

    Vocabulary Acquisition and Use

    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.

    b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g.,Reading: s 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. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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

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

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

    6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).




    Common Core State Standards


    In Grade 5, instructional time will focus on three critical areas:

    (1)  developing fluency with addition and subtraction of fractions, and

    developing understanding of the multiplication of fractions and of division

    of fractions in limited cases (unit fractions divided by whole numbers and

    whole numbers divided by unit fractions); (2) extending division to 2-digit

    divisors, integrating decimal fractions into the place value system and

    developing understanding of operations with decimals to hundredths, and

    developing fluency with whole number and decimal operations; and (3)

    developing understanding of volume.


    (1) Students apply their understanding of fractions and fraction models to

    represent the addition and subtraction of fractions with unlike denominators

    as equivalent calculations with like denominators. They develop fluency

    in calculating sums and differences of fractions, and make reasonable

    estimates of them. Students also use the meaning of fractions, of

    multiplication and division, and the relationship between multiplication and

    division to understand and explain why the procedures for multiplying and

    dividing fractions make sense. (Note: this is limited to the case of dividing

    unit fractions by whole numbers and whole numbers by unit fractions.)


    (2) Students develop understanding of why division procedures work

    based on the meaning of base-ten numerals and properties of operations.

    They finalize fluency with multi-digit addition, subtraction, multiplication,

    and division. They apply their understandings of models for decimals,

    decimal notation, and properties of operations to add and subtract

    decimals to hundredths. They develop fluency in these computations, and

    make reasonable estimates of their results. Students use the relationship

    between decimals and fractions, as well as the relationship between

    finite decimals and whole numbers (i.e., a finite decimal multiplied by an

    appropriate power of 10 is a whole number), to understand and explain

    why the procedures for multiplying and dividing finite decimals make

    sense. They compute products and quotients of decimals to hundredths

    efficiently and accurately.


    (3) Students recognize volume as an attribute of three-dimensional

    space. They understand that volume can be measured by finding the total

    number of same-size units of volume required to fill the space without

    gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube

    is the standard unit for measuring volume. They select appropriate units,

    strategies, and tools for solving problems that involve estimating and

    measuring volume. They decompose three-dimensional shapes and find

    volumes of right rectangular prisms by viewing them as decomposed into

    layers of arrays of cubes. They measure necessary attributes of shapes in

    order to determine volumes to solve real world and mathematical problems.



    Operations and Algebraic Thinking

    • Write and interpret numerical expressions.

    • analyze patterns and relationships. 

    Number and Operations in Base Ten

    • Understand the place value system.

    • Perform operations with multi-digit whole 

    numbers and with decimals to hundredths.

    Number and Operations—Fractions

    • Use equivalent fractions as a strategy to add 

    and subtract fractions.

    • apply and extend previous understandings 

    of multiplication and division to multiply and 

    divide fractions.

    Measurement and Data

    • Convert like measurement units within a given 

    measurement system.

    • represent and interpret data.

    • Geometric measurement: understand concepts 

    of volume and relate volume to multiplication 

    and to addition.

     Students will also learn to use appropriate standard measurement tools to determine area, perimeter, length, weight, volume and temperature.


    • Graph points on the coordinate plane to solve 

    real-world and mathematical problems.

    • Classify two-dimensional figures into categories 

    based on their properties.




    Children shall:

    *  Develop a geographic overview of the Western Hemisphere

    *  Study the United States, Canada, and Latin America

    *  Gain an appreciation for good citizenship

    *  Explore current events and discuss their relevance to the Western Hemisphere

    *Use a variety of different resources to obtain information on a research project




    Children shall:

    *  Use inquiry skills to approach problems posed in the scientific world

    *  Use the Scientific Method to complete experiments

    *  Develop skills to use scientific tools

    *  Understand the uses of variables in a controlled study

    *  Study the causes and effect of weather

    *  Observe and describe the properties of sound, light and electricity

    *  Investigate selected human body systems and the interactions between them