Common Planner
K–12 Standards

Fifth Grade

Other Mississippi Outcomes for Intellectually Gifted Education Programs sets

Thinking Skills 

  • 1

    Given a topic/situation, the learner will define and classify the problem(s), make connections, and draw distinctions, analyze information objectively and critically (reflectively developing a relationship between facts and values), and differentiate truth and beliefs from his/her understanding of what is logically and realistically possible.

    1. 1

      METACOGNITION

      1. 1

        Develop and ask hypothetical questions to explore possibilities and test relationshipsTS 5.1

      2. 2

        Analyze and establish needs for exploration of chosen topicsTS 5.2

    2. 2

      CONVERGENT THINKING

      1. 3

        Demonstrate depth of thought in deductive reasoning by evaluating and justifying data that supports logical conclusions drawnTS 5.3

    3. 3

      CRITICAL THINKING

      1. 4

        Appraise evaluation techniques for decision makingTS 5.4

      2. 5

        Assess and analyze local, national, and world issues and defend opinions with supporting evidenceTS 5.5

      3. 6

        Appraise implications and consequences of local and national events and decisionsTS 5.6

      4. 7

        Prove or disprove ideas by presenting evidenceTS 5.7

Creativity

  • 1

    Given a real-life situation, the student will be able to select from divergent thinking, analogical thinking, visualization, attribute listing, morphological analysis, synectics, intuitive thinking, spontaneous thinking, creative problem solving, and/or the creative process in an appropriate manner to develop a workable solution(s).

    1. 1

      CREATIVE THINKING

      1. 1

        Apply the CPS process to solve an identified problemCR 5.1

        1. 1

          Identify and define a problem CR 5.1.1

        2. 2

          Gather ideas and dataCR 5.1.2

        3. 3

          Brainstorm aspects of the problemCR 5.1.3

        4. 4

          Identify underlying problems or subproblemsCR 5.1.4

        5. 5

          Produce alternative solutionsCR 5.1.5

        6. 6

          Develop criteria for judging solutionsCR 5.1.6

        7. 7

          Evaluate alternative solutions using the criteriaCR 5.1.7

        8. 8

          Select and implement chosen solutions.CR 5.1.8

      2. 2

        Reframe ideas through various points of view to enhance meaningCR 5.2

      3. 3

        Examine various meanings, contexts, and points of view including humor and opportunities for changeCR 5.3

      4. 4

        Apply thinking strategies modeled by mentorsCR 5.4

    2. 2

      CREATIVE EXPRESSION

      1. 5

        Create a product (work of art, design, presentation, or media) to meet an identified goal based on personal interest or subject matterCR 5.5

      2. 6

        Develop criteria to analyze a work of art, design, or media to meet an identified goalCR 5.6

Information Literacy

  • 1

    Given a real-life situation, the student will identify and define the problem, design a research plan appropriate to the problem, conduct the investigation, decide on the most appropriate media for dissemination of the findings/ solutions, and present the results before an authentic audience.

    1. 1

      INFORMATION LITERACY

      1. 1

        Analyze the difference between primary and secondary sourcesIL 5.1

      2. 2

        Utilize primary and secondary sources to provide new knowledge or understanding in a particular areaIL 5.2

      3. 3

        Define and identify use of propaganda techniques to clarify ideas, judge information, solve problems, and evaluate reliability of informationIL 5.3

      4. 4

        Assess the validity, reliability, and relevance of the information collectedIL 5.4

      5. 5

        Apply a fundamental understanding of the ethical and legal issues surrounding the access and use of information IL 5.5

Success Skills

  • 1

    Given a real-life situation, the student will utilize effective organizational, decision making, goal-setting, project management, and time management skills, including controlling impulses and adapting to unforeseen circumstances, in order to develop solutions to problems and achieve goals whether working individually or as a leader or member of a team.

    1. 1

      RISK-TAKING SKILLS

      1. 1

        Individually demonstrate the willingness to expose oneself to failure, take a chance/ risk, function under conditions devoid of structure, and defend ideas with regard to identified issuesSS 5.1

    2. 2

      PERSEVERANCE/TASK COMMITMENT

      1. 2

        Individually demonstrate the ability to persevere and successfully complete tasks in a timely manner even under adverse circumstances SS 5.2

    3. 3

      CAREER EXPLORATION 

      1. 3

        Demonstrate and practice the ability to interact in an appropriate manner in a variety of social and business related situationsSS 5.3

    4. 4

      LIFE SKILLS

      1. 4

        Examine and apply the accepted rules of business protocol in a variety of business and social situationsSS 5.4

      2. 5

        Adapt to varied roles, job responsibilities, schedules, and contextSS 5.5

    5. 5

      COLLABORATION SKILLS

      1. 6

        As a group leader, effectively work with group members to identify ethical implications of group processes and decisionsSS 5.6

      2. 7

        As a group member, take a stand for personal convictions and demonstrate respect/ tolerance for other points of viewSS 5.7

Affective (Social and Emotional) Skills

  • 1

    As a gifted learner, students will develop self-acceptance and awareness and demonstrate responsibility for personal growth along with awareness of personal and cultural diversity in others by recognizing forms of bias and stereotypes in order to respect unique beliefs and experiences in themselves and others by understanding and embracing giftedness, appropriately coping with stress in order to become healthy, responsive, contributing, and productive members of classroom communities and society as a whole.

    1. 1

      AFFECTIVE SKILLS

      1. 1

        Develop and demonstrate appropriate self-efficacy and self-talkAS 5.1

      2. 2

        Identify and utilize appropriate personal perceptual filters and defense systems for situationsAS 5.2

      3. 3

        Develop and demonstrate a healthy perception of perfectionism in accomplishing tasks  AS 5.3

      4. 4

        Demonstrate an understanding of how attitudes, attention, and commitment can affect one’s knowledge and self-controlAS 5.4

      5. 5

        Demonstrate the ability to accept failure as a part of growthAS 5.5

      6. 6

        Differentiate constructive and destructive criticism AS 5.6

Communication Skills

  • 1

    Given the need to retrieve and/or disseminate information, the students will select and utilize the most appropriate media based upon available resources, technology, audience, and time available, for the most effective communication of information, ideas, feelings, and concepts and correctly interpreting those of others.

    1. 1

      SPEAKING

      1. 1

        Use appropriate oral communication for a variety of purposes, and communicate effectively to establish a relationship with an audience  CM 5.1

      2. 2

        Participate in a variety of formal/ informal speaking activities, evaluating self and peers on criteria determined by the student or othersCM 5.2

    2. 2

      LISTENING

      1. 3

        Demonstrate effective listening behaviors (understanding, organizing, and evaluating information)CM 5.3

      2. 4

        Identify the purpose, content, organization, and delivery of oral communication, and evaluate based upon preset criteria developed by teacher and class CM 5.4

      3. 5

        Listen to oral directions for understanding and organize directions for doing complex tasksCM 5.5

    3. 3

      WRITING

      1. 7

        Analyze a variety of written genres (Comedy, Satire, Thriller, Action, etc.)CM 5.7

      2. 8

        Communicate ideas and feelings through application of a chosen genre CM 5.8

      3. 9

        Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and eventsCM 5.9

Frequently asked questions

What grade levels do these standards cover?
Grade 5

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More Mississippi Outcomes for Intellectually Gifted Education Programs sets

Outcomes for Intellectually Gifted Education Programs