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Texas Essential Knowledge and Skills – Fifth Grade
§110.7. English
Language Arts and Reading, Grade 5.
(a) Introduction..
(1) In Grade 5,
students refine and master previously learned knowledge and skills in
increasingly complex presentations, reading selections, and written
compositions. Fifth grade students can identify a speaker's persuasive technique
such as promises, dares, and flattery in presentations. Students read from
classic and contemporary selections and informational text. Fifth grade students
are able to judge the internal consistency or logic of stories and texts.
Students recognize the way an author organizes information and engage in more
sophisticated analysis of characters, plots, and settings. Fifth grade students
are able to select and use different forms of writing for specific purposes such
as to inform, persuade, or entertain. Students vary sentence structure and use
conjunctions to connect ideas. Students are able to use literary devices such as
suspense, dialogue, and figurative language in their writing. Fifth grade
students edit their writing based on their knowledge of grammar and usage,
spelling, punctuation, and other conventions of written language. Students
produce final, error-free pieces of written composition on a regular basis.
Fifth grade students search out multiple texts to complete research reports or
projects. Students use visuals to support their research projects.
(2) For
fifth grade students whose first language is not English, the students' native
language serves as a foundation for English language acquisition.
(3) The
essential knowledge and skills as well as the student expectations for Grade 5
are described in subsection (b) of this section. Following each statement of a
student expectation is a parenthetical notation that indicates the additional
grades at which these expectations are demonstrated at increasingly
sophisticated levels.
(4) To meet Public Education Goal 1 of the Texas
Education Code, §4.002, which states, 'The students in the public education
system will demonstrate exemplary performance in the reading and writing of the
English language,' students will accomplish the essential knowledge and skills
as well as the student expectations for Grade 5 as described in subsection (b)
of this section.
(5) To meet Texas Education Code, §28.002(h), which states,
'. . . each school district shall foster the continuation of the tradition of
teaching United States and Texas history and the free enterprise system in
regular subject matter and in reading courses and in the adoption of textbooks,'
students will be provided oral and written narratives as well as other
informational texts that can help them to become thoughtful, active citizens who
appreciate the basic democratic values of our state and
nation.
§111.17. Mathematics, Grade 5.
(a) Introduction.
(1)
Within a well-balanced mathematics curriculum, the primary focal points at Grade
5 are comparing and contrasting lengths, areas, and volumes of two- or
three-dimensional geometric figures; representing and interpreting data in
graphs, charts, and tables; and applying whole number operations in a variety of
contexts.
(2) Throughout mathematics in Grades 3-5, students build a
foundation of basic understandings in number, operation, and quantitative
reasoning; patterns, relationships, and algebraic thinking; geometry and spatial
reasoning; measurement; and probability and statistics. Students use algorithms
for addition, subtraction, multiplication, and division as generalizations
connected to concrete experiences; and they concretely develop basic concepts of
fractions and decimals. Students use appropriate language and organizational
structures such as tables and charts to represent and communicate relationships,
make predictions, and solve problems. Students select and use formal language to
describe their reasoning as they identify, compare, and classify two- or
three-dimensional geometric figures; and they use numbers, standard units, and
measurement tools to describe and compare objects, make estimates, and solve
application problems. Students organize data, choose an appropriate method to
display the data, and interpret the data to make decisions and predictions and
solve problems.
(3) Throughout mathematics in Grades 3-5, students develop
numerical fluency with conceptual understanding and computational accuracy.
Students in Grades 3-5 use knowledge of the base-ten place value system to
compose and decompose numbers in order to solve problems requiring precision,
estimation, and reasonableness. By the end of Grade 5, students know basic
addition, subtraction, multiplication, and division facts and are using them to
work flexibly, efficiently, and accurately with numbers during addition,
subtraction, multiplication, and division computation.
(4) Problem solving,
language and communication, connections within and outside mathematics, and
formal and informal reasoning underlie all content areas in mathematics.
Throughout mathematics in Grades 3-5, students use these processes together with
technology and other mathematical tools such as manipulative materials to
develop conceptual understanding and solve meaningful problems as they do
mathematics.
§112.7. Science, Grade 5.
(a) Introduction.
(1) In
Grade 5, the study of science includes planning and implementing field and
laboratory investigations using scientific methods, analyzing information,
making informed decisions, and using tools such as nets and cameras to collect
and record information. Students also use computers and information technology
tools to support scientific investigations.
(2) As students learn science
skills, they identify structures and functions of Earth systems including the
crust, mantle, and core and the effect of weathering on landforms. Students
learn that growth, erosion, and dissolving are examples of how some past events
have affected present events. Students learn about magnetism, physical states of
matter, and conductivity as properties that are used to classify matter. In
addition, students learn that light, heat, and electricity are all forms of
energy.
(3) Students learn that adaptations can improve the survival of
members of a species, and they explore an organism's niche within an ecosystem.
Students continue the study of organisms by exploring a variety of traits that
are inherited by offspring from their parents and study examples of learned
characteristics.
(4) Science is a way of learning about the natural world.
Students should know how science has built a vast body of changing and
increasing knowledge described by physical, mathematical, and conceptual models,
and also should know that science may not answer all questions.
(5) A system
is a collection of cycles, structures, and processes that interact. Students
should understand a whole in terms of its components and how these components
relate to each other and to the whole. All systems have basic properties that
can be described in terms of space, time, energy, and matter. Change and
constancy occur in systems and can be observed and measured as patterns. These
patterns help to predict what will happen next and can change over time.
(6)
Investigations are used to learn about the natural world. Students should
understand that certain types of questions can be answered by investigations,
and that methods, models, and conclusions built from these investigations change
as new observations are made. Models of objects and events are tools for
understanding the natural world and can show how systems work. They have
limitations and based on new discoveries are constantly being modified to more
closely reflect the natural world.
§113.7. Social Studies, Grade
5.
(a) Introduction.
(1) In Grade 5, students learn about the history of
the United States from its early beginnings to the present with a focus on
colonial times through the 20th century. Historical content includes the
colonial and revolutionary periods, the establishment of the United States, and
issues that led to the Civil War. An overview of major events and significant
individuals of the late-19th century and the 20th century is provided. Students
learn about a variety of regions in the United States that result from physical
features and human activity and identify how people adapt to and modify the
environment. Students explain the characteristics and benefits of the free
enterprise system and describe economic activities in the United States.
Students identify the roots of representative government in this nation as well
as the important ideas in the Declaration of Independence and the U.S.
Constitution. Students recite and explain the meaning of the Pledge of
Allegiance. Students examine the importance of effective leadership in a
democratic society and identify important leaders in the national government.
Students examine fundamental rights guaranteed in the Bill of Rights. Students
describe customs and celebrations of various racial, ethnic, and religious
groups in the nation and identify the contributions of famous inventors and
scientists. Students use critical-thinking skills including sequencing,
categorizing, and summarizing information and drawing inferences and
conclusions.
(2) To support the teaching of the essential knowledge and
skills, the use of a variety of rich primary and secondary source material such
as biographies; novels; speeches and letters; and poetry, songs, and artworks is
encouraged. Selections may include Yankee Doodle. Motivating resources are also
available from museums, historical sites, presidential libraries, and local and
state preservation societies.
(3) The eight strands of the essential
knowledge and skills for social studies are intended to be integrated for
instructional purposes with the history and geography strands establishing a
sense of time and a sense of place. Skills listed in the geography and social
studies skills strands in subsection (b) of this section should be incorporated
into the teaching of all essential knowledge and skills for social studies. A
greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and
critical-thinking skills are taught together.
(4) Throughout social studies
in Kindergarten-Grade 12, students build a foundation in history; geography;
economics; government; citizenship; culture; science, technology, and society;
and social studies skills. The content, as appropriate for the grade level or
course, enables students to understand the importance of patriotism, function in
a free enterprise society, and appreciate the basic democratic values of our
state and nation as referenced in the Texas Education Code,
§28.002(h).
§116.7. Physical Education, Grade 5.
(a)
Introduction.
(1) In Physical Education, students acquire the knowledge and
skills for movement that provide the foundation for enjoyment, continued social
development through physical activity, and access to a physically-active
lifestyle. The student exhibits a physically-active lifestyle and understands
the relationship between physical activity and health throughout the
lifespan.
(2) Fifth grade students demonstrate competence such as improved
accuracy in manipulative skills in dynamic situations. Basic skills such as
jumping rope, moving to a beat, and catching and throwing should have been
mastered in previous years and can now be used in game-like situations. Students
continue to assume responsibility for their own safety and the safety of others.
Students can match different types of physical activities to health-related
fitness components and explain ways to improve fitness based on the principle of
frequency, intensity, and time. Students continue to learn the etiquette of
participation and can resolve conflicts during games and sports in acceptable
ways.
§126.3. Technology Applications, Grade 5.
(a)
Introduction.
(1) The technology applications curriculum has four strands:
foundations, information acquisition, work in solving problems, and
communication.
(2) Through the study of technology applications foundations,
including technology-related terms, concepts, and data input strategies,
students learn to make informed decisions about technologies and their
applications. The efficient acquisition of information includes the
identification of task requirements; the plan for using search strategies; and
the use of technology to access, analyze, and evaluate the acquired information.
By using technology as a tool that supports the work of individuals and groups
in solving problems, students will select the technology appropriate for the
task, synthesize knowledge, create a solution, and evaluate the results.
Students communicate information in different formats and to diverse audiences.
A variety of technologies will be used. Students will analyze and evaluate the
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