Terrones Preview

Mrs. Terrones

2020-2021



Olathe Public Schools 2020 — 2021
USD #233
JULY 2020 JANUARY 2021
School Year Calendar Dates
S M TW T FS
Online Registration available starting on. . . . . . . . . . . . . . . . . . . July 6 S M TW T FS 12
Official “open to public” date for school buildings . . . . . . . . . . . July 20
New Educators Report . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 3, 4 & 5 1 2 34 3 4 5 6 7 89
Full Day Professional Day (Educator Flex Day) . . . . . . . . . . . . . . . . . Aug. 6 5 6 7 8 9 10 11 10 11 12 13 14 15 16
Professional Day . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 7, 10, 11 & 12 12 13 14 15 16 17 18 17 18 19 20 21 22 23
½ Day (AM) Grades K — 5, 6, 9 — (No EC, 7, 8, 10, 11, 12) . . . . . . . . . Aug. 13 19 20 21 22 23 24 25 2431 25 26 27 28 29 30
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . Aug. 13 26 27 28 29 30 31
Full Day of Classes K—12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 14
First Day for Early Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . Aug. 17 AUGUST 2020 FEBRUARY 2021
Labor Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sept. 7
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . Sept. 25 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 9 1 1 2 3 4 56
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . . Oct. 14
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . Oct. 14 2 3 4 5 6 78 7 8 9 10 11 12 13
Parent/Teacher Conferences — Conference times provided by buildings . . . Oct. 14 9 10 11 12 13 14 15 14 15 16 17 18 19 20
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . . Oct. 15 16 17 18 19 20 21 22 21 22 23 24 25 26 27
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oct. 16 2330 2431 25 26 27 28 29 28
Thanksgiving Break (No School). . . . . . . . . . . . . . . . . . . . Nov. 25—27
½ Day (AM) Grades K—12 (No EC) . . . . . . . . . . . . . . . . . . . . Dec. 18 SEPTEMBER 2020 MARCH 2021
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . Dec. 18
Semester Break (No School) . . . . . . . . . . . . . . . . . . . Dec. 21—Jan. 1 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . Jan. 4 & 5 1 2 3 45
Students Return . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jan. 6 1 2 3 4 56
Martin Luther King Jr. Holiday (No School). . . . . . . . . . . . . . . . Jan. 18 6 7 8 9 10 11 12 7 8 9 10 11 12 13
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 5 13 14 15 16 17 18 19 14 15 16 17 18 19 20
Parent/Teacher Conferences — Full Day Classes K-12 (No EC) .Feb. 10 20 21 22 23 24 25 26 21 22 23 24 25 26 27
Parent/Teacher Conferences (No Students) . . . . . . . . . . . . . . .Feb. 11 27 28 29 30 28 29 30 31
No School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 12
Presidents’ Day (No School) . . . . . . . . . . . . . . . . . . . . . . . . . . .Feb. 15 OCTOBER 2020 APRIL 2021
Kdg Enrollment (No Kdg students) . . . . . . . . . . . . . . . . . . . . . .Feb. 25
Spring Break (No School) . . . . . . . . . . . . . . . . . . . . . . . . . .Mar. 15—19 S M TW T FS S M TW T FS
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . .Mar. 22 1 23
Professional Day (No Students) . . . . . . . . . . . . . . . . . . . . . . . . Apr. 16 1 23
Seniors Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 13 4 5 6 7 8 9 10 4 5 6 7 8 9 10
Senior Commencement Ceremonies . . . . . . . . . . . . . . . . .May 14 —16 11 12 13 14 15 16 17 11 12 13 14 15 16 17
Early Childhood Last Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . May 19 18 19 20 21 22 23 24 18 19 20 21 22 23 24
Last ½ Day (AM) Grades K—11 . . . . . . . . . . . . . . . . . . . . . . . . . May 20 25 26 27 28 29 30 31 25 26 27 28 29 30
½ Day (PM) Professional Day (No Students) . . . . . . . . . . . . . . May 20
Professional Day—Last day for staff . . . . . . . . . . . . . . . . . . . . . May 21
Summer Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .May 26—28
Reporting Periods

1st Quarter . . . . . . . . . . . . . . Aug. 13—Oct. 8 . . . . . . . . . . . . . 39 Days NOVEMBER 2020 MAY 2021

2nd Quarter . . . . . . . . . . . . Oct. 12—Dec. 18 . . . . . . . . . . . . 46 Days S M TW T FS
1 2 3 4 5 67
3rd Quarter . . . . . . . . . . . . . . Jan. 6—Mar. 12 . . . . . . . . . . . . . 44 Days 8 9 10 11 12 13 14 S M TW T FS
15 16 17 18 19 20 21
4th Quarter . . . . . . . . . . . . . Mar. 23—May 20. . . . . . . . . . . . . 42 Days 22 23 24 25 26 27 28 1
29 30 2 3 4 5 6 78
Regular School Hours Hours for Aug. 13 9 10 11 12 13 14 15
16 17 18 19 20 21 22
Early Childhood (AM) . . 8:20 — 11:30 Grades K—5. . . . . . . . . 8:20 — 11:15 2330 2431 25 26 27 28 29
Early Childhood (PM) . . 12:30 — 3:40
Grades K—5. . . . . . . 8:20 — 3:40 Grade 6 . . . . . . . . . . . 7:50 — 12:20 DECEMBER 2020 JUNE 2021
Grades 6—8 . . . . . . . 7:50 — 3:10
Grades 9—12 . . . . . . 8:00 — 3:00 Grade 9 . . . . . . . . . . . 8:00 — 12:20 S M TW T FS S M TW T FS
Hours for Oct. 14 1 2 3 45
High School Finals Schedule 1 2 3 45
Grades K—5. . . . . . . . . 8:20 — 11:15 6 7 8 9 10 11 12 6 7 8 9 10 11 12
13 14 15 16 17 18 19 13 14 15 16 17 18 19
Grades 6—8 . . . . . . . . . 7:50 — 12:20 20 21 22 23 24 25 26 20 21 22 23 24 25 26
27 28 29 30 31 27 28 29 30
Grades 9—12 . . . . . . . . 8:00 — 12:20
Hours for Dec. 18 and May 20

Dec 16 & May 18. . . . . . . . 8:00 — 3:00 Grades K—5. . . . . . . . . 8:20 — 12:00

Dec 17-18 & May 19-20 . .8:00 — 11:15 Grades 6—8 . . . . . . . . . 7:50 — 11:15

Grades 9—11 . . . . . . . . 8:00 — 11:15
Parent/Teacher Conference Dates Oct. 14 — 15, Feb. 10 — 11

Possible inclement weather dates April 16 and May 21

Notification Statement of Non—discrimination: The Olathe Public Schools prohibit discrimination on the basis of race, color, ethnicity, Professional Day Conference Day Holiday
national origin, sex, disability, age, religion, sexual orientation or gender identity in its programs, activities or employment, and provides EC, K—12
equal access to the Boy Scouts and other designated youth groups to its facilities as required by: Title IX of the Education Amendments of
1972, Title VI and Title VII of the Civil Rights Act of 1964, the Age Discrimination Act of 1975, the Americans with Disabilities Act (ADA), the Professional Day — New Half Day—Students Senior
Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, the Equal Access Act of 1984 and other relevant Educators Pre—service Commencement
state and federal laws as amended. Inquiries regarding compliance with applicable civil rights statutes related to race, ethnicity, gender, age
discrimination, sexual orientation, gender identity or equal access may be directed to Staff Counsel, 14160 S. Black Bob Road, Olathe, KS Schools Closed,
66063-2000, phone 913-780-7000. All inquiries regarding compliance with applicable statutes regarding Section 504 of the Rehabilitation Act Support Buildings Open
and the Individuals with Disabilities Education Act and the Americans with Disabilities Act may be directed to the Assistant Superintendent of
Support Services, 14160 S. Black Bob Rd. Olathe, KS 66063-2000, phone (913) 780-7000. Interested persons including those with impaired Revised 5/26/20 — Visit www.olatheschools.org for future calendar updates.
vision or hearing, can also obtain information as to the existence and location of services, activities and facilities that are accessible to and
usable by disabled persons by calling the Assistant Superintendent of Support Services. (03/19)



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2017 KS Grade 5 Math Standards

Mathematics Content Standards in Grade 5

Operations and Algebraic Thinking 5.OA

(Counting and Cardinality and Operations and Algebraic Thinking Progression K-5 Pg. 32)

Write and interpret numerical expressions.

5.OA.1. Use parentheses in numerical expressions and evaluate expressions with these symbols.
5.OA.2.
Write simple expressions that record calculations with numbers, and interpret numerical

expressions without evaluating them.

because parenthetical information must be solved first. Recognize

that is three times as large as , without having to calculate

the indicated sum or product.

Number and Operations in Base Ten 5.NBT

(Numbers & Operations Base 10 Progression K-5 Pg. 18-20)

Understand the place value system.
5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it
represents in the place to its right and of what it represents in the place to its left.

5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by powers

of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied
or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.NBT.3. Read, write, and compare decimals to thousandths.

5.NBT.3a. Read and write decimals to thousandths using base-ten numerals, number names,
expanded form, and unit form (e.g.

.392 = 4 tens + 7 ones + 3 tenths + 9 hundredths + 2 thousandths).

5.NBT.3b. Compare two decimals to thousandths based on meanings of the digits in each place,
ational symbols to record the results of comparisons.

5.NBT.4. Use place value understanding to round decimals to any place (Note: In fifth grade, decimals
include whole numbers and decimal fractions to the hundredths place.)

Perform operations with multi-digit whole numbers and with decimals to hundredths.

5.NBT.5. Fluently (efficiently, accurately, and flexibly) multiply multi-digit whole numbers using an
5.NBT.6. efficient algorithm (ex., traditional, partial products, etc.) based on place value understanding
and the properties of operations.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the properties of operations, and/or the

Adopted February 2018 by Olathe Public Schools Board of Education 5

2017 KS Grade 5 Math Standards

relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
(Number and Operations Base 10 Progression K-5 Pg. 16-17)
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
(Number and Operations Base 10 Progression K-5 Pg. 18-20)

Number and Operations Fractions 5.NF

(Number and Operations Fractions Progression Pg. 3)

Use equivalent fractions as a strategy to add and subtract fractions.
(Number and Operations Fractions Progression Pg. 3-5)

5.NF.1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators. For example,

In general,

5.NF.2. Solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, (e.g. by using visual fraction models or equations
to represent the problem.) Use benchmark fractions and number sense of fractions to estimate
mentally and assess the reasonableness of answers. (See Table 1 to view situation types). For

example, recognize an incorrect result by observing that .

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
(Number and Operations Fractions Progression Pg. 12-14)

5.NF.3. Interpret a fraction as division of the numerator by the denominator . Solve word

problems involving division of whole numbers leading to answers in the form of fractions or

mixed numbers, e.g. by using visual fraction models or equations to represent the problem. For

example, interpret as the result of dividing 3 by 4, noting that multiplied by 4 equals 3, and

5.NF.4. that when 3 wholes are shared equally among 4 people each person has a share of size . If 9

people want to share a 50-pound sack of rice equally by weight, how many pounds of rice
should each person get? Between what two whole numbers does your answer lie?
Apply and extend previous understandings of multiplication (refer to 2.OA.3, 2.OA.4, 3.OA.1,
3.NF.1, 3.NF.2, 4.NF.4) to multiply a fraction or whole number by a fraction.
(Number and Operations Fractions Progression 3 5 Pg. 12 - 13).

5.NF.4a. Interpret the product as a parts of a partition of q into b equal parts; equivalently,

as the result of a sequence of operations . For example, use a visual fraction

model to show and create a story context for this equation. Do the same with

. (In general, ).

Adopted February 2018 by Olathe Public Schools Board of Education 6

2017 KS Grade 5 Math Standards

5.NF.4b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of
the appropriate unit fraction side lengths, and show that the area is the same as would
be found by multiplying the side lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.

5.NF.5. Interpret multiplication as scaling (resizing), by:

5.NF.5a. Comparing the size of a product to the size of one factor based on the size of the other

factor, without performing the indicated multiplication (e.g. They see as half the

size of 3.).

5.NF.5b. Explain why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater
than 1 as a familiar case); explain why multiplying a given number by a fraction less than
1 results in a product smaller than the given number; and relating the principle of

fraction equivalence to the effect of multiplying by 1. (e.g. Students may have

the misconception that multiplication always produces a larger result. They need to

have the conceptual understanding with examples like; will have a

product that is less than 12.)

5.NF.6. Solve real world problems involving multiplication of fractions and mixed numbers, (e.g. by
using visual fraction models or equations to represent the problem) (See Table 2 to view

situation types).

5.NF.7. Apply and extend previous understandings of division (3.OA.2, 3.OA.5), to divide unit fractions
by whole numbers and whole numbers by unit fractions. Division of a fraction by a fraction is

not a requirement at this grade.

5.NF.7a. Interpret division of a unit fraction by a non-zero whole number, and compute such

quotients. For example, create a story context for , and use a visual fraction model

to show the quotient. Use the relationship between multiplication and division to explain

that because .

5.NF.7b. Interpret division of a whole number by a unit fraction, and compute such quotients. For

example, create a story context for , and use a visual fraction model to show the

quotient. Use the relationship between multiplication and division to explain that

because .

5.NF.7c. Solve real world problems involving division of unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g. by using visual fraction
models and equations to represent the problem. For example, how much chocolate will

each person get if 3 people share lb of chocolate equally? How many cup servings are

in 2 cups of raisins?

Adopted February 2018 by Olathe Public Schools Board of Education 7

2017 KS Grade 5 Math Standards

Measurement and Data 5.MD

Convert like measurement units within a given measurement system.

5.MD.1. Convert among different-sized standard measurement units within a given measurement

system (e.g. convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world
problems.

(Measurement and Data (measurement part) Progression K 5 Pg. 26)

Represent and interpret data.

5.MD.2. Make a data display (line plot, bar graph, pictograph) to show a data set of measurements in

fractions of a unit ( ). Use operations (add, subtract, multiply) on fractions for this grade to

solve problems involving information presented in the data display. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker would
contain if the total amount in all the beakers were redistributed equally. After lunch everyone
measured how much milk they had left in their containers. Make a line plot showing data to the

nearest cup. Which value has the greatest amount? What is the total?

Geometric measurement: understand concepts of volume and relate volume to multiplication and to
addition.
(Measurement and Data (measurement part) Progression K 5 Pg. 26 Section 2).

5.MD.3. Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.

5.MD.3a.
volume, and can be used to measure volume.

5.MD.3b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to
have a volume of n cubic units.

5.MD.4. Measure volumes by counting unit cubes such as cubic cm, cubic in, cubic ft. or non-standard
cubic units.

5.MD.5. Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.

5.MD.5a. Find the volume of a right rectangular prism with whole-number side lengths by packing
it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the
base. Represent three-dimensional whole-number products as volumes, (e.g. to
represent the associative property of multiplication.)

5.MD.5b. Apply the formulas (B represents the area of the base) for

rectangular prisms to find volumes of right rectangular prisms with whole-number edge
lengths in the context of solving real world and mathematical problems.

5.MD.5c. Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real world problems.

Adopted February 2018 by Olathe Public Schools Board of Education 8

2017 KS Grade 5 Math Standards

Geometry 5.G

Graph points on the coordinate plane to solve real-world and mathematical problems.

(Geometry Progression K-6 Pg. 17 and graphic from Pg. 17-18)

5.G.1. Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the

intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given
point in the plane located by using an ordered pair of numbers, called its coordinates.
Understand that the first number indicates how far to travel from the origin in the direction of
one axis, and the second number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the coordinates correspond (e.g. x-axis
and x-coordinate, y-axis and y-coordinate).

5.G.2. Represent real world and mathematical problems by graphing points in the first quadrant of the
coordinate plane, and interpret coordinate values of points in the context of the situation. (e.g.
plotting the relationship between two positive quantities such as maps, coordinate grid games
(such as Battleship), time/temperature, time/distance, cost/quantity, etc.).

Classify two-dimensional figures into categories based on their properties
(Geometry Progression K-6 Pg. 17 and graphic from Pg. 18)

5.G.3. Understand that attributes belonging to a category of two-dimensional figures also belong to all
subcategories of that category. For example, all rectangles have four right angles and squares

are rectangles, so all squares have four right angles.

5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

Adopted February 2018 by Olathe Public Schools Board of Education 9



Grade 5

Writing

Text Types and Purposes

W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Know the difference between fact and opinion.
b. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically

c. Provide logically ordered reasons that are supported by facts and details.
d. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

e. Provide a concluding statement or section related to the opinion presented.
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence
that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the
responses of characters to situations.

c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from adults and peers, develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as

to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages
in a single sitting.
Research to Build and Present Knowledge

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a.

a story or a drama, drawing on specific details in the text [e.g., how characters interact]
b.

Language in Writing

W.5.10 Demonstrate command of the conventions of standard English grammar and usage when writing.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

b. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

c. Form and use the perfect verb tenses (e.g., I had walked, I have walked)

d. Use verb tense to convey various times, sequences, states, and conditions.

e. Recognize and correct inappropriate shifts in verb tense.

f. Use correlative conjunctions. (e.g., either/or)

W.5.11 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation to separate items in a series.

b. Use a comma to separate an introductory element from the rest of the sentence.

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence

t it?), and to indicate direct address (e.g., Is that you, Sam?)

d. Use underlining, quotation marks, or italics to indicate titles of works.

e. Spell grade-appropriate words correctly, consulting reference materials as needed.

Range of Writing

W.5.12 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

K 1 2 3 4 5 6 7 8 9-10 11-12

© USD #233, Olathe, Kansas, BOE Approved (February 2018) This material was developed for the exclusive use of USD #233 staff.

Grade 5

Speaking and Listening

Comprehension and Collaboration

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 5 topics and texts

their own clearly.

SL.5.1a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to

explore ideas under discussion.

SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles.

SL.5.1c Pose and respond to specific questions by making comments that contribute to

the discussion and elaborate on the remarks of others.

SL.5.1d Review the key ideas expressed and draw conclusions in light of information and

knowledge gained from the discussions.

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally.

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons

and evidence.

Presentation of Knowledge and Ideas

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak clearly at an

understandable pace.

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations

when appropriate to enhance the development of main ideas or themes.

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate

to task and situation.

Language in Speaking and Listening

SL.5.7 Demonstrate command of the conventions of standard English grammar and usage when

speaking.

SL.5.7.a Expand, combine, and reduce sentences for meaning, read/listener interest, and

style.

SL.5.7.b Form and use the perfect verb tenses (e.g., I had walked, I have walked)

SL.5.7.c Use verb tense to convey various times, sequences, states, and conditions.

SL.5.7.d Recognize and correct inappropriate shifts in verb tense.

SL.5.7.e Use correlative conjunctions. (e.g., either/or)

SL.5.8 Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases, including those that signal contrast, addition, and other logical relationships.

K 1 2 3 4 5 6 7 8 9-10 11-12

© USD #233, Olathe, Kansas, BOE Approved (February 2018) This material was developed for the exclusive use of USD #233 staff.

Grade 5

Reading: Literature

Key Ideas and Details

RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

RL.5.2 Determine the theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects

upon a topic; summarize the text.

RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama,

drawing on specific details in the text (e.g., how characters interact).

Craft and Structure

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including

figurative language such as metaphors and similes.

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall

structure of a particular story, drama, or poem.

RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.

Integration of Knowledge and Ideas

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

(e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

RL.5.8 Not applicable for literature

RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their

approaches to similar themes and topics.

Language in Reading: Literature

RL.5.10 Use knowledge of language and its conventions when reading.

RL.5.10.a Compare and contrast the varieties of English (e.g., dialects, registers) used in

stories, dramas, or poems.

RL.5.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

Grade 5 reading and content, choosing flexibly from a range of strategies.

RL.5.11.a Use context as a clue to the meaning of a word or phrase.

RL.5.11.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word.

RL.5.11.c Consult reference materials, both print and digital, to find the pronunciation and

determine or clarify the precise meaning of key words and phrases.

RL.5.12 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

RL.5.12.a Interpret figurative language, including similes and metaphors, in context.

RL.5.12.b Recognize and explain the meaning of common idioms, adages, and proverbs.

RL.5.12.c Use the relationships between particular words (e.g., synonyms) to better

understand each of the words.

Range of Reading and Level of Text

RL.5.13 Read and comprehend high quality dramas, prose and poetry of appropriate quantitative and

qualitative complexity for Grade 5.

K 1 2 3 4 5 6 7 8 9-10 11-12

© USD #233, Olathe, Kansas, BOE Approved (February 2018) This material was developed for the exclusive use of USD #233 staff.

Grade 5

Reading: Informational

Key Ideas and Details

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text.

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key

details; summarize the text.

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas,

or concepts in a historical, scientific, or technical text based on specific information in the text.

Craft and Structure

RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text

relevant to a grade 5 topic or subject area.

RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/ solution) of events, ideas, concepts, or information in two or more texts.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and

differences in the point of view they represent.

Integration of Knowledge and Ideas

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly or to solve a problem efficiently.

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s).

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the

subject knowledgeably.

Language in Reading: Informational

RI.5.10 Use knowledge of language and its conventions when reading.

RI.5.11 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

Grade 5 reading and content, choosing flexibly from a range of strategies.

RI.5.11.a Use context as a clue to the meaning of a word or phrase.

RI.5.11.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the

meaning of a word.

RI.5.11.c Consult reference materials, both print and digital, to find the pronunciation and

determine or clarify the precise meaning of key words and phrases.

RI.5.12 Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

RI.5.12.a Interpret figurative language, including similes and metaphors, in context.

RI.5.12.b Recognize and explain the meaning of common idioms, adages, and proverbs.

RI.5.12.c Use the relationships between particular words (e.g., synonyms) to better

understand each of the words.

Range of Reading and Level of Text

RI.5.13 Read and comprehend high quality informational text of appropriate quantitative and

qualitative complexity for Grade 5.

K 1 2 3 4 5 6 7 8 9-10 11-12

© USD #233, Olathe, Kansas, BOE Approved (February 2018) This material was developed for the exclusive use of USD #233 staff.

5th Grade Social Studies Indicators

SSH5.1 SSH5.8 SSC5.3 SSG5.5
Explains how cultural and environmental
Creates and uses a chronological sequence of Makes a claim and supports it with evidence Describes the principles contained in the characteristics affect the distribution and
related events to compare developments that and argument about history. Declaration of Independence and the movement of people, goods, and ideas.
happened at the same time. Constitution of the U.S. including the Bill of
Rights. SSE5.1
Identifies the costs and benefits of
SSH5.2 SSH5.9 SSC5.4 exploration.

Draws connections between life today and life Summarizes the central claim in a secondary Explains how people make rules to create
at previous times. work of history (close reading). responsibilities and protect freedom.

SSH5.3 SSH5.10 SSC5.5 SSE5.2
the historical sources they created. Discusses how perspectives shape the world Identifies the costs and benefits related to the
Infers the intended audience and purpose of a they live in. American Revolution.
historical source from information within the
source itself.

SSH5.4 SSH5.11 SSG5.1 SSE5.3
Maps the patterns of colonial settlements.
Summarizes how different kinds of historical Analyzes multiple accounts of the same event Examines the economic differences between
sources, both primary and secondary, are used noting important similarities and difference in the New England, Middle, and Southern
to explain events in the past. the poi t of view they represent Colonies.
(corroboration).

SSH5.5 SSH5.12 SSG5.2 SSE5.4
Compares information provided by different Explains the effects of increasing
historical sources about the past. Explains why individuals and groups during the Locates major physical and political features interdependence on nations.
same historical period differed in their from memory in the context of the history
perspectives being taught.

SSH5.6 SSC5.1 SSG5.3 SSE5.5

Generates questions about multiple historical Distinguishes the responsibilities and powers Identifies and compares the human Examines the hardships and successes faced
sources and their relationships to particular of government officials at various levels and characteristics of the New England, Middle, by the revolutionary army, the effects of the
historical events and developments. branches of government in different times and and Southern colonies and the French and revolution on the home front, and the global
places. Spanish territories. context of the American Revolution.

SSH5.7 SSC5.2 SSG5.4 SSE5.6

Explains probable causes and effects of events Understands how Enlightenment ideas Considers the diversity of the various American Explains how profits influenced sellers in
and developments. influenced individual and natural rights of Indian nations in what is today the United markets.
citizens. States and their unique experiences before
European exploration including their regional
locations, populations, and cultural identities.

USD 233 BOE Approved (7/14)
This material was developed for the exclusive use of USD 233 staffing.
Further reproduction or distribution is prohibited without written permission from USD 233.



5th Grade Science Standards

Structure and Properties of Matter:

5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification
Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a
syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does
not include the atomic-scale mechanism of evaporation and condensation or defining the unseen
particles.]

5-PS1-2. Measure and graph quantities to provide evidence that regardless of the type of change that
occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
[Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and
mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing
mass and weight.]

5-PS1-3. Make observations and measurements to identify materials based on their properties.
[Clarification Statement: Examples of materials to be identified could include baking soda and other
powders, metals, minerals, and liquids. Examples of properties could include color, hardness,
reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility;
density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not
include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation to determine whether the mixing two or more substances results in
new substances.

Matter and Energy in Organisms and Ecosystems:

5-PS3-1. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and
to maintain body warmth) was once energy from the sun. [Clarification Statement: Examples of models
could include diagrams, and flow charts.]

5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and
water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and
water, not from the soil.]

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers,
and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air,
water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems
could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not
include molecular explanations.]

Earth’s Systems:

5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere,
and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean
on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and
ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in
the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]
[Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various
reservoirs to provide evidence about the distribution of water on Earth. [Assessment Boundary:
Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not
include the atmosphere.]

5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to
protect the Earth’s resources and environment.

Space Systems: The Stars and the Solar System:

5-PS2-1. Support an argument that the gravitational force exerted by Earth on objects is directed down.
[Clarification Statement: “Down” is a local description of the direction that points toward the center of
the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation
of gravitational force.]

5-ESS1-1. Support an argument that differences in the apparent brightness of the sun compared to
other stars is due to their relative distances from Earth. [Assessment Boundary: Assessment is limited to
relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent
brightness (such as stellar masses, age, stage).]

5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction
of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification
Statement: Examples of patterns could include the position and motion of Earth with respect to the sun
and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does
not include causes of seasons.]

Engineering Design:

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria
for success and constraints on materials, time, or cost.

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is
likely to meet the criteria and constraints of the problem.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are
considered to identify aspects of a model or prototype that can be improved.