2007-08 Learner Statements—Grade 5

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Language Arts State Goal 1:
Read with understanding and fluency.
State Standards
	A.		Apply word analysis and vocabulary skills to comprehend selections.
	B.		Apply reading strategies to improve understanding and fluency.
	C.		Comprehend a broad range of reading materials.

Learner Statements
	1.A.		Use a variety of context and structural clues (e.g., root words, prefixes, suffixes, synonyms, antonyms, affixes, word origins, derivations) to infer the meaning of words and phrases (e.g., figurative meaning, metaphorical meaning)
	2.A.		Use glossary, dictionary, and thesaurus to clarify and extend word meaning
	3.B.		Identify and use text structures to summarize information (e.g., cause/effect, explanation, numeration, compare/contrast, sequence, description) of nonfiction text to improve comprehension
	4.B.		Establish purposes and adjust reading rate based on difficulty of materials; survey materials; ask questions; make predictions; connect, clarify, and extend ideas
	5.B.		Read aloud instructional-level text fluently (rhythm, rate, and flow)
	6.B.		Set, monitor, and accomplish quantitative (books per month) and qualitative (fiction, nonfiction) reading goals
	7.C.		Understand the author's purpose and viewpoint when reading expository text
	8.C.		Understand how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor)
	9.C.		Use information to form and refine questions and predictions
	10.C.		Understand explicit and implicit ideas and details presented in text
	11.C.		Use cognitive strategies to understand a variety of literary and informational texts (e.g., activate and build schema, question, infer, create visual and sensory images, determine important ideas and themes, synthesize, utilize fix-up strategies)
	12.C.		Make connections between and among texts (e.g., find similarities and differences; determine the relationship between information in tables, charts, and maps and printed text; relate to prior knowledge)

Language Arts State Goal 2:
Read and understand literature representative of various societies, eras, and ideas.
State Standards
	A.		Understand how literary elements and techniques are used to convey meaning.
	B.		Read and interpret a variety of literary works.

Learner Statements
	1.A.		Identify literary elements and literary techniques in a variety of literary works (e.g., characterization, use of narration, use of dialogue)
	2.A.		Read and know the defining characteristics of a variety of classic and contemporary literary texts (e.g., fiction, nonfiction, myths, fables, free verse and rhymed poetry, historical fiction, biography, autobiography, chapter books, plays, narrative, electronic literary forms)
	3.B.		Identify and explain themes that have been explored in literature from different societies and eras
	4.B.		Relate literary works and their characters, settings, and plots to current and historical events, people, and perspectives

Language Arts State Goal 3:
Write to communicate for a variety of purposes.
State Standards
	A.		Use correct grammar, spelling, punctuation, capitalization, and structure.
	B.		Compose well-organized and coherent writing for specific purposes and audiences.
	C.		Communicate ideas in writing to accomplish a variety of purposes.

Learner Statements
	1.A.		Write sentences in different forms (declarative, exclamatory, interrogative, and imperative)
	2.A.		Use rules of capitalization in writing (e.g., capitalize the names of organizations, nationalities, races, languages, and religions; capitalize the heading, salutation, and closing of a letter)
	3.A.		Use rules of punctuation in writing (e.g., use periods in abbreviations and in decimals, dollars, and cents; use apostrophes in contractions and possessive nouns; use hyphens in compound words and in syllabic divisions of words; use colons to separate hours and minutes; use quotation marks around exact words of a speaker)
	4.A.		Use various parts of speech in writing (e.g., substitute pronouns for nouns, use singular and plural possessive forms of nouns, use common and proper nouns, use a wide variety of verbs, use adjectives and adverbs)
	5.A.		Use rules of grammar in writing (e.g., pronoun-antecedent agreement, adverb, and adjective agreement, verb tense)
	6.B.		Use prewriting strategies to generate and organize ideas (e.g., use graphic organizers, story maps, and story webs; group related ideas; take notes; brainstorm ideas)
	7.B.		Use strategies to develop a logical sequence of ideas in writing
	8.B.		Maintain topic showing focus, organization, elaboration, and integration
	9.B.		Use descriptive language and appropriate word choice to clarify and enhance ideas (e.g., use adjectives, adverbs, and prepositional phrases to enhance writing; use analogies, symbolism, similes, personification, and metaphor)
	10.B.		Use strategies to write narratives (e.g., create an organizing structure that balances and unifies all story aspects; develop reader interest, establish a situation)
	11.B.		Use strategies to write expository text (e.g., use facts, details, examples, and explanations to develop a topic; present specific, well-developed information; organize information in a logical manner)
	12.B.		Use strategies to write persuasive text (e.g., organize ideas with relevance to purpose; arrange details, examples, and anecdotes in a persuasive manner)
	13.B.		Use strategies to draft and revise writing (e.g., elaborate on a central idea; write with attention to voice, audience, word choice, tone, and imagery; use paragraphs to develop separate ideas; revise for clarity and interest to the reader; delete extraneous and inappropriate information)

Language Arts State Goal 4:
Listen and speak effectively in a variety of situations.
State Standards
	A.		Listen effectively in formal and informal situations.
	B.		Speak effectively using language appropriate to the situation and audience.

Learner Statements
	1.A.		Uses active listening skills (e.g., face the speaker, ask questions, summarize and paraphrase to confirm understanding, offer feedback)
	2.A.		Understand persuasive messages in nonprint media (e.g., television commercials, commands and requests, pressure from peers)
	3.B.		Play a variety of roles in group discussions, including active listener, contributor, and discussion leader
	4.B.		Organize ideas for oral presentations (e.g., use logical sequence of ideas and information; include content appropriate to the audience, use notes or other memory aids, summarize main points)
	5.B.		Use nonverbal strategies (e.g., eye contact, gestures, posture, facial expressions) to support a verbal message
	6.B.		Use visual aids, technology, or a demonstration to support a presentation

Language Arts State Goal 5:
Use the language arts to acquire, assess and communicate information.
State Standards
	A.		Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
	B.		Analyze and evaluate information acquired from various sources.
	C.		Apply acquired information, concepts and ideas to communicate in a variety of formats.

Learner Statements
	1.A.		Use strategies to select research topics and questions for investigation (e.g., brainstorm, list questions, use idea webs)
	2.A.		Use appropriate strategies to find relevant information from reading materials (e.g., skim materials for an overview; skim materials to find specific information)
	3.A.		Understand the concept of primary source
	4.A.		Use a range of texts to gather information for research projects (encyclopedias, trade books, magazines, journals and electronic media, interviews, websites)
	5.A.		Use strategies to organize information from resource materials (e.g., take notes, record important concepts, paraphrase, summarize, create charts and graphs, identify information sources)
	6.B.		Evaluate the accuracy, currency, and reliability of materials from various sources
	7.C.		Use strategies to compile information into reports or presentations for specific audiences and purposes based on inquiry and research
	8.C.		Know source information that should be included in references (e.g., author's name, title, publisher/producer, place of publication, copyright date)

Mathematics State Goal 6:
Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.
State Standards
	A.		Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings.
	B.		Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships.
	C.		Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers.
	D.		Solve problems using comparison of quantities, ratios, proportions, and percents.

Learner Statements
	1.A.		Demonstrate the basic relationship of decimals to whole numbers including rounding decimals
	2.A.		Understand the equivalent relationship among commonly used fractions, decimals, and percents
	3.A.		Generate equivalent forms of commonly used fractions, decimals, and percents
	4.A.		Describe and use classes of numbers according to their characteristics (e.g., factors, multiples, exponents, prime, and composite)
	5.A.		Translate exponents into standard form and standard form into exponents
	6.B.		Add, subtract, multiply, and divide whole numbers (with or without the use of a calculator)
	7.B.		Add, subtract, and multiply whole numbers with decimals (with or without the use of a calculator)
	8.B.		Solve real-world multiplication problems involving decimals
	9.B.		Divide with a two-digit divisor
	10.B.		Use common fractions and mixed numbers to solve real-world problems
	11.B.		Add and subtract fractions with like and unlike denominators
	12.B.		Solve real-world division problems with remainders
	13.C.		Develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems (e.g., 30 x 50, 480 - 60)
	14.C.		Develop and use strategies to estimate the results of whole number computations and judge the reasonableness of the results
	15.C.		Use a calculator to solve more complex problems using various function keys (i.e., unit, /, %)
	16.D.		Know how to convert between mixed numbers and improper fractions
	17.D.		Solve real-world problems involving decimals, percents, and fractions

Mathematics State Goal 7:
Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.
State Standards
	A.		Measure and compare quantities using appropriate units, instruments and methods.
	B.		Estimate measurements and determine acceptable levels of accuracy.
	C.		Select and use appropriate technology, instruments and formulas to solve problems, interpret results and communicate findings.

Learner Statements
	1.A.		Apply the basic concepts of measurement involving volume, length, weight, and time
	2.A.		Make conversions within the standard and metric measurement systems (i.e., 18 in. = 1 1/2 ft., 18 in. = 1/2 yd.)
	3.A.		Solve measurement problems using appropriate units
	4.B.		Use reasoning skills to estimate and approximate measurement (Explain the smaller the unit, the more precise the measurement.)
	5.C.		Use a variety of strategies in the problem-solving process (i.e., manipulatives, models, or formulas)
	6.C.		Use formulas to find the area and perimeter of rectangles, triangles, and parallelograms

Mathematics State Goal 8:
Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results.
State Standards
	A.		Describe numerical relationships using variables and patterns.
	B.		Interpret and describe numerical relationships using tables, graphs and symbols.
	C.		Solve problems using systems of numbers and their properties.
	D.		Use algebraic concepts and procedures to represent and solve problems.

Learner Statements
	1.A.		Use variables in equations
	2.A.		Use patterns and functions to show how a change in one variable relates to a change in a second variable (e.g., x + 3 = y)
	3.D.		Solve simple linear equations that use whole numbers and letters to represent variables

Mathematics State Goal 9:
Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes, and space.
State Standards
	A.		Demonstrate and apply geometric concepts involving points, lines, planes and space.
	B.		Identify, describe, classify and compare relationships using points, lines, planes and solids.
	C.		Construct convincing arguments and proofs to solve problems.
	D.		Use trigonometric ratios and circular functions to solve problems.

Learner Statements
	1.A.		Identify properties of lines (i.e., parallel, perpendicular, and intersecting)
	2.A.		Use correct geometric symbols for lines, segments, rays, and angles
	3.B.		Describe the characteristics of angles (right, acute, obtuse, and straight) and measure them with a protractor
	4.B.		Know the sum of angles of a triangle and quadrilateral
	5.B.		Classify polygons using sides, angles, and vertices (i.e., triangles, quadrilaterals, pentagons, hexagons, and octagons)
	6.B.		Compute distance between two points on a coordinate grid
	7.C.		Use geometric concepts and properties to solve problems

Mathematics State Goal 10:
Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.
State Standards
	A.		Organize, describe and make predictions from existing data.
	B.		Formulate questions, design data collection methods, gather and analyze data and communicate findings.
	C.		Determine, describe and apply the probabilities of events.

Learner Statements
	1.A.		Organize, display, and interpret data using bar graphs, line graphs, pie graphs, tables, and charts
	2.A.		Find mean, median, mode, and range
	3.B.		Draw conclusions about a population based on data from one sample
	4.C.		Express probability of simple events in fractions (ratios), decimals, and percents (coin tossing, roll of a cube/dice, spinner)

Science State Goal 11:
Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.
State Standards
	A.		Know and apply the concepts, principles, and processes of scientific inquiry.
	B.		Know and apply the concepts, principles, and processes of technological design.

Learner Statements
	1.A.		Work to ensure a safe environment following safety procedures at all times
	2.B.		Identify a design problem and propose possible solutions (car by design)
	3.B.		Develop a plan, design, and procedure to address the problem and identify constraints of the solution (e.g., materials, time, and technology)
	4.B.		Build a prototype of the design using available tools and materials (car by design)
	5.B.		Test the prototype and record data using suitable instruments, techniques, and quantitative measurements (car by design)
	6.B.		Assess test results and the effectiveness of the design using given criteria and noting possible sources of error (car by design)
	7.B.		Report on the test design, test process, and test results (car by design)

Science State Goal 12:
Understand the fundamental concepts, principles and interconnections of the life, physical, and earth/space sciences.
State Standards
	A.		Know and apply concepts that explain how living things function, adapt and change.
	B.		Know and apply concepts that describe how living things interact with each other and with their environment.
	C.		Know and apply concepts that describe properties of matter and energy and the interactions between them.
	D.		Know and apply concepts that describe force and motion and the principles that explain them.
	E.		Know and apply concepts that describe the features and processes of the earth and its resources.
	F.		Know and apply the concepts that explain the composition and structure of the universe and Earth's place in it.

Learner Statements
	1.A.		Understand basic concepts and the process of photosynthesis
	2.C.		Understand physical and chemical changes in matter
	3.C.		Know that the mass of a material remains constant whether it is together, in parts, or in a different state
	4.C.		Know that objects can be classified according to their properties (e.g., magnetism, conductivity, density, solubility, hardness, strength)
	5.C.		Understand the basic concepts of elements (pure compounds, mixtures, and solutions)
	6.C.		Understand the importance of the periodic table for classifying and grouping elements according to similar properties (e.g., highly reactive metals, less-reactive metals, highly reactive nonmetals, nonreactive gases)
	7.C.		Know methods used to separate mixtures and solutions into component parts (e.g., boiling, filtering, chromatography, screening)
	8.C.		Know that matter is made up of atoms, which are too small to be seen without magnification)
	9.C.		Understand basic fossil fuels, sources of energy, and renewable and nonrenewable resources

Science State Goal 13:
Understand the relationships among science, technology and society in historical and contemporary contexts.
State Standards
	A.		Know and apply the accepted practices of science.
	B.		Know and apply concepts that describe the interaction between science, technology and society.

Learner Statements
	1.A-B.		Know that although people using scientific inquiry have learned much about the objects, events, phenomena in nature, science is an ongoing process and will never be finished

Social Science State Goal 14:
Understand political systems, with an emphasis on the United States.
State Standards
	A.		Understand and explain basic principles of the United States government.
	B.		Understand the structures and functions of the political systems of Illinois, the United States and other nations.
	C.		Understand election processes and responsibilities of citizens.
	D.		Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
	E.		Understand United States foreign policy as it relates to other nations and international issues.
	F.		Understand the development of United States political ideas and traditions.

Learner Statements
	1.A.		Know that Congress passes laws to protect individual rights (e.g., laws protecting freedom of religion and expression) and promote the common good (e.g., laws providing for clean air, national parks, and defense of the nation)
	2.A.		Know that the executive branch carries out and enforces laws to protect individual rights (e.g., voting rights, equal opportunities to attain education) and promote the common good (e.g., enforcement of pure food and drug laws, enforcement of clean air laws)
	3.A.		Know that the judicial branch, headed by the Supreme Court, makes decisions concerning the laws that aim to protect individual rights (e.g., right to a fair trial, to vote, to practice one's religious beliefs) and promote the common good (e.g., upholding laws that protect the rights of all people to equal opportunity)
	4.A.		Know the important elements of the Constitution (e.g., separation of powers, checks and balances, federalism, preamble, amendments)
	5.A.		Know the roles of government branches and offices as described in the Constitution (e.g., House of Representatives, Senate, Supreme Court, Supreme Court Justice, President, Vice President, Cabinet)
	6.F.		Know the ideas that shaped the U.S. Constitution (e.g., government is established for and by the people; people have the right to choose representatives; people have a right to change the government and Constitution)

Social Science State Goal 15:
Understand economic systems, with an emphasis on the United States.
State Standards
	A.		Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
	B.		Understand that scarcity necessitates choices by consumers.
	C.		Understand that scarcity necessitates choices by producers.
	D.		Understand trade as an exchange of goods or services.
	E.		Understand the impact of government policies and decisions on production and consumption in the economy.

Learner Statements
	1.A.		Understand consumer sovereignty as the consumers' preferences determining what goods shall be produced and in what amounts
	2.A.		Understand that incomes can reflect choices individuals have made regarding education and careers
	3.A.		Know the characteristics of capitalism (private individuals own the means of production, either directly or indirectly through corporations)
	4.E.		Know that the government pays for the goods and services it provides through taxing (e.g., income tax, sales tax, property tax)
	5.E.		Know the public goods and services that are provided by the different levels of government (e.g., local, state, and federal)

Social Science State Goal 16:
Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.
State Standards
	A.		Apply the skills of historical analysis and interpretation.
	B.		Understand the development of significant political events.
	C.		Understand the development of significant political events.
	D.		Understand Illinois, United States and world social history.
	E.		Understand Illinois, United States and world environmental history

Learner Statements
	1.A.		Use historical maps and other historical sources to interpret changes through historical eras
	2.B.		Understand significant causes and events leading up to the Revolutionary War
	3.B.		Understand the historical context of the issues addressed at the Constitutional Convention (e.g., separation of powers, checks and balances), what the opposing opinions were, and how those issues were finally addressed in the document
	4.B.		Understand how the colonists' ideals are reflected in the Bill of Rights and the Constitution, and how the individual protections guaranteed are relevant to society today
	5.B.		Know the major military campaigns of the Revolutionary War and why the colonists were ultimately able to defeat the British
	6.B.		Know the origins of settlers who colonized the Americas (e.g., English, French, Spanish, Dutch) and their impact on Native American communities
	7.B.		Understand the historical factors and trends that led to exploration (e.g., innovations in ship building and navigation, ocean routes forged by Marco Polo, Henry the Navigator's role in encouraging expansion into Africa for gold, Viking invasions and settlement, the heightened cultural awareness from the Crusades and Renaissance, Columbus' voyages)
	8.B.		Understand the historical development (e.g., events and prior documents) of the U.S. Constitution, including its ratification
	9.C.		Understand the elements of the colonial slave trade (e.g., the triangular trade between Europe, Africa, and the New World, the "middle passage") and their role in the development of the New World economy
	10.C.		Understand the factors that shaped the economic system in the colonies and the Americas (e.g., natural resources, relations with other countries and Great Britain)

Social Science State Goal 17:
Understand world geography and the effects of geography on society, with an emphasis on the United States.
State Standards
	A.		Locate, describe and explain places, regions and features on the earth.
	B.		Analyze and explain characteristics and interactions of the earth's physical systems.
	C.		Understand relationships between geographic factors and society.
	D.		Understand the historical significance of geography

Learner Statements
	1.A.		Interpret geographic information from graphic representation (e.g., tables, graphs, charts, geographical projections)
	2.A.		Understand the significance of latitude and longitude in navigation and the discovery of the New World
	3.C.		Know the impact of human geography on the settlement patterns of people (e.g., proximity to urban economic centers, proximity to transportation and trading routes)
	4.D.		Understand the differences in the way Native Americans and the colonists viewed the New World and its natural resources
	5.D.		Know ways in which the boundaries and settlement patterns of the New World changed through the 18th century, and identify those changes on a map
	6.D.		Understand the relationships among location of resources, population distribution, and economic activities (e.g., transportation, trade, communications) among the three colonial regions (New England, Middle, South)
	7.D.		Know the natural resources of the New World and their significance to the colonists
	8.D.		Understand the role the physical environment played in the Revolutionary War (e.g., large areas of dense forests, harsh winters)

Social Science State Goal 18:
Understand social systems, with an emphasis on the United States.
State Standards
	A.		Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
	B.		Understand the roles and interactions of individuals and groups in society.
	C.		Understand how social systems form and develop over time.

Learner Statements
	1.A.		Understand the similarities and differences between the cultural groups of colonial America
	2.B.		Know ways in which individuals, groups, and institutions can cooperate

Physical Development State Goal 19:
Acquire movement skills and understand concepts needed to engage in health-enhancing physical activity.
State Standards
	A.		Demonstrate physical competency in individual and team sports, creative movement and leisure and work-related activities.
	B.		Analyze various movement concepts and applications.
	C.		Demonstrate knowledge of rules, safety and strategies during physical activity.

Learner Statements
	1.A.		Describe strategies of competitive sports (floor hockey, football, basketball, volleyball)
	2.A.		Develop basic understanding of rhythm
	3.C.		Develop safety procedures appropriate to level

Physical Development State Goal 20:
Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
State Standards
	A.		Know and apply the principles and components of health-related fitness.
	B.		Assess individual fitness levels.
	C.		Set goals based on fitness data and develop, implement and monitor an individual fitness improvement plan.

Learner Statements
	1.A.		Differentiate between resting heart rate and working heart rate

Physical Development State Goal 21:
Develop team-building skills by working with others through physical activity.
State Standards
	A.		Demonstrate individual responsibility during group physical activities.
	B.		Demonstrate cooperative skills during structured group physical activity.

Learner Statements
	1.B.		Develop positive attitudes about teamwork, sportsmanship, and cooperation

Health State Goal 22:
Understand principles of health promotion and the prevention and treatment of illness and injury.
State Standards
	A.		Explain the basic principles of health promotion, illness prevention and safety.
	B.		Describe and explain the factors that influence health among individuals, groups and communities.
	C.		Explain how the environment can affect health.

Learner Statements
	1.A.		Know preventive measures against sickness, infection, and disease (receiving immunizations, protecting against germs)
	2.A.		Know methods for avoiding potentially dangerous situations, such as violence and the presence of gangs, guns, and drugs
	3.A.		Know extra demands in hygiene and nutrition during preadolescence and adolescence
	4.A.		Understand the effects of drugs, alcohol, and tobacco on physical, mental, and social health
	5.A.		Understand the differences between medication and illegal substances and proper responses to both (use prescriptions only as directed, refuse offers of illegal drugs)

Health State Goal 23:
Understand human body systems and factors that influence growth and development.
State Standards
	A.		Describe and explain the structure and functions of the human body systems and how they interrelate
	B.		Explain the effects of health-related actions on the body systems.
	C.		Describe the factors that affect growth and development.

Learner Statements
	1.C.		Know that changes occur during preadolescence
	2.C.		Understand puberty occurs at different times and in different ways for each individual
	3.B.		Understand the difference between communicable and noncommunicable diseases

Health State Goal 24:
Promote and enhance health and well-being through the use of effective communication and decision-making skills.
State Standards
	A.