5th Grade

In 2011, Washington formally adopted the Learning Standards (Common Core State Standards) for English Language Arts and Mathematics. The Washington Learning Standards for English Language Arts provide a rich depth of knowledge and skills that young people will need to succeed in technical school, college, careers, and life. The standards are vital to ensuring our students can be successful in their communities and global society.

For more information from OSPI about ELA state standards, click here.

ELA - Reading Literature

• RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• 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 of how the speaker in a poem reflects upon a topic, summarize the text.
• 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).
• 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 proficiently.

ELA - Reading Informational Text

• R1.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
• 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.
• 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.
• 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.

ELA - Foundational Skills

• RF.5.4 Read with sufficient accuracy and fluency to support comprehension.

ELA - Writing & Language

• W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
• W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
• W.5.4  Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 
• L.5.1  Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.5.2  Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Adopted curricular materials meet the needs of all students through a variety of instructional strategies that provide multiple opportunities for mastery of skills.

Our adopted Kindergarten curricular materials for English Language Arts include:

• Benchmark Advance Core ELA Curriculum 
  • Whole Group Core Novel: Esperanza Rising by Pam Munoz Ryan
  • Small Group Novels: Woods Runner by Gary Paulsen, Sofia's War by Avi, Blood on the River by Elisa Carbone, Fish in a Tree by Lynda Mullaly Hunt, Out of my Mind by Sharon Draper, Inside Out and Back Again by Thanhha Lai
  • For Benchmark Advance's Recommended Reading List for Grades K-5, click here. Texts on BA's Recommended Reading List are optional and not used in all classrooms.
  • Benchmark Advance Unit Topic and Essential Question Alignment
• Heggerty Phonemic Awareness and Phonological Awareness

 

Washington state formally adopted the Mathematics and English Language Arts K–12 Learning Standards. These standards describe what students should know and be able to do at each grade level. 

Assessments for these standards began in the 2014–15 school year.

• Mathematics Learning Standards

Number and Operations in Base Ten

• 5.NBT.A Understand the place value system.

  • 5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

• 5.NBT.B Perform operations with multi-digit whole numbers and with decimals to hundredths.

  • 5.NBT.B. 5 Fluently multiply multi-digit whole numbers using the standard algorithm.

  • 5.NBT.B.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

  • 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Number and Operations -- Fractions 

• 5.NF.A Use equivalent fractions as a strategy to add and subtract fractions.

  • 5.NF.A.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

• 5.NF.B Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

  • 5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).  Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

  • 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

    • Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q

    • Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

  • 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions 

    • Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

    • Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

    • Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Measurement and Data

• 5.MD.C Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

  • 5.MD.C.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

    • Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

    • Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole number edge lengths in the context of solving real world and mathematical problems.

    • Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

Our adopted curricular materials for Math include:

• Eureka Math - Core Math Curriculum
  • Eureka Math Curriculum Map

Washington has adopted the Next Generation Science Standards (NGSS) for for science. Learn more about the Next Generation Science Standards (NGSS) here.

Fall

• 5-PS3-1 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.
• 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air & water.
• 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Winter

• 5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
• 5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
• 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
• 5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
• 5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
• 5-ESS3-1: Obtain & combine information about ways individual communities use science ideas to protect Earth's resources & environment.

Spring

• 5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
• 5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• 5-PS1-3: Make observations and measurements to identify materials based on their properties.
• 5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Our adopted curricular materials for Science include:

• STEMScopes - Core Science Curriculum
  • K-5 STEMScopes Course Scope List

Sexual Health (Se) - 5th Grade 

Topic 1: Anatomy and Physiology

• H1.Se1.5 Understand functions of reproductive systems 

Topic 2: Growth and Development

• H7.Se2.5 Identify ways to manage physical, social, and emotional changes that occur during puberty.
• H1.Se2.5 Describe how puberty and physical development can vary considerably.

Topic 3: Reproduction

• H1.Se3.5 Recognize puberty prepares the body for reproduction.

Topic 4: HIV Prevention

• H1.Se4.5a Define human immunodeficiency virus (HIV).
• H1.Se4.5b Identify methods of transmission and prevention of HIV.

Topic 5: Self-identity

• H2.Se5.5a Describe how media, society and culture can influence ideas regarding gender roles, identity and expression.
• H8.Se.5.5 Promote ways to show respect for all people.
• H2.Se.5.5b Identify trusted adults to ask questions about gender identity and sexual orientation.

Topic 6: Healthy Relationships

• H1.Se6.5a Differentiate between healthy and unhealthy relationships.
• H1.Se6.5b Explain importance of using social media safely, legally and respectfully.
• H8.Se6.5 Understand how to support a peer to recognize healthy and unhealthy relationships.
• H1.Se6.5c Define sexual abuse.  

Parent Letter: Human Growth & Development and HIV/AIDS Curriculum Notice
The letter linked above will be sent out each year to all families of 5th graders at least two weeks prior to instruction.

Overview of Lessons - 5^th Grade
Lesson 1 - Introduction 
Discusses consideration for others, ground rules; slang vs medical terms; defines sexuality and outlines use of the anonymous question box.
Handouts: Introduction Worksheet

Lesson 2 - Decision-making
Describes active versus passive decisions; consider alternatives in decision-making, and how our feelings and beliefs impact decisions.
Handout: Decision-making Chart

Lesson 3 - Self-Esteem  (Could possibly combine lessons 2 and 3)
Keys to feeling good about oneself: “I belong.” “I can do things.” “People appreciate me.” There are things we can do to help ourselves and others feel valued and capable.
Handout: Keys to Self-Esteem

Lesson 4 - Puberty
Defines puberty and explores the changes that will occur.
Videos: Puberty for Boys: Amazing Changes Inside and Out 
Puberty for Girls: Amazing Changes Inside and Out
Note: both movies cover the changes during puberty for both sexes.
Materials: Reproductive Systems Diagrams, Comparison Chart
Handout: Vocabulary Worksheet

Lesson 5 - Myths & Facts of Puberty
Provides time to address myths and fears while reinforcing facts.
Handout:  Myths and Facts

Lesson 6 - HIV/AIDS
Builds understand of a healthy concern versus unhealthy fear, defines communicable diseases and clarifies the difference between HIV and AIDS.
Worksheet: Crossword Puzzle

Lesson 7 - HIV/AIDS  (Could possibly combine lessons 6 and 7)
Clarifies the role of the white blood cell in body’s defense against infection and describe how HIV damages the immune system, reinforces how to be safe
Video: HIV and AIDS: Staying Safe, HIV and ME: Marissa's Story (Redefine Positive, 5th Grade)
Teacher Discussion Guide for HIV and Me Video (PDF from OSPI)
Handout: “AIDS Facts for Kids”

The Washington Social Emotional Learning (SEL) standards and benchmarks were adopted in January 2020.

• SEL Standards and Benchmarks One-Pager
• SEL Standards, Benchmarks and Indicators 

Coming soon! 

Washington has adopted the following educational technology standards for LIT (Library). Learn more about the EdTech Standards Document here.

Library - WA Educational Technology - Information Literacy

• 3.a. Students collaborate with a teacher to employ appropriate research techniques to locate digital resources that will help them in their learning process. 
• 3.b. Students learn how to evaluate sources for accuracy, perspective, credibility and relevance.

Library - WA Educational Technology - Digital Citizen

• 2.a. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online. 
• 2.d. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.

Library - WA Educational Technology - Computer Science

• 5.c. With guidance from an educator, students break (deconstruct) a problem into parts and identify ways to solve the problem.  

Library - WA Educational Technology - Design Thinking

• 6.b. Students create original works and learn strategies for remixing or repurposing to create new artifacts. 

Library - American Library Association - Library Skills

• Learners act on an information need by making critical choices about information sources to use.

Coming Soon!

Washington has adopted the following arts learning standards for music. Learn more about the Music Standards Document here.

CREATING

• MU: Cr1.1.5a: Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
• MU: Cr2.1.5b: Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two- chord harmonic musical ideas.
• MU: Cr3.1.5: Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively-developed criteria and feedback, and explain rationale for changes.
• MU: Cr3.2.5: Present to others the final version of personally created music that demonstrates craftsmanship, and explain connection to expressive intent.

PERFORMING

• MU: Pr4.2.5a: Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
• MU: Pr4.2.5b: When analyzing selected music, read and perform using standard notation.
• MU: Pr6.1.5a: Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
• MU: Pr6.1.5b: Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

Coming Soon!

Washington has adopted the following standards for PE. Learn more about the PE Document here.

Standard 1: Skill

Students will demonstrate competency in a variety of motor skills and movement patterns.

• Overhand Throw
  • Demonstrate mature pattern in an overhand throw to a moving partner.
  • Demonstrate mature pattern in an overhand throw in a variety of activities, modified games, and small-sided game play.
• Catch
  • Apply mature pattern while catching in a variety of lead-up activities, modified games and small-sided game play.

Standard 3: Knowledge

Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

• Engagement in Physical Activity
  • Actively engage in physical education class.
• Engagement in Fitness Activities
  • Participate in developmentally appropriate activities to improve overall fitness.

Standard 4: Behavior

Students will exhibit responsible personal and social behavior that respects self and others.

• Personal Responsibility
  • Engage in responsible interpersonal behavior (peer to peer, student to teacher, student to referee).
• Working with Others
  • Apply concept of inclusion by inviting students of all skill abilities into physical activities.
  • Apply conflict resolution using a variety of situationally appropriate strategies.

Our adopted curriculum for PE:

• Five for Life Program
  • Physical Education Curriculum
  • Nutrition Curriculum
  • Fitness Curriculum