Fifth Grade Curriculum
Language Arts- Based on Common Core Standards 2010
Strand R Reading
RL Literature
Key Ideas and Details
Anchor Standard RL.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Grade Level Standard RL.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Anchor Standard RL.CCR.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Grade Level Standard RL.5.2 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.
Anchor Standard RL.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Grade Level Standard RL.5.3 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
Anchor Standard RL.CCR.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Grade Level Standard RL.5.4 Determine the meaning of words and phrases as they are used in a
text, including figurative language such as metaphors and similes.
Anchor Standard RL.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.
Grade Level Standard RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
Anchor Standard RL.CCR.6 Assess how point of view or purpose shapes the content and style of
a text.
Grade Level Standard RL.5.6 Describe how a narrator’s or speaker’s point of view influences
how events are described.
Integration of Knowledge and Ideas
Anchor Standard RL.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Grade Level Standard RL.5.7 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).
Anchor Standard RL.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Grade Level Standard RL.5.8 (Not applicable to literature)
Anchor Standard RL.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Grade Level Standard RL.5.9 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
Anchor Standard RL.CCR.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Grade Level Standard RL.5.10 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.
RI Informational Text
Key Ideas and Details
Anchor Standard RI.CCR.1 Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
Grade Level Standard RI.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
Anchor Standard RI.CCR.2 Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
Grade Level Standard RI.5.2 Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
Anchor Standard RI.CCR.3 Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Grade Level Standard RI.5.3 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
Anchor Standard RI.CCR.4 Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
Grade Level Standard RI.5.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5 topic or subject area.
Anchor Standard RI.CCR.5 Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to
each other and the whole.
Grade Level Standard RI.5.5 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.
Anchor Standard RI.CCR.6 Assess how point of view or purpose shapes the content and style of
a text.
Grade Level Standard RI.5.6 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
Anchor Standard RI.CCR.7 Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Grade Level Standard RI.5.7 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.
Anchor Standard RI.CCR.8 Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Grade Level Standard RI.5.8 Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence support which point(s).
Anchor Standard RI.CCR.9 Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Grade Level Standard RI.5.9 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
Anchor Standard RI.CCR.10 Read and comprehend complex literary and informational texts
independently and proficiently.
Grade Level Standard RI.5.10 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.
Phonics and Word Recognition
Grade Level Standard RF.5.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.5.3.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.
Fluency
Grade Level Standard RF.5.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.5.4.a Read on-level text with purpose and understanding.
RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression
on successive readings.
RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
Strand W Writing
Text Types and Purposes
Anchor Standard W.CCR.1 Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Grade Level Standard W.5.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
W.5.1.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.
W.5.1.b Provide logically ordered reasons that are supported by facts and details.
W.5.1.c Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
W.5.1.d Provide a concluding statement or section related to the opinion presented.
Anchor Standard W.CCR.2 Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective selection, organization, and
analysis of content.
Grade Level Standard W.5.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.5.2.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.
W.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
W.5.2.c Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
W.5.2.d Use precise language and domain-specific vocabulary to inform about or explain the
topic.
W.5.2.e Provide a concluding statement or section related to the information or explanation
presented.
Anchor Standard W.CCR.3 Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event sequences.
Grade Level Standard W.5.3 Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
W.5.3.b Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
W.5.3.c Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events
precisely.
W.5.3.e Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
Anchor Standard W.CCR.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Grade Level Standard W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
Anchor Standard W.CCR.5 Develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
Grade Level Standard W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Anchor Standard W.CCR.6 Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Grade Level Standard W.5.6 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
Anchor Standard W.CCR.7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
Grade Level Standard W.5.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
Anchor Standard W.CCR.8 Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
Grade Level Standard W.5.8 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.
Anchor Standard W.CCR.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Grade Level Standard W.5.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.5.9.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]”).
W.5.9.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
Anchor Standard W.CCR.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
tasks, purposes, and audiences.
Grade Level Standard W.5.10 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.
Strand SL Speaking and Listening
Comprehension and Collaboration
Anchor Standard SL.CCR.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
Grade Level Standard SL.5.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.
SL.5.1.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.
SL.5.1.b Follow agreed-upon rules for discussions and carry out assigned roles.
SL.5.1.c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
SL.5.1.d Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Anchor Standard SL.CCR.2 Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
Grade Level Standard SL.5.2 Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
Anchor Standard SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence
and rhetoric.
Grade Level Standard SL.5.3 Summarize the points a speaker makes and explain how each claim
is supported by reasons and evidence.
Presentation of Knowledge and Ideas
Anchor Standard SL.CCR.4 Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
Grade Level Standard SL.5.4 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.
Anchor Standard SL.CCR.5 Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Grade Level Standard SL.5.5 Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of main ideas or
themes.
Anchor Standard SL.CCR.6 Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Grade Level Standard SL.5.6 Adapt speech to a variety of contexts and tasks, using formal
English when appropriate to task and situation.
Strand L Language
Conventions of Standard English
Anchor Standard L.CCR.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grade Level Standard L.5.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.5.1.a Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.
L.5.1.b Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb
tenses.
L.5.1.c Use verb tense to convey various times, sequences, states, and conditions.
L.5.1.d Recognize and correct inappropriate shifts in verb tense.
L.5.1.e Use correlative conjunctions (e.g., either/or, neither/nor).
Anchor Standard L.CCR.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Grade Level Standard L.5.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.5.2.a Use punctuation to separate items in a series.
L.5.2.b Use a comma to separate an introductory element from the rest of the sentence.
L.5.2.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?).
L.5.2.d Use underlining, quotation marks, or italics to indicate titles of works.
L.5.2.e Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
Anchor Standard L.CCR.3 Apply knowledge of language to understand how language functions
in different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
Grade Level Standard L.5.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.5.3.a Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.3.b Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
Vocabulary Acquisition and Use
Anchor Standard L.CCR.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
Grade Level Standard L.5.4 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.
L.5.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the
meaning of a word or phrase.
L.5.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
L.5.4.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.
Anchor Standard L.CCR.5 Demonstrate understanding of figurative language, word relationships
and nuances in word meanings.
Grade Level Standard L.5.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.5.5.a Interpret figurative language, including similes and metaphors, in context. L.5.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
L.5.5.c Use the relationship between particular words (e.g., synonyms, antonyms, homographs)
to better understand each of the words.
Anchor Standard L.CCR.6 Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence in gathering vocabulary knowledge
when encountering an unknown term important to comprehension or expression.
Grade Level Standard L.5.6 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).
Mathematics - Based on Common Core Standards 2010
In Grade 5, instructional time should 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.
Critical Focus Area 5.1 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.)
Critical Focus Area 5.2 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.
Critical Focus Area 5.3 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.
Science- Based on MI Grade Level and High School Content Expectations 2007
Science Processes: Inquiry Process, Inquiry Analysis and Communication, Reflection, and
Social Implications
The science processes in middle school expand the students’ inquiry abilities from simply raising
questions based on observations, to generating scientific questions based on observations,
investigations, and research. Students begin to recognize the question they are asking, the
background knowledge that framed the question, and what steps they take to answer their
question. Fifth grade students will design and conduct their own scientific investigations, with
consideration of fair tests, variables, and multiple trials and sets of data. Students are expected
to use data and research in their analysis and evaluation of data, claims, and information, and
relate their findings to different situations and real-world problems. The instructional activities
of a scientific inquiry should involve students in establishing and refining procedures, materials,
and data they will collect. It is crucial for students to recognize the benefit of cooperating with
their peers and sharing data and experiences through collaborative science discourse.
Physical Science: Forces and Motion
Students participate in an in-depth study of motion as related to a point of reference, distance,
time, and direction. Their exploration into motion also presents high interest content for
students to hone their skills in metric measurement and the use of tools and equipment
appropriate to scientific investigations. The middle school experience of investigating balanced
and unbalanced forces, and their relationship to the size of change in motion, provide concrete
experiences on which a more comprehensive understanding of force can be based at the high
school level. Students can move from qualitative descriptions of moving objects in the
elementary grades to quantitative descriptions of moving objects and the identification of the
forces acting on the objects.
The completion of the study in motion involves the exploration and identification of contact
and non-contact forces and how they change the motion of objects. Students’ everyday
experiences in motion lead them to believe that friction causes all moving objects to slow down
and stop. In-depth explorations into reducing the force of friction can help the students
understand and demonstrate that a moving object requires friction to keep it moving. The
understanding of objects at rest requires the students recognize that there are balanced forces
in equilibrium, such as a book on a table or chair on the floor.
Life Science: Organization of Living Things, Heredity, Evolution
Fifth grade presents an appropriate time for introducing the study of human biology.
Students develop an understanding of the main function of specialized animal systems
(digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive)
and how animal systems work together to perform life’s activities.
Students explore the traits of individuals and examine how traits are influenced by the
environment and genetics of the individual. They distinguish between acquired and inherited
traits of humans as well as other living things.
Further study of organisms’ individual traits demonstrates how behavioral and physical
characteristics help them survive in their environments. In the investigation of physical
characteristics, students relate similarities in anatomical features to the classification of
contemporary organisms.
Students conclude their investigations into animal characteristics and evidence of change by
analyzing the relationship of environmental change and catastrophic events to species
extinction and survival. They explore fossils to provide evidence of previously living things and
environmental conditions, and how both have changed over long periods of time.
Earth Science: Earth Systems and Earth in Space and Time
In the fourth grade students were introduced to the relationship between the sun, moon, and
Earth. They have a general understanding how the visible shape of the moon defines a month
and the spin of the Earth defines a day. Fifth grade students explore seasons and their
relationship to the tilt of the Earth on its axis and revolution around the sun. They define a year
as one revolution of the Earth around the sun, explain lunar and solar eclipses based on the
relative positions of the sun, moon, and Earth and finally, the effect of the moon’s gravity on
the ocean’s tides. Students study the universe beyond the sun, moon, and Earth and describe
the position, motion, and relationship of the planets and other objects in the sky to the sun.
Social Studies-Based on MI Grade Level and High School Content Expectations
2007
The fifth grade social studies content expectations mark a departure from the social studies
approach taken in previous grades. Building upon the geography, civics and government, and
economics concepts of the United States mastered in fourth grade and historical inquiry from
earlier grades, the fifth grade expectations begin a more discipline-centered approach
concentrating on the early history of the United States. Students begin their study
of American history with American Indian peoples before the arrival of European explorers and
conclude with the adoption of the Bill of Rights in 1791. Although the content expectations are
organized by historical era, they build upon students’ understandings of the other social studies
disciplines from earlier grades and require students to apply these concepts within the context
of American history.
Era 1: Beginnings to 1620
Beginning with pre-Columbian times, the expectations focus on American Indians living in North
America before European exploration. The geographic concepts of spatial awareness, places
and regions, human systems, and human environment interactions are addressed throughout
the era as students study American history to 1620. The expectations deliberately expand upon
students’ knowledge of American Indians living in Michigan and the concept of regions from
previous grades. In examining European exploration and conquest, the expectations embed
geographic, civics, and economic concepts, and revisit the case study method used by historians
to explain the technological and political developments that made exploration possible. In
deepening understanding of perspective, students also explore the goals, obstacles,
motivations, and consequences of European exploration and the subsequent colonization of
the Americas. The expectations also include an introduction to life in Africa as a foundation for
examining interactions among Europeans, American Indians, and Africans from the 15th
through the 17th centuries with a focus on how economic concepts influenced the behavior of
people and nations. Students apply the tools of the historian by using primary and secondary
sources to compare European and American Indian cultures, using previously established
criteria. The expectations also focus on the interaction among Europeans, American Indians,
and Africans, by exploring the impact of European contact on American Indian cultures,
comparing the approaches of the British and French in their interactions with American Indians,
and examining the Columbian Exchange and its impact on all three groups.
Era 2: Colonization and Settlement
In learning about the regional settlement patterns and significant developments of the three
distinct colonial regions prior to the American Revolution, students apply their conceptual
understanding of regions and the geography of the United States. They explore how the
geography influenced peoples’ daily lives and economic activities as three distinct colonial
regions developed. The expectations require students to apply concepts of government and
economics to further understand the Southern, New England, and Middle colonies as they learn
about the establishment of colonial settlements, development of colonial governments, role of
religion, relationships between colonists and American Indians, and development of the
institution of slavery. Using geography, students explore how human systems such as religion,
movement of people, and ethnic diversity led to the establishment of other colonies within
particular regions. Special attention is paid to the European slave trade and slavery in Colonial
America as students explore the lives of enslaved peoples and free Africans living in the
American colonies. Fifth grade students enhance their understanding of historical perspective
by analyzing the perspectives of different groups living in colonial America. By comparing the
different colonial regions that developed with respect to politics, economics, religion, social
institutions, and human-environment interactions, the expectations prepare students for
American history in middle school serving as the precursor for the regional and racial issues
that culminated in the Civil War.
Era 3: Revolution and the New Nation
In studying the American Revolution and the New Nation, the expectations deliberately build
upon students’ prior knowledge in government and economics. The political and economic
aspects of the French and Indian War and its aftermath are stressed. Students deepen their
understanding of perspective by comparing patriot and loyalist perspectives with respect to
events that eventually culminated in the American Revolution. The expectations in this
historical era emphasize significant ideas about government as reflected in the Declaration of
Independence and the role of key individuals and groups in declaring independence. Students
also apply concepts of power and authority to the perspectives of the colonists and the British
during the revolutionary era. Emphasis is placed on how colonial experiences and ideas about
government influenced the decision of the colonists to declare independence. Students
examine the course, character, and consequences of the American Revolution using geography
and economics students to compare the advantages and disadvantages of each side in the war.
Students also describe the significant events and turning points during the war. In examining
the challenges faced by the new nation under the Articles of Confederation, the expectations
continue to build upon students’ understanding of government. By exploring the political ideas
underlying the Articles of Confederation and the subsequent adoption of the U.S. Constitution
and Bill of Rights (with particular emphasis on the rights contained in first four amendments),
the values and principles
Religion- Based on Archdiocese of Detroit Standards
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The Sacraments: God's Gift of Life
Baptism and Confirmation
The Eucharist
Reconciliation and Anointing of the Sick
Holy Orders and Marriage
Computers- Based on Michigan Technology Standards 2009
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Practice Appropriate Use Policies concerning Internet Safety and Responsibility
Learn the Parts of the Computer and Technology Terms
Practice Keyboarding Skills
Produce Documents using Microsoft Word
Introduction to Microsoft Excel
Create A Powerpoint Presentation
Use web 2.0 tools like wordle and edmodo.
Learn how to search the Internet using keywords and appropriate sources
Spanish- Based on MI_Curriculum_Framework World Languages 1998
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Celebrations observed throughout the year
Culture
Religion- inc. Padre Nuestro (Our Father)
Clothing
Weather
Parts of the body
My Community
Verbally answering questions associated with the calendar/weather
Basic Spanish in print (reading and writing)
Basic Spanish grammar concepts
Presentations to class
Music- based on MI Curriculum Framework 1998 Arts: Music
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Rhythm
Melody
Harmony
Form
Music Performance in Christmas and End-of Year Musical
Performance Etiquette
Art- Based on MI Curriculum Framework 1998 Arts: Visual Arts (1998)
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Art Styles
Artists
Ink Paining
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Cultures
Yarn Weaving
Physical Education- Based on MI Curriculum Framework Physical Education
(2007): 3-5
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Catching and throwing skills
Movement Education
Volleyball Skills
Basketball Skills/Rules
Team work and Cooperation
Social Skills
Muscle strength and endurance
Sportsmanship
Hand-Eye Coordination
Library Skills- Based on American Association of School Librarians Library Skills
(2011) : K-12
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Library Skills- Procedures, Dewey Decimal System, Choose the Appropriate book
Literature Appreciation- Appreciate across genres
Literary Skills-Create a story map,
Critical Thinking Skills-Determine author’s purpose, anagrams
Comprehension Skills- Comprehend a story, Diagram the plot of a story
Oral Communication Skills-Discuss a different book each week
Writing Skills-Book discussion worksheet, Story Map, Write a story, Illustrate a story
 Listening Skills-Listen actively, Follow directions
Textbooks:
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Language Arts-Reading Street-Pearson ,
Handwriting- Zaner-Bloser
Mathematics- McGraw Hill My Math
Social Studies-Scott Foresman
Science-Scott Foresman
Music-Silver Burdett Ginn
Religion- Blest Are We- RCL Benziger