English Language Arts and Literacy
In Grade Five, students will continue to build important reading, writing, speaking, and listening skills. They will read more challenging literature, articles, and other sources of information and continue to grow their vocabulary. Students will also be expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. Students will write regularly and continue to develop their ability to gather, organize, interpret, and present information. Activities in these areas will include:
- Determining the theme of a story, play, or poem, including how characters respond to challenges.
- Comparing and contrasting stories that deal with similar themes or topics.
- Explaining how authors use reasons and evidence to support their points or ideas.
- Drawing on information from multiple books, articles, or online sources to locate an answer or to solve a problem quickly.
- Learning the rules of spoken and written English.
- Learning and using new words, including words related to specific subjects (such as science words).
- Understanding figurative language.
- Participating in class discussions by listening, asking questions, sharing ideas, and building on the ideas of others.
- Giving a class presentation on a topic or telling a story, introducing relevant facts and details in a clear, logical order.
- Writing research or opinion papers over extended periods of time.
In Grade Five, students will read a wide range of literature, including stories, plays, and poems. Additionally, they will read to learn information about history, the world, science, and other areas.
Writing tasks in Grade Five may include stories, essays, reports, and opinion papers. Please review the chart below to see a few examples of how your child will develop important writing skills across grade levels.
This overview for English Language Arts, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
The Illinois Learning Standards for Fine Arts were developed using the National Standards for Arts Education. District 103 adheres to the Illinois Learning Standards. Our most important goals throughout the Fine Arts program are to encourage students to reach their potential, gain confidence in their ability, think creatively, develop appreciation for various styles, and develop a positive feeling toward art and music and its integration into daily living.
The Grade Five art curriculum is provided through a special program developed by the Lincolnshire D103 Parent Teacher Organization. This program reflects several of the goals found in the District 103 Art Curriculum.
To view the comprehensive Scope and Sequence of the District Art Curriculum, please visit the District Art Curriculum Parents' Guide.
The Grade Five music curriculum focuses on the following:
- Demonstrate instrumental improvisation.
- Recognize score marks.
- Recognize key signatures.
- Identify and perform chords on piano.
- Identify and create canon.
- Identify unity and contrast.
- Recognize dotted notes.
- Recognize sixteenth notes.
- Label rhythms as 2/4, 3/4, 4/4 meter.
- Identify a variety of dynamics, tempo and articulation.
- Identify the ways a composer creates mood.
- Identify and follow a conductor's score
The comprehensive Scope and Sequence of the District Music Curriculum is currently under review. It will be posted when finalized.
Additional ENCORE classes
To supplement the classes included in the “Additional Curriculum Areas”, Daniel Wright also offers several ENCORE classes for Grade Five. Curricular descriptions of these classes will be added as soon as the curriculum is aligned to the National Standards.
- Performing Arts
- Tech Graphics
- Service Learning
An Optional Fine Arts Program is available to students in Grade Five. This includes:
Library Media Center
Lincolnshire D103 provides a fully equipped library at Daniel Wright School. The library is specifically designed to accommodate the age range and needs of the students within the building. In addition to a rich array of hard and soft cover books that have been carefully selected with the student body in mind, students will also find eBooks and databases, videos, reference books and pictures, computers, study areas, reading areas, and a staff of a trained librarian and assistant to provide support to the students as well as the teaching staff. Daniel Wright maintains a collection of material that supports classroom curriculum and provides for individual needs, interests, abilities, and maturity levels. Based on classroom curricular needs, the library can provide classes and projects to enhance the learning process.
Students visit the library with their class and/or on an individual basis, depending on student needs, teacher discretion and/or assignment requirements. Specific or flexible scheduling is developed in collaboration with the classroom teacher and the library staff.
For additional information about the library program for District 103, please review the Library Media Center Standards.
In Grade Five, students will build their understanding of the place value system by working with decimals up to the hundredths place. Students will also add, subtract, and multiply fractions, including fractions with unlike denominators. They will continue to expand their geometry and measurement skills, learning the concept of volume and measuring the volume of a solid figure. Activities in these areas will include:
- Quickly and accurately multiplying multi-digit whole numbers.
- Dividing numbers with up to four digits by two digit numbers.
- Using exponents to express powers of 10 (in 102, 2 is the exponent).
- Reading, writing, and comparing decimals to the thousandths place.
- Adding, subtracting, multiplying, and dividing decimals to the hundredths place.
- Writing and interpreting mathematical expressions using symbols such as parentheses. For example, “add 8 and 7, and then multiply by 2” can be written as 2×(8+7)..
- Adding and subtracting fractions with unlike denominators (bottom numbers) by converting them to fractions with matching denominators.
- Multiplying fractions by whole numbers and other fractions.
- Dividing fractions by whole numbers and whole numbers by fractions.
- Analyzing and determining relationships between numerical patterns.
- Measuring volume using multiplication and addition.
The Grade Five math curriculum will incorporate the Standards for Mathematical Practice that will support the Common Core State Standards.
This overview for Mathematics, provided by the Council of the Great City Schools, reflects how the Common Core State Standards have guided our development of a rich and comprehensive curriculum for our students.
Physical Education and Health
District 103 provides students in Grade Five with a comprehensive Physical Education and Health curriculum. This curriculum reflects developmentally appropriate expectations for students in the areas of physical activity, movement, health-related fitness, sportsmanship and group cooperation in team and group activities. In addition to Physical Education classes, recess is offered to students on a daily basis.
Instruction in building habits for a healthy lifestyle is included in the Physical Education classes and the health classes. These habits for a healthy life style focus on taking care of your body, both physically and emotionally, and on making safe choices in a variety of situations.
The Grade Five Physical Education curriculum is based on the following goals:
- Demonstrate mature patterns of locomotor skills.
- Demonstrate skill and execution of movements.
- Apply movement concepts to strategy and game situations.
- Monitor and understand the effects of exercise on the human body.
- Engage in physical activity with responsible interpersonal behavior.
- Work towards a common goal and making responsible decisions.
- Demonstrate decision making skills both independently and with others during physical activity.
In the Grade Five performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evidence, and obtaining, evaluating, and communicating information; and to use these practices to demonstrate understanding of the core ideas.
A transition from the Illinois Learning Standards for Science to the Next Generation Science Standards will occur during the 2015-16 and 2016-17 school years.
Science Units taught in Grade Five include:
Matter and Energy in Organisms (2016-2017 implementation)
- Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
- Support an argument that plants get the materials they need for growth chiefly from air & water.
- Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Populations and Ecosystems
- Differentiate between ecosystems, community, populations, and habitats.
- Observe and describe changes in a living system over time.
- Organize data, compare, analyze and communicate results of animal, plant and environmental investigations including limited factors.
- Analyze relationships among organisms within an ecosystem.
- Identify the challenges to survive within a specific biome and the adaptations that help plants and animals survive.
- Distinguish between limiting factors that are natural and those that are human created.
- Identify ways in which humans can impact ecosystems in negative & positive ways (biomes).
- Compare biomes including their climates, locations, soil, limiting factors, plants, and animals.
Meteorology - Weather
- Monitor temperature changes when solar energy is absorbed by water and soil.
- Collect, record, analyze, and interpret weather data.
- Be introduced to uneven heating of the earth.
- Read about how convection causes wind.
- Explain the patterns of atmospheric movement influence local weather.
- Investigate how meteorologists predict weather.
- Observe the elementary processes of the rock cycle - erosion, transport and deposit.
- Provide first hand examples using water and sandboxes and rock tumblers.
- Connect the features to the processes and follow explanations of how the features came to be and are still changing.
- Build devices for demonstrating how wind and water shape the land.
Scientific Inquiry Method is integrated into the Science Curriculum.
The Science Performance Expectations for Grade Five have been recommended by the Next Generation Science Standards, a collaborative group of over 20 states, including Illinois.
Social Emotional Learning and Erin's Law
Social and emotional learning is the process through which children develop awareness and management of their emotions; set and achieve important personal and academic goals; use social awareness and interpersonal skills to establish and maintain positive relationships; and demonstrate decision-making and responsible behaviors to achieve school and life success. There is a strong research base that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. Please visit the link below to view the District’s Scope and Sequence for Social Emotional Learning.
In addition to our curriculum for Social Emotional Learning, the district also provides lessons based on the Child Protection units for the prevention of Childhood Sexual Abuse (Erin’s Law). The Committee for Children, a National organization, has developed these lessons. Please visit the link below to view the Scope and Sequence for these classroom lessons.
District 103, using the support of an expert consultant in the field of Digital Media and Technology, has developed procedures and policies for a 1:1 Teaching & Learning environment. These procedures are based on:
- Best practices in teaching digital citizenship.
- Integrating digital tools with instruction.
- Role playing various classroom situations and discussing guidelines.
- The integration of technology in today's society at large
Using the Common Sense Media Curriculum, student lessons were developed at each grade level to sup ort the expectations of being a good citizen while on line and when using technology in the classroom and at home. Lessons for Grade Five include:
- Talking Safely Online.
- Super Digital Citizen.
- Privacy Rules.
- What's Cyberbullying?
- Selling Stereotypes.
- Strategic Searching.
- A Creator's Rights.
The aim of Social Studies is the promotion of civic competence – the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Civic ideals and practices enable students to learn about the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship.
District 103, in partnership with neighboring districts, has begun the revision of the Social Studies curriculum which currently reflects the Illinois Social Studies Standards. The revision process is being guided by the newly issued College, Career, and Civic Life (C3) Framework, and is supported by the Illinois State Board of Education. To view the entire document that explains the C3 Framework, please visit the National Council for the Social Studies website.
Contact and Exploration: Different Worlds Meet 900-1600
In this unit, students will examine early exploration from 900-1600. Students will learn that as the Europeans explored North America for economic reasons, they interacted with existing civilizations. They will understand the Great Age of Exploration and the effects on different cultures of the old and new worlds.
Students will learn about the groups of colonists who came to North America for political, social, and economic reasons and formed new communities and governments.
As the colonists struggled with British rule, many colonists pushed for independence while others remained loyal to the British government.
After independence had been won, Americans had to create a functional government that remained true to the goals of the revolution.
The above units were selected and created by District 103 teaching staff.
Fifth-grade students at Daniel Wright participate daily in Spanish language classes. The curriculum addresses each of the World-Readiness Standards for Learning Languages — communication, cultures, connections, comparisons and community. The instructional goals for each thematic unit integrate language, culture and content in age-appropriate ways. The focus is on what students can do with the language and languages classes are taught almost entirely in Spanish.
Performance Goals – Novice High
By the end of fifth grade, students will be able to communicate using sentences on topics they have studied in class. They will understand the Spanish that their teacher uses when working in familiar contexts and will be able to understand familiar language in authentic written and spoken texts. They will usually be able to handle short social interactions by asking and answering questions.
Unit 1: Let’s Go to the Market
Essential Questions: Why do markets exist? What is the value of the dollar?
Students will visit markets in Spain and in other countries around the Spanish-speaking world and will discuss what they want or need to buy at the market. They will bargain for those items in the local currency allowing them to gain a sense of currency conversion in different countries relative to the dollar. Students will be able to state their opinions about markets giving simple advantages and disadvantages.
Unit 2: Health and Wellness
Essential Question: What does it mean to be healthy?
Students will consider healthy lifestyle factors — diet, exercise, and daily routines. Students will compare American cuisine to the various cuisines of the target language countries. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, commenting on how healthy or unhealthy certain foods are. Students will compare and contrast the American food plate to the pyramids of other cultures. They will create their own personal food and activity pyramids and discuss those pyramids with their peers. They will create a Public Service Announcement promoting one aspect of a healthy lifestyle.
Unit 3: A Day in the Life
Essential Question: How does a typical day in my life compare to the lives of others?
Students will analyze how they and others spend their days. They will begin by considering how young people in other parts of the world spend their time before, during and after school. Then, they will discuss how they spend the 24 hours in the day — school, media, chores, jobs, meals, sleep, sports, music, etc. and will consider how their habits compare to the habits of others from different cultures. They will engage in activities by following appropriate target language directions and will make plans to do things with others. They will consider the basic right of all children to play.
Unit 4: Leadership and Teamwork
Essential Question: What is leadership?
Students will begin by considering traits of bosses and leaders, identifying the characteristics of good leaders. They will then consider the language often used by both and will begin to use the language of leaders as they work in effective teams. They will also look at the qualities of effective teams and will consider traits that cause some sport teams to excel when others with talent lose. They will identify someone who is a leader for them and identify why that person qualifies as a leader. They will apply what they have learned about leadership by identifying a school or community problem and begin working as a team to identify possible solutions writing a letter to advocate for change.