In Virginia, we now have something called P.O.S. - Programs of Study - and supposedly the children have to pass a test every year in order to advance to the next grade. This is the first year my kids took the tests - they passed, big surprise, as they are GT - but the things they have to know in order to pass the tests are quite impressive. I will edit with an excerpt, it's posted on the net.
Grade FiveThe fifth-grade student will continue to increase communication
skills used in learning activities and will use a variety of
resources to prepare presentations. The student will plan, write,
revise, and edit writings to describe, to entertain, and to
explain. The student will continue to develop an appreciation for
literature and build a storehouse of literary experiences and
images through careful reading of selections from fiction,
nonfiction, and poetry. Students will be introduced to documents
and speeches that are important in the study of American history to
1877. The student also will read texts in all subjects and will
derive information to answer questions, generate hypotheses, make
inferences, support opinions, confirm predictions, and formulateconclusions.
Oral Language
5.1 The student will listen, draw conclusions, and share responses
in subject-related group learning activities.
* Participate in and contribute to discussions across
content areas. * Organize information to present reports of group
activities. * Summarize information gathered in group activities.
5.2 The student will use effective nonverbal communication skills.
* Maintain eye contact with listeners.
* Use gestures to support, accentuate, or dramatize verbal message.
* Use facial expressions to support or dramatize verbal message.
* Use posture appropriate for communication setting.
5.3 The student will make planned oral presentations.
* Determine appropriate content for audience.
* Organize content sequentially or around major ideas.
* Summarize main points before or after presentation.
* Incorporate visual aids to support the presentation.Reading/Literature
5.4 The student will read and learn the meanings of unfamiliar words.
* Use knowledge of root words, prefixes, and suffixes.
* Use dictionary, glossary, thesaurus, and other word-
reference materials.
5.5 The student will read a variety of literary forms, including
fiction, nonfiction, and poetry.
* Describe character development in fiction and poetry selections.
* Describe the development of plot, and explain how
conflicts are resolved.
* Describe the characteristics of free verse, rhymed, and
patterned poetry.
* Describe how author's choice of vocabulary and style
contribute to the quality and enjoyment of selections.
5.6 The student will demonstrate comprehension of a variety of
literary forms.
* Use text organizers such as type, headings, and graphics
to predict and categorize information in informational texts.
* Locate information to support opinions, predictions, and
conclusions. * Identify cause-and-effect relationships.
* Prioritize information according to purpose of reading.
* Write about what is read.Writing
5.7 The student will write for a variety of purposes to describe,
to inform, to entertain, and to explain.
* Choose planning strategies for various writing purposes.
* Organize information. * Use vocabulary effectively.
* Vary sentence structure. * Revise writing for clarity.
* Edit final copies for grammar, capitalization, spelling,
and punctuation, especially the use of possessives and
quotation marks. Research
5.8 The student will synthesize information from a variety of resources.
* Skim materials to develop a general overview of content or
to locate specific information.
* Develop notes that include important concepts,
paraphrases, summaries, and identification of information
sources. * Organize and record information on charts, maps, and
graphs. * Use available electronic databases to access information.
* Credit secondary reference sources.
Grade FiveThe fifth-grade standards place emphasis on developing proficiency
in using whole numbers, fractions, and decimals to solve problems.
Students will collect, display, and analyze data in a variety of
ways and solve probability problems, using a sample space or tree
diagram. Students also will solve problems involving area and
perimeter, classify triangles, and plot points in the coordinate
plane. Variables, expressions, and open sentences will be
introduced. While learning mathematics, students will be actively
engaged, using concrete materials and appropriate technologies such
as calculators and computers. However, facility in the use of
technology shall not be regarded as a substitute for a student's
understanding of quantitative concepts and relationships or for
proficiency in basic computations. Students also will identify
real-life applications of the mathematical principles they are
learning that can be applied to science and other disciplines theyare studying.
Mathematics has its own language, and the acquisition of
specialized vocabulary and language patterns is crucial to a
student's understanding and appreciation of the subject. Students
should be encouraged to use correctly the concepts, skills,
symbols, and vocabulary identified in the following set ofstandards.
Problem solving has been integrated throughout the six content
strands. The development of problem-solving skills should be a
major goal of the mathematics program at every grade level.
Instruction in the process of problem solving will need to be
integrated early and continuously into each student's mathematics
education. Students must be helped to develop a wide range of
skills and strategies for solving a variety of problem types.
Number and Number Sense
5.1 The student will read, write, and identify the place values
of decimals through ten-thousandths.
5.2 The student will compare the value of two decimals through
ten-thousandths using the symbols >, <, or =.Computation and Estimation
5.3 The student will create and solve problems involving
addition, subtraction, multiplication, and division of whole
numbers, using paper and pencil, estimation, mental
computation, and calculators.
5.4 The student will find the product of two numbers expressed as
decimals through thousandths, using an appropriate method of
calculation, including paper and pencil, estimation, mental
computation, and calculators.
5.5 The student, given a dividend of four digits or less and a
divisor of two digits or less, will find the quotient and remainder.
5.6 The student, given a dividend expressed as a decimal through
ten-thousandths and a single-digit divisor, will find the quotient.
5.7 The student will add and subtract with fractions and mixed
numerals, with and without regrouping, and express answers in
simplest form. Problems will include like and unlike
denominators, limited to 12 or less.Measurement
5.8 The student will describe and determine the perimeter of a
polygon and the area of a square, rectangle, and triangle,
given the appropriate measures.
5.9 The student will identify and describe the diameter, radius,
chord, and circumference of a circle.
5.10 The student will differentiate between area and perimeter and
identify whether the application of the concept of perimeter
or area is appropriate for a given situation.
5.11 The student will choose an appropriate measuring device and
unit of measure to solve problems involving measurement of
* length-part of an inch (1/2, 1/4, and 1/8), inches, feet,
yards, miles, millimeters, centimeters, meters, and kilometers;
* weight/mass-ounces, pounds, tons, grams, and kilograms;
* liquid volume-cups, pints, quarts, gallons, milliliters,
and liters; * area-square units; and
* temperature-Celsius and Fahrenheit units.
Problems also will include estimating the conversion of
Celsius and Fahrenheit units relative to familiar situations
(water freezes at 0°C and 32°F, water boils at 100°C and
212°F, normal body temperature is about 37°C and 98.6°F).
5.12 The student will determine an amount of elapsed time in hours
and minutes within a 24-hour period.Geometry
5.13 The student will classify angles and triangles as right,
acute, or obtuse.
5.14 The student will measure and draw right, acute, and obtuse
angles and triangles, using appropriate tools.
5.15 The student will identify the ordered pair for a point and
locate the point for an ordered pair in the first quadrant of
a coordinate plane. Probability and Statistics 5.16 The student will
* solve problems involving the probability of a single event
by using tree diagrams or by constructing a sample space
representing all possible results; and
* create a problem statement involving probability based on
information from a given problem situation. Students will
not be required to solve the problem created.
5.17 The student will collect, organize, and display a set of
numerical data in a variety of forms, given a problem
situation, using bar graphs, stem-and-leaf plots, and line graphs.
5.18 The student will find the mean and mode of a set of data.
Patterns, Functions, and Algebra
5.19 The student will investigate, describe, and extend numerical
and geometric patterns, including triangular numbers, perfect
squares, patterns formed by powers of 10, and arithmetic
sequences. Concrete materials and calculators will be used.
5.20 The student will * investigate and describe the concept of variable;
* use a variable to represent a given verbal quantitative
expression, involving one operation; and
* write an open sentence, using a variable to represent a
given mathematical relationship.
5.21 The student will create a problem situation based on a given
open sentence using a single variable.
Grade FiveThe fifth-grade standards emphasize the importance of selecting
appropriate instruments for measuring and recording observations.
The organization, analysis, and application of data continue to be
an important focus of classroom inquiry. Science skills from
preceding grades, including questioning, using and validating
evidence, and systematic experimentation, are reinforced at this
level. Students are introduced to more detailed concepts of sound
and light and the tools used for studying them. Key concepts of
matter include atoms, molecules, elements, and compounds, and the
properties of matter are defined in greater detail. The cellular
makeup of organisms and the distinguishing characteristics of
groups of organisms are stressed. Students will learn about the
characteristics of the oceans and the Earth's changing surface.
Scientific Investigation, Reasoning, and Logic
5.1 The student will plan and conduct investigations in which
* appropriate instruments are selected and used for making
quantitative observations of length, mass, volume, and
elapsed time; * rocks, minerals, and organisms are identified using a
classification key;
* data are collected, recorded, and reported using the
appropriate graphical representation (graphs, charts, diagrams);
* accurate measurements are made using basic tools
(thermometer, meter stick, balance, graduated cylinder);
* predictions are made using patterns, and simple graphical
data are extrapolated; and
* estimations of length, mass, and volume are made.
Force, Motion, and Energy
5.2 The student will investigate and understand how sound is
transmitted and is used as a means of communication. Key
concepts include * frequency, waves, wavelength, resonance, vibration;
* the ability of different media (solids, liquids, gases) to
transmit sound; and
* communication tools (voice, Morse code, sonar, animal
sounds, musical instruments).
5.3 The student will investigate and understand basic
characteristics of white light. Key concepts include
* the visible spectrum, light waves, reflection, refraction,
diffraction, opaque, transparent, translucent;
* optical tools (eyeglasses, lenses, flashlight, camera,
kaleidoscope, binoculars, microscope, light boxes,
telescope, prism, spectroscope, mirrors); and
* historical contributions in understanding light.Matter
5.4 The student will investigate and understand that matter is
anything that has mass; takes up space; and occurs as a solid,
liquid, or gas. Key concepts include
* atoms, molecules, elements, and compounds;
* mixtures and solutions; and
* effect of temperature on the states of matter.Living Systems
5.5 The student will investigate and understand that organisms are
made of cells and have distinguishing characteristics. Key
concepts include * parts of a cell;
* five kingdoms of living things;
* vascular and nonvascular plants; and * vertebrates and invertebrates.
Interrelationships in Earth/Space Systems
5.6 The student will investigate and understand characteristics of
the ocean environment. Key concepts include
* geological characteristics (continental shelf, slope, rise);
* physical characteristics (depth, salinity, major currents);
* biological characteristics (ecosystems); and
* public policy decisions related to the ocean environment
(assessment of marine organism populations, pollution prevention).
Earth Patterns, Cycles, and Change
5.7 The student will investigate and understand how the Earth's
surface is constantly changing. Key concepts include
* the rock cycle including the identification of rock types;
* Earth history and fossil evidence;
* the basic structure of the Earth's interior;
* plate tectonics (earthquakes and volcanoes);
* weathering and erosion; and * human impact.
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Grade FiveUnited States History to 1877
The standards for grade five relate to the history of the United
States from Pre-Columbian times until 1877. Fifth graders will
continue to learn fundamental concepts in civics, economics, and
geography. This course continues in grade six. In these two years,
students study United States history in chronological sequence and
learn about change and continuity in our history, study documents
and speeches that lay the foundation of American ideals and
institutions, and examine the everyday life of people at different
times in our history through the use of primary and secondary
sources. Teachers are encouraged to use simulations, class debates,
projects, or other innovative techniques to make the students'
learning experiences lively and memorable. Students should have
ample instruction devoted to reviewing and strengthening map and
globe skills, skills of using and interpreting information, and
historical thinking skills.
5.1 The student will describe life in America before the 17th century by
* identifying and describing the first Americans, their arrival
from Asia, where they settled, and how they lived, including
Inuits (Eskimos), Anasazi (cliff dwellers), Northwest Indians
(Kwakiutl), Plains Indians, Mound builders, Indians of the
Eastern forest (Iroquois, etc.), Incas, and Mayans;
* explaining how geography and climate influenced the way
various Indian tribes lived; and
* evaluating the impact of native economies on their religions,
arts, shelters, and cultures.
5.2 The student will trace the routes and evaluate early
explorations of the Americas, in terms of
* the motivations, obstacles, and accomplishments of sponsors
and leaders of key expeditions from Spain, France, Portugal,
and England;
* the political, economic, and social impact on the American
Indians; and
* the economic, ideological, religious, and nationalist forces
that led to competition among European powers for control of
North America.
5.3 The student will describe colonial America, with emphasis on
* the factors that led to the founding of the colonies,
including escape from religious persecution, economic
opportunity, release from prison, and military adventure;
* geographic, political, economic, and social contrasts in the
three regions of New England, the mid-Atlantic, and the South;
* life in the colonies in the 18th century from the perspective
of large landowners, farmers, artisans, women, and slaves;
* the principal economic and political connections between the
colonies and England;
* sources of dissatisfaction that led to the American Revolution;
* key individuals and events in the American Revolution
including King George, Lord North, Lord Cornwallis, John
Adams, Samuel Adams, Paul Revere, Benjamin Franklin, George
Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine; and
* major military campaigns of the Revolutionary War and reasons
why the colonies were able to defeat the British.
5.4 The student will analyze the United States Constitution and the
Bill of Rights, in terms of
* the British and American heritage, including the Magna Carta,
the English Bill of Rights, the Mayflower Compact, the
Virginia Statute of Religious Freedom, and the Articles of
Confederation;
* the philosophy of government expressed in the Declaration of
Independence; and
* the powers granted to the Congress, the President, the
Supreme Court, and those reserved to the states.
5.5 The student will describe challenges faced by the new United
States government, with emphasis on
* the writing of a new Constitution in 1787 and the struggles
over ratification and the addition of a Bill of Rights;
* major issues facing Congress and the first four presidents; and
* conflicts between Thomas Jefferson and Alexander Hamilton
that resulted in the emergence of two political parties.
5.6 The student will describe growth and change in America from
1801 to 1861, with emphasis on
* territorial exploration, expansion, and settlement, including
the Louisiana Purchase, the Lewis and Clark expedition, the
acquisition of Florida, Texas, Oregon, and California;
* how the effects of geography, climate, canals and river
systems, economic incentives, and frontier spirit influenced
the distribution and movement of people, goods, and services;
* the principal relationships between the United States and its
neighbors (current Mexico and Canada) and the European powers
(including the Monroe Doctrine), and describe how those
relationships influenced westward expansion;
* the impact of inventions, including the cotton gin, McCormick
reaper, steamboat, and steam locomotive on life in America; and
* the development of money, saving, and credit.
5.7 The student will identify causes, key events, and effects of
the Civil War and Reconstruction, with emphasis on
* economic and philosophical differences between the North and
South, as exemplified by men such as Daniel Webster and John
C. Calhoun; * events leading to secession and war;
* leaders on both sides of the war including Abraham Lincoln,
Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick
Douglass, and William Lloyd Garrison;
* critical developments in the war, including major battles,
the Emancipation Proclamation, and Lee's surrender at Appomattox;
* life on the battlefield and on the homefront;
* basic provisions and postwar impact of the 13th, 14th, and
15th Amendments to the United States Constitution; and
* the impact of Reconstruction policies on the South.
5.8 The student will interpret patriotic slogans and excerpts from
notable speeches and documents in United States history up to
1877, including "Give me liberty or give me death," "Remember
the Alamo," "E Pluribus Unum," the Gettysburg Address, the
Preamble to the Constitution, and the Declaration of Independence.
5.9 The student will develop skills for historical analysis,
including the ability to
* identify, analyze, and interpret primary sources (artifacts,
diaries, letters, photographs, art, documents, and
newspapers) and contemporary media (television, movies, and
computer information systems) to better understand events and
life in United States history to 1877;
* construct various time lines of American history from pre-
Columbian times to 1877 highlighting landmark dates,
technological changes, major political and military events,
and major historical figures; and
* locate on a United States map major physical features, bodies
of water, exploration and trade routes, the states that
entered the union up to 1877, and identify the states that
formed the Confederacy during the Civil War.
5.10 The student will develop skills in discussion, debate, and
persuasive writing by analyzing historical situations and
events, including
* different historical perspectives such as American Indians
and settlers, slaves and slave holders, Patriots and Tories,
Federalists and Anti-Federalists, Rebels and Yankees,
Republicans and Democrats, farmers and city folks, etc.; and
* different evaluations of the causes, costs, and benefits of
major events in American history up to 1877 such as the
American Revolution, the Constitutional Convention, the Civil
War, Reconstruction, etc.
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Computer/Technology Standards by the End of Grade Five
Computer/Technology skills are essential components of every
student's education. In order to maximize opportunities for students
to acquire necessary skills for academic success, the teaching of
these skills should be the shared responsibility of teachers of alldisciplines.
Minimum skills that students should acquire by the end of Grade 5
include the following:
C/T5.1 The student will demonstrate a basic understanding of
computer theory including bits, bytes, and binary logic.
C/T5.2 The student will develop basic technology skills.
* Develop a basic technology vocabulary that includes
cursor, software, memory, disk drive, hard drive, and CD-
ROM. * Select and use technology appropriate to tasks.
* Develop basic keyboarding skills.
* Operate peripheral devices.
* Apply technologies to strategies for problem solving and
critical thinking.
C/T5.3 The student will process, store, retrieve, and transmit
electronic information.
* Use search strategies to retrieve electronic
information using databases, CD-ROMs, videodiscs, and
telecommunications.
* Use electronic encyclopedias, almanacs, indexes, and
catalogs.
* Use local and wide-area networks and modem-delivered
services to access information from electronic
databases.
* Describe advantages and disadvantages of various
computer processing, storage, retrieval, and
transmission techniques.
C/T5.4 The student will communicate through application software.
* Create a 1-2 page document using word processing
skills, writing process steps, and publishing programs.
* Use simple computer graphics and integrate graphics
into word-processed documents.
* Create simple databases and spreadsheets to manage
information and create reports.
* Use local and worldwide network communication systems. |
