MATHEMATICS K-1 by xiw67167

VIEWS: 7 PAGES: 13

									Ideas for grade 5 learning outcomes: see Planning the Year for a
sample year’s plan.

LANGUAGE ARTS 5
Reading
Strategies and Skills
       reads, listens, and views for specific purposes
   1. for information: content areas
   2. pleasure: free choice reading
   3. assessing literary elements: reading for a purpose, novel studies


    uses diverse strategies (e.g. developing questions to clarify meaning and to build understanding
   1. when reading content material: read several times, take notes
   2. when reading for pleasure:



    adjusts their reading rate according to the purpose and text
   1. mini-lessons: Reading 44


    uses context clues, structural analysis, visual cues to predict/identify the meaning of new words
   1. mini-lessons: Reading 44


    locates information using text features: headings, tables of contents
   1. headings, pictures, tables and charts, bold words


    applies dictionary skills, manually & electronically, for meaning, correct punctuation & spelling
   1. glossary for content areas


Comprehension
assessment: Dart, novel studies, weekly paragraphs. reading conferences, research,
content note-taking,
       demonstrates understanding of the main events/ideas in print (stories/poetry) & non-print media
   1.   weekly paragraph (Reading Journal)
   2.   novel studies
   3.   independent research

    extend their understanding of a given selection by developing related questions and activities
   1. Show What You Know



    use a variety of written/graphic forms (charts, webs, maps) to organize details and information
   1. research
   2. mathematics:Statistics (weekly graphs)


    locate & interpret supporting details to answer specific questions or to complete tasks
   1. novel study
   2. research
   describes information in simple, direct illustrations, maps, charts, or other graphic forms
  1. d


   identifies literary elements e.g. plot, setting, character, climax, and conflict, in a given selection
  1. novel study
  2. weekly paragraph




  Engagement and Personal Response
  assessment: Dart, novel studies, weekly paragraphs. reading conferences
    demonstrates a willingness to choose challenging materials for reading, viewing, or listening for a
     variety of purposes
  1. for novel study and for free choice reading time


   explains preferences for specific types of literary and informational works
  1. regularly in weekly paragraph supporting their reason for choosing & preferring reading material


   reads silently for extended periods of time
  1. daily for two periods


   makes explicit connections amid ideas in works read, viewed, or heard (e.g. read aloud selection)
  1. weekly paragraph, listing connections with the story


   describes how specific works or literary features evoke personal images, memories, responses r
  1. regularly in weekly paragraph supporting their reason
  2. novel study (include this feature in the novel study)


  Critical Analysis
  assessment: content note-taking,
   describes purpose and key features key words of what they read, hear, and view (note-taking)
  1. mini-lessons
  2. Blended Style and Structure


   compare preferences for, opinions about, & responses to selections
  1. regularly in weekly paragraph supporting their reason
  2. occasionally in My Thinking (personal responses to events, discussions, ideas)


   categorize roles and describe stereotypes portrayed by characters in various (non)print works
  1. novel study (add this)
  2. story writing



Writing
Communicate Ideas and Information
Knowledge of Language
     uses a variety of sentences in their written work
   1.   mini-lessons
   2.   weekly paragraphs, reflective writing (My Thinking), research, stories, novel studies
   3.
       uses verb tenses consistently and accurately when speaking and writing
   1.   mini-lessons
   2.



    uses register/pacing in verbal communications appropriate to the content, purpose, & audience
   1. When I read a text……. (add a link to a poster for this type of information)
   2. Pair Reading

    uses correct capitalization and basic punctuation consistently
   1. mini-lessons

    writes in legible cursive script as required by for the audience & purpose
   1. mini-lessons
   2. daily practice (September through December)


       uses conventional spelling for most words
   1.   weekly test from our Most Frequently Misspelled Words list
   2.   Spelling Rules
   3.   A Closer Look: a list of activities for students to ‘work’ with the spelling words in diverse ways
   4.   ‘best guess’ spelling for new and challenging words


Composing and Creating
    identifies what they know (prior knowledge) about topics selected by class or groups
   1. mini-lessons
   2. KWL & S….still want to know


       creates questions that are relevant to specific audiences and purposes
   1.   mini-lessons
   2.   note-taking (for taking notes from SS text book)
   3.   research (creating 3 focus questions for a specific topic)




    identifies & uses diverse sources of information i.e. people, print, audio-visual, media, electronic
   1. research
   2.

    selects useful sources and shapes information appropriately for specific audiences & purposes
   1. mini-lessons (selecting relevant information)
   2. research

    uses various strategies to generate, shape, and show ideas
   1. mini-lessons: graphs, charts, webs
   2.


 Improving Communications
    appraises their own and other’s work e.g. using performance standards
   1. students’ version
   2. frequently in their planners
    revises & edits their own and others’ writing for content and clarity
   1. in story writing (add)

     revises & edits their own & others’ writing for grammar, spelling, punctuation using both manual
      and electronic means
   1. in story writing
   2. using websites ( )


Presenting and Valuing
    demonstrates pride & satisfaction in using language to create and express thoughts, ideas, and
     feelings in a variety of oral, written, and electronic forms
  1. Show What You Know
  2.

       creates diverse personal & informational communications, including stories, poems, lyrics;
        explanations & descriptions; informal oral reports and dramatics; and factual reports
   1.   story writing
   2.   poetry writing (create unit)
   3.   descriptive writing (create unit)
   4.   skit writing (for Personal Planning, Social Responsibility) (create unit)
   5.   research reports


       apply basic rules and conventions of writing or speaking for oral, visual, and written forms
   1.   week spelling list
   2.   mini-lessons & practice
   3.   editing own and others’ written work (story writing, weekly paragraph)

Self and Society
Personal Awareness
       demonstrates awareness of how to use language to develop & maintain friendships and
        relationships in school and in the community (also see Personal Planning)
   1.

    develop personal communication goals and plans (also Personal Planning)
   1. occasionally in weekly planners
   2. learning journal

    demonstrate confidence in abilities to communicate effectively in various classroom situations
   1. diverse leadership roles (gather and present announcements)

    create various communications for own satisfaction, including diaries & journals
   1. o

Working Together
    assume a variety of roles when working in groups
   1. o

       use language of praise and constructive feedback when working with others
   1.   o
       listens to and expresses interest in the ideas of others
   1.   o

    self-assesses their own communications and contributions to the group
   1. occasionally in weekly planners
   2.
Building Community (includes Social Responsibility, Social Studies)
    demonstrates a willingness to communicates with others to reach common goals within the
     classroom
  1. gg

   demonstrates respect for diverse languages, ideas, opinions, cultures, contributions of their peers
  1. Quebec Webquest (French)

   demonstrates an awareness of how to use language to show empathy, friendship
  1. Social Responsibility

   uses language to recognize people, honour special events/accomplishments within community
  1. assemblies



French 5
Communicating
      asks and responds to simple questions
  1.   during whole class activities
  2.   in small groups
  3.
      identifies greetings and expressions of politeness
  1.   during whole class activities
  2.   in small group activities

      communicates likes, dislikes, wants, and needs
  1.   during whole class activities
  2.   in small group activities
  3.
      responds to classroom instructions
  1.   during whole class activities
Acquiring Information
      identifies information from French-language resources to complete authentic tasks
  1.   oral & visual forms of expressing knowledge (Quebec Webquest)
      expresses acquired information in oral and visual forms
  1.   in whole class activities
Experiencing Creative Works
   responds to creative works from the Francophone world (novels, music, art)
  1. listen to read aloud literature by Roch Carrier
  2. view and assess French Canadian art work (also see Fine Arts)


Understanding Cultural Influences (also SS)
   identify elements of their own cultural background
  1. Quebec Webquest
  2. listen to read aloud literature by Roch Carrier
  3.


   identify elements of Francophone cultural in Canada
  1. Quebec Webquest
Language Learning Strategies
   uses prior knowledge of a topic to predict meaning
  1.

   uses formula phrases (greetings, expressions of politeness, instructions)
  1. during whole class activities
       actively seeks help by requesting help (clarification and repetition)
   1.   during whole class, small group, and independent activities
   2.   d
       contents new topics to personal experience
   1.
       uses some English, if necessary, as a bridge to maintain communication
   1.
       develops a personal notebook & dictionary to record new vocabulary
   1.




MATHEMATICS 5
Number Concepts
   demonstrate concretely and pictorially an understanding of place value from hundredths


       read and write numerals to a million



       read and write number words to 100 000



       use estimation strategies for quantities up to 100 000



       recognize, model, and describe multiples, factors, composites, and primes



       compare and/or order whole numbers



       represent and describe proper fractions concretely, pictorially, and symbolically



       demonstrate and describe equivalent fractions



    compare and order proper and decimal fractions to hundredths
   1. using money




Number Operations
    add and subtract decimal fractions to hundredths concretely, pictorially, and symbolically
   1. using money
        estimate, mentally calculate, or compute and verify the product (three-digit by two-digit
        numbers) and quotient (three-digit by one-digit numbers) of the multiplication and division of
        whole numbers
  1.    using first the step-by-step procedure and then the traditional



        multiply and divide decimal fractions to hundredths concretely, pictorially, and symbolically using
         one-digit, whole number multipliers and divisors




Patterns
        develop charts to record and reveal number patterns
  1. T-tables
  2.


        describe how a pattern grows using everyday language orally and in writing
         1.
         2.


        construct and expand patterns in two and three dimensions, concretely and pictorially
       1. tangrams


        generate number patterns within a problem-solving context



        predict and justify pattern extensions
       1. using tangrams



Measurement
    recognize and explain the meaning of length, width, height, depth, thickness, perimeter, and
     circumference
  1. concrete materials (tables, desks, doors)
  2. online resources:


   solve problems involving mass using grams, kilograms, and tons
  1. exploring weights with scales, bathroom and balancing scale
  2. online resources:


       evaluate which units of measure would be most appropriate when selecting different measuring
        tools
      estimate and measure the area of irregular shapes by dividing them into parts




      estimate and measure the perimeter of irregular shapes




      estimate and measure the effect on a rectangle's perimeter or area of changing one or more of its
       dimensions
  1.   geoboards



      relate the perimeter and area of a rectangle, using manipulatives and diagrams



  
                         3
       relate the units cm and mL
  1.   cooking once per month


  
                                                                            3
       estimate, measure, record, and order containers by volume using cm
  1.   test using a variety of boxes and cm cubes



  
                                                               3
       construct objects of a specific volume expressed in cm
  1.   using small cubes to construct and find the volume of 3D shapes




   read and write SI notation for recording dates and time
  1. signing out for the washroom, library, hallway
  2. in notebooks, using variety of ways to record date




3-D Objects and 2-D Shapes
   construct, analyse, and classify triangles according to their side measurements
  1. ff


    explore, identify, & classify three-dimensional objects
  1.



    classify and name polygons according to the number of their sides (e.g., 3, 4, 5, 6, 8)
  1.




      cover two-dimensional shapes with a set of tangram pieces
  1.
    complete the drawing of a three-dimensional object on grid paper given the front face
   1.




       determine experimentally the minimum information needed to draw or identify a given two-
        dimensional shape
   1.



Transformations
    recognize motion as a slide (translation), a turn (rotation), or a flip (reflection)
   1. explore using online resources
   2. using 4 grids, show symmetry, translation , rotation, & flip (Fine Arts)


    recognize tessellations created with regular and irregular shapes in the environment
   1. explore using online resources and images
   2. explore by creating (Fine Arts)



       locate planes of symmetry by cutting solids
   1.   given ½ a picture, using symmetry, draw an identical reflected image (Fine Arts)
   2.   given number pairs, plot dots on grid paper (divided into quadrants) creating a symmetrical image
   3.   create a two-line symmetry using four quadrants (Fine Arts)


    use coordinates to describe the position of objects in two dimensions
   1. given number pairs, plot dots on grid paper (see # 2 above)



    plot whole number, ordered number pairs in the first quadrant with intervals of 1, 2, 5, and 10
   1. use along with t-tables for creating the ordered numbers



       identify a point in the first quadrant using ordered pairs



    cover a surface using one or more tessellating shapes
   1. create templates of shapes and use to cover a surface leaving no empty spaces (Fine Arts)


       create and identify tessellations using regular polygons



       identify regular polygons that can tessellate a plane




Statistics and Probability
Data Analysis
    identify a question to generate appropriate data and predict results
   1. weekly graph
   distinguish between a total population and a sample results
  1.  weekly graph



   use a variety of methods to collect and record data
  1.  weekly graph



   create classifications and ranges for grouping data
  1.  weekly graph



   display data by hand or by computer in a variety of ways, including:
  1. weekly graph
  2. diverse display forms: frequency diagrams, line plots, broken-line graphs, circle graph, line
     graphs, bar graphs
  3. using online resources


     evaluate the graphic presentation of the data to ensure the clear representation of the results



     discuss the reasonableness of the data and the results



     make inferences from the data to generate a conclusion


Chance and Uncertainty
     list all possible outcomes of an event



     explain events using the vocabulary of probability:
         best/worst ; probable/improbable; never/less likely/equally likely; likely/more likely/always



     conduct probability experiments and explain the results using the vocabulary of probability


     conduct probability experiments to demonstrate that results are not influenced by factors such as
      the age, experience, or skill of the participant
SOCIAL STUDIES 5

Applications of Social Studies
    identify and clarify a problem, issue, or inquiry
   1. note-taking for essential questions




    gather and record a body of information from a variety of primary and secondary sources
   1. research an essential question or an extension of an essential question (notes, multiple sources,
   combining information, rough draft, good copy)




    develop alternative interpretations from varied sources
   1. research an essential question or an extension of an essential question (notes, multiple sources,
   combining information, rough draft, good copy)




       defend a position on a regional issue in light of alternative perspectives




    use an outline to organize information into a coherent presentation
   1. research an essential question or an extension of an essential question (notes, multiple sources, combine
   and reorganize information, rough draft, good copy)




       design, implement, and assess strategies to address community problems or projects




Society and Culture
        demonstrate understanding of Canadian culture




        explain ways people preserve and transmit culture




        demonstrate appreciation of contributions of Aboriginal peoples, the French, and the British to the
         development of Canada
      demonstrate understanding of why immigrants come to Canada, the challenges they face, and their
       contributions to Canada




Politics and Law
    explain citizenship in terms of participation in the community, province, country, and world
   1. Fine Arts: a poster illustrating how we can good Canadian citizens at a variety of levels




      demonstrate understanding of equality and fairness in Canada with respect to the Canadian Charter of
       Rights and Freedoms, the BC Human Rights Code, and the Ombudsman Act




      summarize the purposes of municipal, provincial, federal, and Aboriginal governments




    demonstrate a basic understanding of the Canadian Constitution
   1. create a Classroom Constitution




      demonstrate understanding of Canada as a bilingual nation within a multilingual society




      demonstrate awareness of the history of Aboriginal peoples' rights




Economy and Technology
      analyse the relationship between development of communities and their available natural resources




      explain how supply and demand are affected by population and the availability of resources




      analyse factors that influence use and development of transportation and communications systems in
       different regions of Canada
   analyse the influence of technology on lifestyle and work
  1. Fine Arts: brainstorm ways you use technology (diverse types) in your own life and display in a mosaic




   analyse how people are influenced by and influence mass media messages
  1. Fine Arts: create a web displaying this relationship




Environment SS Connections Chapter 1
     use latitude and longitude to locate major political features of Canada, including provinces and territories
      and their capitals



     locate and describe major physical features of Canada using topographic and thematic maps




     describe the diverse distribution of natural resources within Canada




     demonstrate understanding of sustainability, stewardship, and renewable versus non-renewable natural
      resources




     assess effects of lifestyles and industries on local and global environments

								
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