Dear Parents and Guardians,

Have you ever wondered if your child is learning what he or she needs to know?

Academic Content Standards set expectations for teaching and learning. Standards are statements of knowledge and skills that every child is expected to learn and use in solving everyday problems and to become a contributing citizen. Your child’s school uses the Standards to assist in matching teaching and learning with testing so that youngsters are tested on the same knowledge and skills that they have learned.

This booklet tells what your child will be learning this school year in the major academic subjects. The Grade Level Indicators listed are specific statements of the knowledge and skills that a student must demonstrate. The Indicators serve as checkpoints that monitor progress towards the learning that your child will demonstrate on statewide tests, from elementary school all the way through high school.

As you look through this parent resource, you will see that the Indicators are grouped under the relevant Standards. The Ohio State Board of Education has adopted Standards and Grade Level Indicators in the core subjects mandated for statewide tests.

ENGLISH LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

If after reviewing this booklet, you have questions or concerns, please contact your child’s teacher.

This parent resource was developed by the Tuscarawas-Carroll-Harrison Educational Service Center to further our mission of “helping schools help students.”

English Language Arts

Acquisition of Vocabulary

Indicator

1. Define the meaning of unknown words by using context clues and the author’s use of definition, restatement and example.

2. Use context clues to determine the meaning of synonyms, antonyms, homophones, homonyms and homographs.

3. Identify the connotation and denotation of new words.

4. Identify and understand new uses of words and phrases in text, such as similes and metaphors.

5. Use word origins to determine the meaning of unknown words and phrases.

6. Apply the knowledge of prefixes, suffixes and roots and their various inflections to analyze the meanings of words.

7. Identify the meanings of abbreviations.

8. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Indicator

1. Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.

2. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.

3. Make critical comparisons across texts.

4. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

5. Make inferences based on implicit information in texts, and provide justifications for those inferences.

6. Select, create and use graphic organizers to interpret textual information.

7. Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.

8. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back or summarizing what has been read so far in text.

9. List questions and search for answers within the text to construct meaning.

10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

Reading Applications: Informational, Technical and Persuasive Text

Indicator

1. Use text features, such as chapter titles, headings and subheadings; parts of books including the index and table of contents and online tools (search engines) to locate information.

2. Identify, distinguish between and explain examples of cause and effect in informational text.

3. Compare important details about a topic, using different sources of information, including books, magazines, newspapers and online resources.

4. Summarize the main ideas and supporting details.

5. Analyze information found in maps, charts, tables, graphs and diagrams.

English Language Arts

6. Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.

7. Analyze the difference between fact and opinion.

8. Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.

9. Identify and understand an author’s purpose for writing, including to explain, to entertain or to inform.

Reading Applications: Literary Text

Indicator

1. Explain how a character’s thoughts, words and actions reveal his or her motivations.

2. Explain the influence of setting on the selection.

3. Identify the main incidents of a plot sequence and explain how they influence future action.

4. Identify the speaker and explain how point of view affects the text.

5. Summarize stated and implied themes.

6. Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction and non-fiction.

7. Interpret how an author’s choice of words appeals to the senses and suggests mood.

8. Identify and explain the use of figurative language in literary works, including idioms, similes, hyperboles, metaphors and personification.

Writing Processes

Indicator

1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

2. Conduct background reading, interviews or surveys when appropriate.

3. State and develop a clear main idea for writing.

4. Determine a purpose and audience.

5. Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

6. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details.

7. Vary simple, compound and complex sentence structures.

8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

9. Vary language and style as appropriate to audience and purpose.

10. Use available technology to compose text.

11. Reread and assess writing for clarity, using a variety of methods (e.g., writer’s circle or author’s chair).

12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose.

13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning.

14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary.

Indicators continued on next page

English Language Arts

15. Proofread writing, edit to improve conventions, (e.g., grammar, spelling, punctuation and capitalization), and identify and correct fragments and run-ons.

16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

17. Prepare for publication (e.g., for display or for sharing with others), writing that follows a format appropriate to the purpose, using techniques such as electronic resources and graphics to enhance the final product.

Writing Applications

Indicator

1. Write narratives with a consistent point of view, using sensory details and dialogue to develop characters and setting.

2. Write responses to novels, stories and poems that organize an interpretation around several clear ideas, and justify the interpretation through the use of examples and specific textual evidence.

3. Write letters that state the purpose, make requests or give compliments and use business letter format.

4. Write informational essays or reports, including research, that organize information with a clear introduction, body and conclusion following common expository structures when appropriate (e.g., cause-effect, comparison-contrast) and include facts, details and examples to illustrate important ideas.

5. Produce informal writings (e.g., journals, notes and poems) for various purposes.

Writing Conventions

Indicator

1. Spell high-frequency words correctly.

2. Spell contractions correctly.

3. Spell roots, suffixes and prefixes correctly.

4. Use commas, end marks, apostrophes and quotation marks correctly.

5. Use correct capitalization.

6. Use various parts of speech, such as nouns, pronouns and verbs (regular and irregular).

7. Use prepositions and prepositional phrases.

8. Use adverbs.

9. Use objective and nominative case pronouns.

10. Use indefinite and relative pronouns.

11. Use conjunctions and interjections.

Research

Indicator

1. Generate a topic, assigned or personal interest, and open-ended questions for research and develop a plan for gathering information.

2. Locate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

3. Identify important information found in sources and paraphrase the findings in a systematic way (e.g., notes, outlines, charts, tables or graphic organizers).

4. Compare and contrast important findings and select sources to support central ideas, concepts and themes.

English Language Arts

5. Define plagiarism and acknowledge sources of information.

6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered.

Communication: Oral and Visual

Indicator

1. Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

2. Interpret the main idea and draw conclusions from oral presentations and visual media.

3. Identify the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

4. Discuss how facts and opinions are used to shape the opinions of listeners and viewers.

5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience.

6. Use clear diction, pitch, tempo and tone, and adjust volume and tempo to stress important ideas.

7. Adjust speaking content according to the needs of the situation, setting and audience.

8. Deliver informational presentations (e.g., expository, research) that:

a. demonstrate an understanding of the topic and present events or ideas in a logical sequence;

b. support the main idea with relevant facts, details, examples, quotations, statistics, stories and anecdotes;

c. organize information, including a clear introduction, body and conclusion and follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast);

d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and

e. draw from several sources and identify sources used.

9. Deliver formal and informal descriptive presentations recalling an event or personal experience that convey relevant information and descriptive details.

10. Deliver persuasive presentations that:

a. establish a clear position;

b. include relevant evidence to support a position and to address potential concerns of listeners; and

c. follow common organizational structures when appropriate (e.g., cause-effect, compare-contrast, problem-solution).

COMMENTS

Mathematics

Number, Number Sense and Operations

Indicator

1. Use models and visual representation to develop the concept of ratio as part-to-part and part-to-whole, and the concept of percent as part-to-whole.

2. Use various forms of “one” to demonstrate the equivalence of fractions; e.g., 18/24 = 9/12 x 2/2 = 3/4 x 6/6.

3. Identify and generate equivalent forms of fractions, decimals and percents.

4. Round decimals to a given place value and round fractions (including mixed numbers) to the nearest half.

5. Recognize and identify perfect squares and their roots.

6. Represent and compare numbers less than 0 by extending the number line and using familiar applications; e.g., temperature, owing money.

7. Use commutative, associative, distributive, identity and inverse properties to simplify and perform computations.

8. Identify and use relationships between operations to solve problems.

9. Use order of operations, including use of parentheses, to simplify numerical expressions.

10. Justify why fractions need common denominators to be added or subtracted.

11. Explain how place value is related to addition and subtraction of decimals; e.g., 0.2 + 0.14; the two tenths is added to the one tenth because they are both tenths.

12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions with like and unlike denominators and decimals.

13. Estimate the results of computations involving whole numbers, fractions and decimals, using a variety of strategies.

Measurement

Indicator

1. Identify and select appropriate units to measure angles; i.e., degrees.

2. Identify paths between points on a grid or coordinate plane and compare the lengths of the paths; e.g., shortest path, paths of equal length

3. Demonstrate and describe the differences between covering the faces (surface area) and filling the interior (volume) of three-dimensional objects.

4. Demonstrate understanding of the differences among linear units, square units and cubic units.

5. Make conversions within the same measurement system while performing computations.

6. Use strategies to develop formulas for determining perimeter and area of triangles, rectangles and parallelograms, and volume of rectangular prisms.

7. Use benchmark angles (e.g.; 45º, 90º, 120º) to estimate the measure of angles, and use a tool to measure and draw angles.

Geometry and Spatial Sense

Indicator

1. Draw circles, and identify and determine relationships among the radius, diameter, center and circumference; e.g., radius is half the diameter, the ratio of the circumference of a circle to its diameter is an approximation of π.

2. Use standard language to describe line, segment, ray, angle, skew, parallel and perpendicular.

3. Label vertex, rays, interior and exterior for an angle.

Mathematics

4. Describe and use properties of congruent figures to solve problems.

5. Use physical models to determine the sum of the interior angles of triangles and quadrilaterals.

6. Extend understanding of coordinate system to include points whose x or y values may be negative numbers.

7. Understand that the measure of an angle is determined by the degree of rotation of an angle side rather than the length of either side.

8. Predict what three-dimensional object will result from folding a two-dimensional net, then confirm the prediction by folding the net.

Patterns, Functions and Algebra

Indicator

1. Justify a general rule for a pattern or a function by using physical materials, visual representations, words, tables or graphs.

2. Use calculators or computers to develop patterns, and generalize them using tables and graphs.

3. Use variables as unknown quantities in general rules when describing patterns and other relationships.

4. Create and interpret the meaning of equations and inequalities representing problem situations.

5. Model problems with physical materials and visual representations, and use models, graphs and tables to draw conclusions and make predictions.

6. Describe how the quantitative change in a variable affects the value of a related variable; e.g., describe how the rate of growth varies over time, based upon data in a table or graph.

Data Analysis and Probability

Indicator

1. Read, construct and interpret frequency tables, circle graphs and line graphs.

2. Select and use a graph that is appropriate for the type of data to be displayed; e.g., numerical vs. categorical data, discrete vs. continuous data.

3. Read and interpret increasingly complex displays of data, such as double bar graphs.

4. Determine appropriate data to be collected to answer questions posed by students or teacher, collect and display data, and clearly communicate findings.

5. Modify initial conclusions, propose and justify new interpretations and predictions as additional data are collected.

6. Determine and use the range, mean, median and mode, and explain what each does and does not indicate about the set of data.

7. List and explain all possible outcomes in a given situation.

8. Identify the probability of events within a simple experiment, such as three chances out of eight.

9. Use 0, 1 and ratios between 0 and 1 to represent the probability of outcomes for an event, and associate the ratio with the likelihood of the outcome.

10. Compare what should happen (theoretical/expected results) with what did happen (experimental/actual results) in a simple experiment.

11. Make predictions based on experimental and theoretical probabilities.

Social Studies

History

Indicator

1. Create time lines and identify possible relationships between events.

2. Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.

3. Explain why European countries explored and colonized North America.

4. Describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.

5. Explain how the United States became independent from Great Britain.

6. Explain the impact of settlement, industrialization and transportation on the expansion of the United States.

People in Societies

Indicator

1. Compare the cultural practices and products of diverse groups in North America including:

a. artistic expressions;

b. religion;

c. language;

d. food;

e. clothing; and

f. shelter.

2. Compare life on Indian reservations today with the cultural traditions of American Indians before the reservation system.

3. Describe the experiences of African-Americans under the institution of slavery.

4. Describe the waves of immigration to North America and the areas from which people came in each wave.

5. Compare reasons for immigration to North America with the reality immigrants experienced upon arrival.

Geography

Indicator

1. Use coordinates of latitude and longitude to determine the absolute location of points in North America.

2. Use maps to identify the location of:

a. the three largest countries of North America;

b. the 50 states of the United States;

c. the Rocky and Appalachian mountain systems;

d. the Mississippi, Rio Grande and St. Lawrence rivers; and

e. the Great Lakes.

3. Describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.

4. Explain how climate is influenced by:

a. earth-sun relationships;

b. landforms; and

c. vegetation.

Social Studies

5. Explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.

6. Use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:

a. forests;

b. fertile soil;

c. oil;

d. coal; and

e. running water.

7. Analyze reasons for conflict and cooperation among regions of North America including:

a. trade;

b. environmental issues;

c. immigration.

8. Explain how the characteristics of different physical environments affect human activities in North America.

9. Analyze the positive and negative consequences of human changes to the physical environment including:

a. Great Lakes navigation;

b. highway systems;

c. irrigation;

d. mining; and

e. introduction of new species.

10. Use or construct maps of colonization and exploration to explain European influence in North America.

Economics

Indicator

1. Compare different allocation methods for scarce goods and services such as prices, command, first-come-first-served, sharing equally, rationing and lottery.

2. Explain that individuals in all economies must answer the fundamental economic questions of what to produce, how to produce and for whom to produce.

3. Explain how education, specialization, capital goods and the division of labor affect productive capacity.

4. Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available.

5. Explain the general relationship between supply, demand and price in a competitive market.

6. Explain why competition among producers/sellers results in lower costs and prices, higher product quality and better customer service.

7. Explain why competition among consumers/buyers results in higher product prices.

Social Studies

Government

Indicator

1. Explain major responsibilities of each of the three branches of the United States government:

a. the legislative branch, headed by Congress, passes laws;

b. the executive branch, headed by the president, carries out and enforces the laws made by Congress; and

c. the judicial branch, headed by the Supreme Court, interprets and applies the law.

2. Explain the essential characteristics of American democracy including:

a. the people are the source of the government’s authority;

b. all citizens have the right and responsibility to vote and influence the decisions of the government;

c. the government is run directly by the people or through elected representatives;

d. the powers of government are limited by law; and

e. basic rights of individuals are guaranteed by the Constitution.

3. Explain the significance of the Declaration of Independence and the United States Constitution.

Citizenship Rights and Responsibilities

Indicator

1. Explain how an individual acquires United States citizenship:

a. birth; and

b. naturalization.

2. Explain the obligations of upholding the United States Constitution including:

a. obeying laws;

b. paying taxes;

c. serving on juries; and

d. registering for selective service.

3. Explain the significance of the rights that are protected by the First Amendment including:

a. freedom of religion;

b. freedom of speech;

c. freedom of the press; and

d. right of petition and assembly.

Social Studies Skills and Methods

Indicator

1. Obtain information from a variety of print and electronic sources and analyze its reliability including:

a. accuracy of facts; and

b. credentials of the source.

2. Locate information in a variety of sources using key words, related articles and cross-references.

3. Differentiate between primary and secondary sources.

Social Studies

4. Read information critically in order to identify:

a. the author;

b. the author’s perspective; and

c. the purpose.

5. Compare points of agreement and disagreement among sources.

6. Draw inferences from relevant information.

7. Organize key ideas by taking notes that paraphrase or summarize.

8. Communicate research findings using line graphs and tables.

9. Use a problem-solving/decision-making process which includes:

a. identifying a problem;

b. gathering information;

c. listing and considering options;

d. considering advantages and disadvantages of options;

e. choosing and implementing a solution;

f. developing criteria for judging its effectiveness; and

g. evaluating the effectiveness of the solution.

COMMENTS

Science

Earth and Space Sciences

Indicator

1. Describe how night and day are caused by Earth’s rotation.

2. Explain that Earth is one of several planets to orbit the Sun, and that the Moon orbits Earth.

3. Describe the characteristics of Earth and its orbit about the Sun (e.g., three-fourths of the Earth's surface covered by a layer of water [some of it frozen], the entire planet surrounded by a thin blanket of air, elliptical orbit, tilted axis, and spherical planet).

4. Explain that stars are like the Sun, some being smaller and some larger, but so far away that they look like points of light.

5. Explain how the supply of many non-renewable resources is limited and can be extended through reducing, reusing and recycling but cannot be extended indefinitely.

6. Investigate ways Earth’s renewable resources (e.g., fresh water, air, wildlife and trees) can be maintained.

Life Sciences

Indicator

1. Describe the role of producers in the transfer of energy entering ecosystems as sunlight to chemical energy through photosynthesis.

2. Explain how almost all kinds of animals' food can be traced back to plants.

3. Trace the organization of simple food chains and food webs (e.g., producers, herbivores, carnivores, omnivores and decomposers).

4. Summarize that organisms can survive only in ecosystems in which their needs can be met (e.g., food, water, shelter, air, carrying capacity and waste disposal). The world has different ecosystems and distinct ecosystems support the lives of different types of organisms.

5. Support how an organism’s patterns of behavior are related to the nature of that organism’s ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem.

6. Analyze how organisms, including humans, cause changes in their ecosystems and how these changes can be beneficial, neutral or detrimental (e.g., beaver ponds, earthworm burrows, grasshoppers eating all plants, people planting and cutting trees, and people introducing a new species).

Physical Sciences

Indicator

1. Define temperature as the measure of thermal energy and describe the way it is measured.

2. Trace how thermal energy can transfer from one object to another by conduction.

3. Describe that electrical current in a circuit can produce thermal energy, light, sound and/or magnetic forces.

4. Trace how electrical current travels by creating a simple electric circuit that will light a bulb.

5. Explore and summarize observations of the transmission, bending (refraction) and reflection of light.

6. Describe and summarize observations of the transmission, reflection, and absorption of sound.

7. Describe that changing the rate of vibration can vary the pitch of a sound.

Science

Science and Technology

Indicator

1. Investigate positive and negative impacts of human activity and technology on the environment.

2. Revise an existing design used to solve a problem based on peer review.

3. Explain how the solution to one problem may create other problems.

Scientific Inquiry

Indicator

1. Select and safely use the appropriate tools to collect data when conducting investigations and communicating findings to others(e.g., thermometers, timers, balances, spring scales, magnifiers, microscopes and other appropriate tools).

2. Evaluate observations and measurements made by other people and identify reasons for any discrepancies.

3. Use evidence and observations to explain and communicate the results of investigations.

4. Identify one or two variables in a simple experiment.

5. Identify potential hazards and/or precautions involved in an investigation.

6. Explain why results of an experiment are sometimes different (e.g., because of unexpected differences in what is being investigated, unrealized differences in the methods used or in the circumstances in which the investigation was carried out, and because of errors in observations).

Scientific Ways of Knowing

Indicator

1. Summarize how conclusions and ideas change as new knowledge is gained.

2. Develop descriptions, explanations and models using evidence to defend/support findings.

3. Explain why an experiment must be repeated by different people or at different times or places and yield consistent results before the results are accepted.

4. Identify how scientists use different kinds of ongoing investigations depending on the questions they are trying to answer (e.g., observations of things or events in nature, data collection, controlled experiments).

5. Keep records of investigations and observations that are understandable weeks or months later.

6. Identify a variety of scientific and technological work that people of all ages, backgrounds and groups perform.

COMMENTS

Parents’ Guide

Fifth Grade

Ohio Academic Content

English Language Arts

Acquisition of Vocabulary

Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Reading Applications: Informational, Technical and Persuasive Text

English Language Arts

Reading Applications: Literary Text

Writing Processes

Indicators continued on next page

English Language Arts

Writing Applications

Writing Conventions

Research

English Language Arts

Communication: Oral and Visual

Mathematics

Number, Number Sense and Operations

Measurement

Geometry and Spatial Sense

Mathematics

Patterns, Functions and Algebra

Data Analysis and Probability

Social Studies

History

People in Societies

Geography

Social Studies

Economics

Social Studies

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Social Studies

Science

Earth and Space Sciences

Life Sciences

Physical Sciences

Science

Science and Technology

Scientific Inquiry

Scientific Ways of Knowing