Page 16 - GRADE 5 Curriculum Guide

Gross Motor Development
• Moves with agility speed, and control while performing complex gross motor activities
• Apply gross motor skills in games, sports, and other physical activities

Fine Motor Development
• Combines and organizes several find motor skills to produce a product
• Use tools with coordination and control

Personal health and safety
• Use problem-solving and makes decisions that promote personal well-being
• Show familiarity and knowledge of current issues related to health and safety

World Languages: Arabic and French

Students meet for World Language instruction in smaller groups throughout the Elementary School, and the
program builds on the work done in the Early Years. Whereas the focus in the Early Years is on receptive
language and creating a disposition for language learning, the emphasis in the Elementary School is on
helping students develop strategies for acquiring and retaining the language. Arabic A is instruction in Arabic
on a daily basis. Arabic B is learning Arabic through English 3 lessons per week. Two lessons of French are
offered each week.

The learning of World Languages aligns with the same expectations we have for children’s literacy learning
in English. Our goal is to:
• Use and apply ‘learning to learn’ tools and strategies across all subject areas
• Integrate world languages across the curriculum in all grade levels

English as a Second Language Learning

At the completion of the academic year, students in GRADE 5 should:
Listening for English/Arabic/French Language Learners
• Gain meaning by listening
• Follows directions

Phonological Awareness for English/Arabic/French Language Learners
• Develop awareness of the sounds of English/Arabic/French

Speaking for English/Arabic/French Language Learners
• Speak in social situations

Library

Building on skills acquired through formal instruction, discussion, and storytelling, students become proficient
in the following areas: finding information, selecting books, understanding fiction/non-fiction, using shelf
markers, comprehension and appreciation of folktales, assisted use of the computer catalog, awareness of
genres, and how to care for books.

With the cooperation of classroom teachers, students embark on research that enables them to become
discerning and capable users of information. They learn how to gather data efficiently and effectively, evaluate
it critically, and then use and present it accurately and creatively. As children get older, they become proficient
and independent library users. In order to support their independent research, they continue to develop their
skills in evaluating print and on-line materials for accuracy, currency, and bias.

During weekly interactions with library material and teachers, students read and discuss stories from different
literary genres. Children borrow books and learn about the organization and uses of the library.

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