Fifth Grade STAAR

Math – April 2

Reading – April 3

Science – April 24

TEST FORMAT: Science

• Test includes booklet and a separate answer document.

• Most questions are multiple-choice with four answer choices.

• Limited number of griddedanswers as well as a reading passage.

• It will cover science TEKS from grades 2, 3, 4, and 5.

Science Objective 1The student will understand the nature of science. (8 questions)

Scientific process Science safety Critical thinking and scientific problem solving Using a variety of tools and methods

Science Objective 2The student will demonstrate an understanding of the life sciences. (10 questions)Characteristics of plants and animalsLiving organisms needs for survivalPatterns and cycles of natureAdaptationsInherited traits

Science Objective 3The student will demonstrate an understanding of the physical sciences. (12 questions)

Forces Matter Energy

The student will demonstrate an understanding of earth sciences. (14 questions)

Earth’s changing surface Weather Cycles such as seasons, lunar, and nitrogen Weathering and erosion

Science Objective 4

Sample Problem

What can you do at home?

• Go over and discuss your child’s weekly Science Packets

• Encourage the use of strategies on all science assignments. (Show your work.)

• Study for warm-up quizzes.

• Review power points on Netschool

• Check my website for tutorials

TEST FORMAT: Math• 50 questions – 47 multiple choice, 3 griddable

answers

• Test includes booklet and a separate answer document.

• Most questions are multiple-choice with four answer choices.

• Not here may be used as a choice.

• Strongly encouraged to use mathematics chart attached to test.

Objective 1: 18 questions

The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.

The student is expected to:• Place Value - read, write, compare and order whole

numbers and decimals.

• Fractions – equivalent, compare, order, mixed number to improper fractions, add & subtract with like denominators

• Add and Subtract whole numbers and decimals.

• Multiply and Divide whole numbers.

• Identify prime and common factors of a set of whole numbers.

Objective 2: 6 questionsThe student will demonstrate an understanding of

patterns, relationships, and algebraic reasoning.

The student is expected to:• use lists, tables, charts and diagrams to find

patterns and make generalizations.

• identify prime and composite numbers.

• use pictures to make generalizations about determining all possible combinations.

• select from and use diagrams and number sentences to represent real-life situations.

Objective 3: 7 questionsThe student will demonstrate an understanding of geometry

and spatial reasoning.

The student is expected to:• identify critical attributes, including parallel,

perpendicular and congruent parts of shapes and solids.

• use critical attributes to define geometric shapes or solids.

• Transformations - sketch the results of translations, rotations, and reflections.

• locate and name points on a coordinate grid using ordered pairs of whole numbers.

Objective 4: 8 questionsThe student will demonstrate an understanding of the

concepts and uses of measurement.

The student is expected to:• Perform conversions with the same measurement system

• Recognize the formulas and solve to find perimeter, area, and volume

• describe numerical relationships between units of measure within the same measurement system, such as an inch is 1/12 of a foot.

• Solve problems involving changes in temperature

• Solve problems involving elapsed time.

Objective 5: 11 questionsThe student will demonstrate an understanding of

probability and statistics.

The student is expected to:• use fractions to describe the results of an experiment,

use experimental results to make predictions, and list all possible outcomes of a probability experiment

• use tables of related number pairs to make line graphs.

• graph a given set of data using an appropriate graphical representation, such as a picture, bar, or line graph.

• describe characteristics of data presented in tables and graphs including median, mode, and range

Objective 6:

ONE main difference in the STAAR and the TAKS is that problem solving is no longer separated and counted as it’s own objective. It is tested through the other objectives.

The rigor of the problem solving on the STAAR has been raised.

The student is expected to:• identify math in everyday situations.• relate informal language to mathematical language and

symbols.• make generalizations from patterns or sets of examples and

nonexamples.• select or develop an appropriate problem solving strategy,

including drawing a table, picture, working backwards, guessing and checking.

• use the problem-solving model to make a plan, carry out the plan, and then evaluate the solution.

Sample Math STAAR Problem:

Math STAAR test is…… Tuesday, April 2nd

Because 5th grade is an SSI year (meaning students must pass the math and reading

tests to move on to the next grade level), it will be given 3 times.

• 2nd administration is May 14th

• 3rd administration is June 25th

What can you do at home?

• Check and Review homework with your child.

• Identify math in everyday situations and discuss with your child.

• Encourage the use of strategies on all math assignments. Students need to prove and explain all answers.

TEST FORMAT: Reading

• Test includes booklet and a separate answer document.

• Most questions are multiple-choice with four answer choices.

• Test will include several reading passages with multiple questions per passage.

Objective 1: 10 questionsThe student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

Reading/Vocabulary Development: Students understand new vocabulary and use it when reading and writing. Students are expected to •determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes; •use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or multiple meaning words; •use a dictionary, a glossary, or a thesaurus ( printed or electronic) to determine the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.

Objective 1 cont’d The student will demonstrate an ability to understand and analyze a variety of written texts across reading genres.

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to •compare and contrast the themes or moral lessons of several works of fiction from various cultures.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to•make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence.

Objective 2: 19 questionsThe student will demonstrate an ability to understand and analyze literary texts.

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to •describe the phenomena explained in origin myths from various cultures; •explain the effect of a historical event or movement on the theme of a work of literature.

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to •analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

Objective 2 cont’dThe student will demonstrate an ability to understand and analyze literary texts.

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to •describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events; •explain the roles and functions of characters in various plots, including their relationships and conflicts;•explain different forms of third-person points of view in stories. Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to

•identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.

Objective 2:The student will demonstrate an ability to understand and analyze literary texts.

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to

•evaluate the impact of sensory details, imagery, and figurative language in literary text.

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

•identify the point of view of media presentations.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

•make inferences about text and use textual evidence to support understanding;

•summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.

Objective 3: 17 questionsThe student will demonstrate an ability to understand and analyze informational texts.

Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to

•draw conclusions from the information presented by an author and evaluate how well the author's purpose was achieved.

Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to

•identify the author's viewpoint or position and explain the basic relationships among ideas in the argument;

•recognize exaggerated, contradictory, or misleading statements in text.

Objective 3 cont’dThe student will demonstrate an ability to understand and analyze informational texts.

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to

•summarize the main ideas and supporting details in a text in ways that maintain meaning and logical order;

•determine the facts in text and verify them through established methods;

•analyze how the organizational pattern of a text (e.g., cause-and effect, compare-and-contrast, sequential order, logical order, classification schemes) influences the relationships among the ideas;

•use multiple text features and graphics to gain an overview of the contents of text and to locate information;

•synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres.

Objective 3 cont’dThe student will demonstrate an ability to understand and analyze informational texts.

Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to

•interpret details from procedural text to complete a task, solve a problem, or perform procedures;

•interpret factual or quantitative information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams.

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to

•identify the point of view of media presentations.

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to

•make inferences about text and use textual evidence to support understanding;

•summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts.

Reading STAAR test is……

Wednesday, April 3rd

Because 5th grade is an SSI year (meaning students must pass the math and reading tests to

move on to the next grade level), it will be given 3 times.

• 2nd administration is May 15th

• 3rd administration is June 26th

What can you do at home?

• Encourage your child to read everyday. • Read with your child.• Ask them about what they are reading

in class.• Have them read all types of text

such as biographies, newspapers, advertisements, posters, poetry, plays, magazines, etc.