| Strand | Core Knowledge Sequence | California State Standards | |
|---|---|---|---|
Language Arts |
|
Writing | |
| 5.2.0 | Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. | ||
| 5.1.0 | Students write clear, coherent, and focused essays. The writing exhibits the students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed. | ||
|
Written Conventions (different grade) | ||
| 5.1.1 | Identify and correctly use prepositional phrases, appositives, and independent and dependent clauses; use transitions and conjunctions to connect ideas. | ||
| 5.1.3 | Use a colon to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of poems, songs, short stories, and so forth. | ||
|
Reading | ||
| 5.1.4 | Know Greek and Latin roots and use this knowledge to analyze the meaning of complex words. | ||
|
Literary Response | ||
| 5.3.0 | Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. | ||
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5.3.7 | Evaluate the author’s use of various techniques to influence readers’ perspectives. | |
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5.3.0 | Students read and respond to historically or culturally significant works of literature. They begin to find ways to clarify the ideas and make connections between literary works. | |
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(other grades) | ||
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5.3.6 | Evaluate the meaning of archetypal patterns and symbols that are found in myth and tradition by using literature from different areas and cultures. | |
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5.3.5 | Describe the function and effect of common literary devices (e.g., imagery, metaphor, symbolism) | |
|
Listening and Speaking (other grades) | ||
|
Reading | ||
| 5.1.5 | Understand and explain the figurative and metaphorical use of words in context. | ||
History and Geography |
World
|
Analysis Skills Chronological and Spatial Thinking |
|
| 4. | Students use map and globe skills to determine the absolute locations of places
(rest in other grades) |
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(7th grade) | ||
|
US History | ||
| 5.2.1 | The entrepreneurial characteristics of early explorers | ||
| 5.2.2 | “the reasons Europeans chose to explore and colonize the world” | ||
|
( 7th, 9th) | ||
| 5.2.2 | The aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world | ||
| 5.2.3 | Land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia on maps of North and South America | ||
| 5.3.1 | The competition among the English, French, Spanish, Dutch and Indian Nations for control of North America | ||
|
5.2.4 | “the Atlantic trade routes that linked Africa, W. Indies, the British colonies, and Europe.” | |
| 5.4.6 | The intro of slavery into America | ||
|
World Civilizations (7th) |
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|
(10th grade) | ||
|
(7th?) | ||
|
(7th grade) | ||
American
|
US. History | ||
| 5.2.3 | The routes of major land explorers of the US | ||
| 5.8.3 | The explorations of the trans-Mississippi West following the Louisiana Purchase. | ||
| 5.8.1 | “Their modes of transportation as they advanced into the Ohio and Mississippi Valley and through the Cumberland Gap” | ||
| 5.8.4 | Experiences on the overland trails to the W | ||
| 5.8.2 | “their regional locations and major geographical features” | ||
| 5.3.2 | The cooperation between the colonists and Indians during the 1600s and 1700s | ||
| 5.3.4 | The role of broken treaties and massacres and the factors that led to the Indians’ defeat, including the resistance of Indian nations to encroachments and assimilation | ||
| 5.3.6 | the influence and achievements of significant leaders of the time. | ||
| 5.8.5 | The continued migration of Mexican settlers into Mexican territories in the West and Southwest | ||
| 5.8.6 | How and when CA, TX, OR, and other western lands became part of the US, including the significance of the Texas War for Independence and the Mex-Am War | ||
|
(8th grade) | ||
|
(8th grade) | ||
|
US History | ||
| 5.1 | Students describe the major pre-Columbian settlements. | ||
|
(8th grade) | ||
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5.8.2 | “their regional locations and major geographical features” | |
| 5.9.0 | Students know the location of the current 50 states and the names of their capitals. | ||
Visual Arts |
|
Historical and Cultural Context | |
| 5.3.4 | View selected works from a major culture and observe changes in materials and styles over a period of time. | ||
| 5.3.2 | Identify and describe various fine, traditional, and folk arts from historical periods worldwide. | ||
| 5.1.3 | Identify and compare works of art to describe similarities and differences in works of art and in the environment | ||
|
5.3.3 | Identify and compare works of art from various regions of the United States | |
|
5.3.4 5.3.2 | ||
Music |
|
5.1.3 | Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation. |
| 5.1.6 | Identify and describe music forms, including theme and variations and twelve bar blues. | ||
| 5.2.1 | Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos and songs in two-part harmony | ||
| 5.2.2 | Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures . . . | ||
| 5.2.3 | Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments. | ||
| 5.4.1 | Identify/analyze differences in tempo and dynamics in contrasting musical selections | ||
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5.1.3 | Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation. | |
| 5.4.1 | Identify and analyze differences in tempo and dynamics in contrasting musical selections. | ||
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5.3.1 | Describe the social functions of music | |
| 5.3.2 | ID different/similar uses of musical elements | ||
| 5.3.3 | Sing and play from various cultures | ||
| 5.3.4 | Describe the influence of various events | ||
| 5.3.5 | Describe the influence of cultures | ||
Mathematics |
|
Number Sense | |
| 5.1.1 | Estimate, round and manipulate very large and very small numbers. | ||
| 5.1.5 | Identify and represent on a number line, decimals, fractions, mixed numbers, and positive and negative integers. | ||
| 5.1.2 | Prime factors of all numbers thru 50 | ||
|
Other grades | ||
|
5.1.2 | Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole #. | |
|
5.2.1 | Add, subtract, multiply, and divide with decimals | |
| 5.2.3 | Solve simple problems involving the addition and subtraction of fractions and mixed numbers; express answers in simplest form | ||
| 5.2.5 | Compute and perform simple multiplication and division of fractions | ||
|
5.2.2 | ID and represent on a number line, decimals | |
| 5.2.1 | Decimals . . . and verify the answer | ||
| 5.2.2 | Demonstrate proficiency with division, including division with positive decimals | ||
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Other grades | ||
|
Algebra and Functions | ||
| 5.1.3 | Know and use the distributive property (Others covered more specifically in other grades) |
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|
Number Sense | ||
| 5.1.0 | Students compute with very large and very small numbers, positive integers, decimals and fractions. (Covered more specifically in other grades) |
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Mathematical Reasoning | ||
| 5.1.0 | Students make decisions about how to approach problems | ||
| 5.2.0 | Students use strategies, skills, and concepts to find solutions | ||
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Measurement and geometry (covered more specifically in other grades) |
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5.2.1 | Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (others covered more specifically in other grades) |
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1.1.0 | Students understand and compute the volumes and areas of simple objects. (others covered more specifically in other grades) |
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| 5.1.1 | Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle | ||
| 5.1.2 | Construct a cube and rectangular box from two dimensional patterns and use these patterns to compute the surface area | ||
|
Statistics, Data Analysis, and Probability | ||
| 5.1.1 | Know the concepts of mean . . . | ||
| 5.1.2 | Organize and display single variable data in appropriate graphs and representations. | ||
| 5.1.3 | |||
| 5.1.4 | Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph | ||
| 5.1.5 | Know how to write ordered pairs correctly | ||
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Algebra and Functions | ||
| 5.1.0 | Students use variable in simple expressions | ||
Science |
|
Life Sciences (other grades) |
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(other grades) | ||
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5.2.e | Students know how sugar, water, and minerals are transported in a vascular plant. | |
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5.2.f | Students know plants use carbon dioxide and energy from sunlight to build molecules of sugar and release oxygen. | |
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(other grades) | ||
|
(other grades) | ||
|
Physical Sciences | ||
| 5.1.b | Students know all matter is made of atoms, which may combine to form molecules | ||
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5.1.d | Students know each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties | |
| 5.1.c | Students know metals have properties in common, such as high conductivity. | ||
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5.1.a | Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties | |
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(covered within topics and social studies) | ||