Fifth Grade Expectancies

Return to the Fifth Grade Page

GLENDALE UNIFIED SCHOOL DISTRICT
Instructional Support Services Fifth Grade Level Expectancies

Realizing that high expectations for student achievement are a major factor in academic success, the following learning expectancies have been identified in key content areas. These expectancies for student achievement were developed based on California State Curriculum Frameworks and the Glendale Unified School District Curriculum Guides. They indicate the general expectations for student achievement at the conclusion of each grade. It is emphasized that individual students progress at different rates, even though they are at the same grade level and are the same age. Some students may be working on classroom activities leading up to these expectancies. Others may have mastered these expectancies and may be working on enrichment activities. The expectancies are provided as a guide to help parents serve as true partners in the educational process.

LANGUAGE ARTS

Students will:

• Evaluate oral presentations of other students.
• Participate in group presentations, dramatizations, skits, etc.
• Give an oral report of information to the class.
• Read for understanding and enjoyment, and relate to personal experience.
• Predict events, focus on meaning, and draw conclusions.
• Infer the main idea.
• Use information gained from reading to defend opinions or to produce new information.
• Analyze the characters and interpret plot and setting. Write daily in journal/log.
• Write a paragraph which includes a topic sentence, supporting details, and a concluding sentence.
• Maintain cursive handwriting skills.
• Use the writing process - pre-writing, writing, responding, revising, editing, and publishing.
• Correctly spell high frequency words.
• Prepare a research paper/project using research and reference materials, including a bibliography.
• Continue to develop keyboarding skills and type a minimum of 10 words per minute.
• Use a variety of media and communication technologies.
• Use appropriate study skills.
• Use personal organization and management skills.
• Use necessary skills to locate information.

ENGLISH LANGUAGE DEVELOPMENT

For Second Language Students. Students exiting the Early Production stage will:

• Understand directions and stories.
• Speak using simple phrases and sentence fragments.
• Recognize frequently used words on sight.
• Develop decoding skills at the readiness level.
• Use vocabulary words in specific topic areas as they occur integrated across the curriculum rather than in isolation.
• Use prewriting techniques with emphasis on meaning, not grammatical correctness.

Students exiting the Speech Emergence stage will:

• Understand directions and stories.
• Be able to retell stories in their own words.
• Converse with teachers and students on both social and academic topics.
• Decode using beginning level phonics, but may need additional time to demonstrate reading comprehension skills.
• Comprehend stories that are generated through a language experience approach.
• Continue to expand vocabulary and use it orally and in writing for social and academic purposes.
• Write complete, simple sentences which communicate clearly.

Students exiting the Intermediate Fluency/Transition stage will:

• Participate in appropriate group discussion.
• Speak in coherent sentences with native-like fluency.
• Demonstrate ability to read and interpret a variety of reading material.
• Use the writing process - pre-writing, writing, responding, revising, editing, and publishing.
• Be placed in the unmodified English Language Arts program, no more than one year below current grade level, based on District placement criteria.

MATHEMATICS

Students will: