hensiveness; and they begin to look for and recognize inconsistencies in information sources. They also become increasingly independent and successful in locating materials and using information. The skill of reading for information is strongly developed, with lessons that emphasize highlighting keywords, citing sources, and paraphrasing. Genre book talks, as well as those highlighting books new to the LMC, continue. The ISearch Model is deeply entrenched in a non-fiction unit, which allows students to explore their particular interests. All of their skills are reinforced, and the focus on translating notes into original work is emphasized. Students have the opportunity to practice diverse note-taking skills based on their learning styles. Fourth grade students continue to develop their skills through assigned projects, experimentation with different software, and a balance of individual and group work. They undertake more challenging projects in multimedia presentations, Internet and online database research, spreadsheet and graph work, and word processing and graphics. Fourth graders also have regularly scheduled keyboarding practice, in addition to their computer periods. They also work more independently at this level. Students use a wider range of electronic databases and the Internet more routinely, and their research is guided by the I-Search information skills. By this level of the program, students are also asked to become more sophisticated in their critical evaluation of different computer tools and resources. Internet safety is again introduced with all apps and with an introduction specific to social media and how to use it responsibly. Students work more extensively with Web 2.0 technologies. Examples of past projects: • Students took part in an interactive simulation to tie into their Colonial studies. They analyzed their decisions as they encountered native people based on the Quaker “SPICES” testimonies (simplicity, peace, integrity, community, equality, stewardship). • Students created a book trailer highlighting a book using images, text, and music. • In an interdisciplinary unit, students created a stop-motion animation based on historical events in a social studies unit.
Fifth Grade Language Arts
Fifth grade is a culminating step in the transition from learning to read to reading to learn. Students use active reading skills when engaged in fiction and non-fiction texts. These skills include: summarizing material, self-monitoring, inferential thinking, using specific details from the text to support responses, and identifying and discussing literary elements. Fifth graders read both assigned materials and books that they choose. Students are expected to communicate clearly, in both written and oral form, and to demonstrate their ability to draw inferences from both concrete and abstract materials. Our program 16
also focuses on the development of a student’s vocabulary and word-attack skills in order to decode and understand the meaning of new words. Fifth graders develop their writing skills by adding depth and breadth to its substance while still applying correct sentence structure and demonstrating an increased understanding of formal grammar as it applies to effective writing. Students use their writing skills to inform, to persuade, to entertain, and to express personal ideas. There is a continuing emphasis on peer review and active participation in classroom discussions, and particular emphasis on using newly acquired vocabulary in a variety of contexts and across academic disciplines. Mathematics In fifth grade, students explore relationships between numbers, focusing on place value and our base-ten system. The students continue to develop their fact fluency and their ability to multiply and divide large numbers. Fifth graders study various ways to represent values less than one: decimals, fractions, and percents. Through different problem-solving strategies such as bar models, tables, and computational algorithms, they develop strategies to find solutions in all three categories, enabling them to move more freely from one form of notation to another and to better select the method most relevant to a given situation. Students develop a variety of computational and estimation strategies for multiplication and division, such as using reasoning based on multiples, approximating and adjusting, or breaking large problems down into smaller, simpler ones. They also use estimation to check the validity of their answers. Fifth grade geometry study includes finding the area of triangles and finding unknown angle measurements using angles on a line, angles around a point, and vertical angles. Algebra is introduced in fifth grade. Students learn the difference between an expression and an equation, what a variable is, how to simplify equations, and how to solve for the value of an unknown variable. Throughout the year, students explore problems in-depth, devising their own strategies, using a variety of concrete materials, and often searching for multiple solutions. They work individually as well as in a variety of groupings as they express their thinking verbally, in writing, and through visual representation.
Science
Fifth grade students learn how to evaluate data and evidence in order to make and substantiate claims that address scientific questions. These skills support the development of conceptual understanding and foster the ability to use knowledge to make predictions and explain phenomena. Students also engage in problem-solving activities that encourage them to develop new ideas based on previous learning. The environmental science unit is designed to guide students to a deeper understanding of the complexity of environmen-
