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HTA’s elementary blended learning program consists of three components: face-to-face classes, virtual instruction, and experiential learning. This academic approach allows for a flexible schedule that enables students to learn in an environment that best serves their individual needs. An integral part of our program is our partnership with our Learning Coaches who support and enable us to provide the best education for our students. Building strong relationships with our students and families is essential to the success of the program and to the success of our students.

Curriculum overview

As a public charter school, HTA teaches the Hawai‘i Common Core State Standards for English Language Arts and Mathematics, Next Generation Science Standards (NGSS), and Hawai‘i Core Standards for Social Studies (HCSSS). The Hawai‘i Common Core Standards is not a curriculum, but rather the collection of standards that define what each student should understand or be able to complete at each grade level. 

Teachers create their own authentic lessons, activities, and assessments to supplement the online curriculum. The elementary program at HTA has a strong commitment to fostering each child’s intellectual, emotional, social, cognitive, creative, and cultural growth within a rich and stimulating environment. Students have opportunities to learn through Project-Based Learning (PBL) and to exhibit their learning through a variety of ways and to a variety of audiences.

HTA’s instructional learning platform for students in grades K-5 is Canvas.

English Language Arts

HTA emphasizes effective foundational reading, writing, spelling, listening, and speaking skills through multiple approaches. Students read a variety of genres to foster critical and creative thinking, quality communication, independence, and reflection at developmentally appropriate levels.

Students experience information literacy and language in meaningful contexts for a variety of purposes and audiences. In English Language Arts a balanced literacy approach is used to help children with the acquisition of vocabulary, phonetic patterns, reading strategies, oral language skills, comprehension skills, and writing skills.

Elementary teachers differentiate their instruction to meet all students’ developmental levels, experiences, abilities, and learning styles.

Teachers use flexible grouping to organize their classroom for more effective instruction. There is a balance of the whole group, small group, and individualized instruction provided to meet the needs of all students.

Lessons are consistent across the grade levels. Reading and writing instruction is primarily through scaffolding lessons of:


Reading instruction involves the teacher reading aloud, shared reading, guided reading, or partner or small group reading.

Writing instruction includes modeled, interactive, shared, and guided writing.

Teachers monitor student progress through developmental reading assessments, ongoing anecdotal record keeping, and formative and summative assessments. We use iReady diagnostics for our grades K-2 and MAP testing for grades 3-5. DIBELS, and other in-class formative assessments are used to monitor student progress throughout the year.


The mathematics curriculum is based on the Common Core State Standards and is designed to achieve a balance among concepts, skills, and problem-solving. All key standards of Operations & Algebraic Thinking, Number in Operations, Measurement & Data, and Geometry are covered.

Number Sense, the ability to understand quantities and concepts such as more or less, is a priority in all grade levels. 

The Mathematics Practice Standards for all students to develop are: 

• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning

Social Studies

Our social studies curriculum prepares students to be successful in a rapidly changing, diverse world that requires the ability to think critically, communicate effectively, and take informed action. It is important that students sometimes take an extended period to delve deeply into a problem or an investigation that addresses the inquiry questions they seek. The inquiry standards of the HCSSS, when paired with appropriate disciplinary content, naturally support students in these deeper learning experiences.

In social studies, these investigations often have a civic purpose; to improve our communities, nation, or the world. The experiential nature of project-based learning often takes students beyond the four walls of the classroom, whether through the use of technology or by physically walking out their school doors. As a result of these learning experiences, students gain deeper content knowledge and experience the critical thinking, communication, and problem-solving skills that will enable them to be successful in their higher education pursuits, in the workforce, and as engaged members of their community.


The Next Generation Science Standards (NGSS) enable students to begin developing an understanding of the four disciplinary core ideas:





In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students should be able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world/s. Teachers provide lab- and experiment-based lessons and students discover the connections across all their subjects.


The blended week


On campus


Zoom classes


On campus


Zoom classes

Experiential day

Student Support


On campus

NB. Our ‘Ewa Beach pbHTA program follows a different schedule

Elements of the HTA experience

Students participate in experiential learning opportunities connected to projects and units of study. Students apply skills across content areas in a real-world context relating to interdisciplinary project-based learning experiences. Field Experiential Learning is integrated into PBL units throughout the year.

Experiential learning is the process by which students develop knowledge, skills, and values from direct experiences. These experiences occur outside a traditional academic setting.

The 21st-century learner needs to use technology to access their learning. Technology is a tool for learning and can help make learning more personalized, collaborative, and relevant. Every student has access to a Chromebook or tablet that has the GAFE suite and other educational apps that are used for learning.

Students are taught how to use GAFE to enhance their demonstration of learning, and digital citizenship is woven into the curriculum in grades 3-5. Students and Learning Coaches use the Canvas platform to engage in the online curriculum and Zoom for virtual instruction and meetings.

Technology is integrated across the curriculum and used to support learning on campus and at home. Students are introduced to basic principles of digital citizenship and learn foundational skills such as how to independently navigate a browser, enter log-on information, and explore digital resources.

Students learn the functional application of technology tools as they are integrated with curriculum across content areas. They integrate technology to support project outcomes and develop technology fluency with digital citizenship.

Student Support is built into the HTA schedule and is conducted in a six-week cycle. A Universal Screener, iReady, and other classroom formative assessments are data points that teachers use to determine the needs of students in the subject areas of ELA and mathematics. Student support is mandatory when the teacher requests a student to attend.

In a blended learning program, parents play a critical role in the education of their children. Therefore, a robust curriculum of Learning Coach workshops is offered throughout the school year to ensure that parents are equipped with the necessary tools and strategies to support their children’s education. At the start of each new school year, mandatory Learning Coach 101 training introduces Learning Coaches to the basics of HTA’s schoolwide  information system, HonuHub, as well as the main curriculum platform, Canvas.

Additional Learning Coach trainings offered throughout the year include: 

Effective Teaching Practices: I Do, We Do, You Do

Reading and Writing Strategies

Marvelous Math Workshops

GAFE (Google Apps for Education)/Google 101

Growth Mindset

SEL (an introduction to Social-Emotional Learning).

As a public charter school, HTA does offer Special Education and related services using a full inclusion classroom setting model. All IDEA eligible students are provided support from Special Education Teacher and/or Educational Aide within the general education setting.

The Elementary Counselor primarily serves as the Care Coordinator for students with 504 Plans and provides counseling as detailed in student Individualized Education Plans (IEPs). 

The counselor:

Creates and implements individualized student behavioral/academic plans that contain objective, measurable goals while promoting a diverse and inclusive community. 
Provides crisis intervention, attendance monitoring and performs behavioral data collection/analysis as needed. 
Collaborates with teachers and school administration to implement classroom, school, and behavior management strategies while supporting HTA’s philosophy of restorative justice and cultural sensitivity.
Fosters lifelong learning as it encourages post-secondary education and/or career goals through HTA’s Core Values.

Curriculum by grade


Kindergarten students focus on building the foundational skills of recognizing the basic features of print; developing an understanding of spoken words, syllables and sounds; and learning to decode words. They learn to identify the key details and main idea of a piece of writing or a story. They will also be able to retell parts of a story or express their understanding of something that they have read or had read to them. A kindergarten student learns the skills needed to begin communicating and expressing their ideas through writing, drawing pictures, and using symbols. And they learn to express themselves and listen critically to others to share and gather information.
• Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
• Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g. generating and responding to questions, comparing new information to what is already known).
• Students listen and respond to stories based on well-known characters, themes, plots, and settings.
• Write words and brief sentences that are legible.
• Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
• Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
• Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
• Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
• Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• Add drawings or other visual displays to provide additional detail to descriptions.
• Speak audibly and express thoughts, feelings, and ideas clearly.

Kindergarten math focuses on representing and comparing whole numbers, initially with sets of objects, and describing shapes and space. Most of our learning time in kindergarten is devoted to number sense. Students will:

• Know number names and the count sequence

• Count to tell the number of objects

• Compare numbers

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from

• Work with numbers 11-19 to gain foundations for place value

• Describe and compare measurable attributes

• Classify objects and count the number of objects in each category

• Identify and describe shapes

• Analyze, compare, create, and compose shapes

Three themes inform the kindergarten science curriculum and were built to focus on the observation of patterns in the natural and designed world(s), an idea that applies to the physical, life, and earth and space sciences, as well as engineering. To demonstrate an understanding in science, students will:

• Formulate answers to questions such as: “What happens if you push or pull an object harder?” “Where do animals live and why do they live there?” “What is the weather like today and how is it different from yesterday?”

• Develop an understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather.

• Apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution.

• Develop an understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live.

In kindergarten there are three themes that serve as a guide for Social Studies content: Working Together; Myself and My Family; Needs and Wants, Spaces and Places.

To demonstrate an understanding of Working Together, students will:

• Compare rules that apply in different settings and evaluate the consequences of following or not following rules.

• Determine ways that people can work together effectively to make decisions.

• Compare roles and responsibilities of self and others at home, at school, and in neighborhood settings.

To demonstrate an understanding of Myself and My Family, students will:

• Sequence important events in their lives.

• Explain the effects of an event in their lives.

• Describe an event from two different perspectives.

To demonstrate an understanding of Needs and Wants, Spaces and Places, students will:

• Give examples of how scarcity affects daily choices.

• Describe differences between needs and wants.

• Examine physical characteristics on maps and globes using positional words.

• Describe how and why people move from place to place.



Students in Grade 1 will build upon the foundational skills of basic print concepts, phonemic awareness, and decoding skills in order to read grade level text for comprehension and fluency, and work on the following:

• Explain major differences between books/texts that tell stories vs. those that give information.

• Ask/answer questions about key ideas and details in a variety of texts.

• Retell stories or recount information from text that include key details, while also demonstrating understanding of a text’s main message/idea/concept.

In story texts they will:

• Describe characters, settings, and events using key details and illustrations.

• Identify words/phrases in a story/poem that convey feeling or appeal to the senses.

• Identify who is telling the story.

• Compare/contrast the experiences of characters in the story.

In informational texts they will:

• Describe connections between two pieces of information within a text.

• Ask/answer questions to determine/clarify meanings of words or phrases.

• Apply knowledge of text features to locate key facts or information.

• Distinguish between information provided by pictures/illustrations and information provided by words.

• Identify reasons an author gives to support points in a text.

• Identify similarities and differences between two texts on the same topic.


Students in Grade 1 will focus on writing multiple sentences that begin to create a paragraph in which could include:

• Writing upper and lowercase letters (legibly).

• Making proper use of capital letters (i.e. proper nouns and beginnings of sentences).

• Making proper use of punctuation that would include periods, exclamation points, question marks, commas, etc.

• Spelling known high frequency words, making use of spelling patterns or phonetic spelling when attempting to spell unknown words.

• Making use of grade-appropriate conventions of standard English writing.

• Writing narratives in which they recount two or more appropriately sequenced events, include some details, and provide closure.

• Writing opinion pieces that include the name of topic/book, their opinion, reason, and provide closure.

• Writing informative/explanatory pieces that state a topic, supply facts about the topic, and provide closure.


Grade 1 students will actively listen to the speaker, follow multi-step directions, make relevant comments, and ask questions during discussions.

Grade 1 math focuses on four critical areas: developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; developing understanding of whole number relationships and place value, including grouping in tens and ones; developing understanding of linear measurements and measuring lengths as iterating length units, reasoning about attributes of, and composing and decomposing geometric shapes. Students will:

• Add and subtract within 20.

• Demonstrate fluency for addition and subtraction within 10.

• Count, read, and write whole numbers up to 120.

• Compare and order.

• Count and group objects in ones and 10s.

• Identify one more than, one less than, and 10 more than.

• Compare the length, weights, and volume of two or more objects by using direct comparison or a nonstandard unit.

• Represent, compare, and interpret data by using pictures, bar graphs, tally charts, and picture graphs.

• Identify, describe, and compare triangles, rectangles, squares, and circles. Create and combine 2-D and 3-D shapes to make new shapes.

• Partition circles, and rectangles appropriately identifying them as halves, fourths, and quarters.

Grade 1 students will learn the Scientific Process Skills:

• To perform investigations.

• To answer a question or test a prediction.

• Record observations and data with pictures, numbers, or written statements.

• Draw accurate diagrams with labels.

• Make new observations when discrepancies exist between two descriptions of the same object or phenomenon.

• Study Physical, Life, and Earth Science standards encountered through participation in units of study: Solids and Liquids,  Plants and Animals, and  Air and Weather.  This may be done through project-based learning.

Grade 1 students learn through essential questions about their communities and their culture.

EQ#1: How do you think like a historian?

EQ#2: What makes a good community? Where are we?

EQ#3: What is the best way to manage limited resources? How does our environment affect how we live?

EQ#4: How do you make choices? Why can’t we get everything we want?

EQ#5: Why should we learn about historical events? Where can we find out about history?

This may be done through PBL. For example, rules inside and outside of school, and needs and wants.



Grade 2 reading instruction focuses on building fluency and accuracy in order to deepen comprehension of informational texts and literature. Students will:

• Apply understanding of long and short vowels, vowel teams, syllables, and word parts to decode words.

• Ask and answer questions to demonstrate understanding of key details.

• Describe the characters, structure, and central message of stories from different genres and cultures.

• Use text features, make connections between concepts, and determine the main idea and purpose of multi-paragraph texts.

• Explain how words and phrases create rhythm and meaning in stories, poems, and songs.

• Compare and contrast stories or points about a topic from different authors, cultures, or texts.


Students in Grade 2 continue to develop their author’s voice as they engage in the writing process. Students compose pieces that include one or more well-developed paragraphs. They:

• Write narratives recounting a well-elaborated event or sequence of events with details and a closure.

• Write informative and explanatory texts that introduce the topic, use facts and definitions to develop points, and provide a conclusion.

• Write opinion pieces that include an introduction, opinion with supporting reasons, and a conclusion.


Students clearly and coherently share stories, ideas, and experiences as a part of collaborative conversations. They follow agreed-upon rules for discussions, build on others’ ideas, and ask and answer clarifying questions as needed.


Grade 2 students will:

• Apply appropriate grammar and usage conventions for nouns, verbs, adjectives, and adverbs.

• Demonstrate command of capitalization (proper nouns), punctuation (when writing letters and using contractions), and spelling.

• Determine meaning of unknown or multiple-meaning words and phrases using context clues, word parts, and reference tools.

Grade 2 math focuses on extending understanding of the base-10 system, building addition and subtraction fluency, using standard units of measure, and describing and analyzing shapes. Students will:

• Count, skip-count, read, and write numbers to 1,000.

• Represent and compare three-digit numbers to 1,000 using place value.

• Use and explain strategies to add and subtract within 1,000, demonstrating fluency to 100 and use of mental strategies for facts to 20.

• Represent one-step and two-step word problems with unknowns in all positions.

• Measure, estimate, and compare length using different standard units.

• Tell time to the nearest five minutes.

• Solve word problems with coins and dollar bills.

• Represent and solve problems about data on line plots, picture graphs, and bar graphs.

• Identify, recognize, and draw 2-D and 3-D shapes based on attributes.

• Partition circles and rectangles into equal shares of halves, thirds, or fourths.

Grade 2 scientists work together to plan and conduct investigations that enable them to answer questions through the analysis and interpretation of data. Students construct evidence-based accounts and create models to explain observations and events. Topics of inquiry include:

Matter: types, properties, reversible and irreversible changes, rearranging small pieces to make a variety of objects.

Relationships in Ecosystems: plant needs, interdependence between living things, diversity of life in different habitats.

Processes that Shape the Earth: fast and slow Earth events, shapes and kinds of land and bodies of water in an area, how wind and water change land over time.

Engineering Design: defining a problem, designing a solution, testing and comparing designs.

In Grade 2, students review sources and analyze facts to craft explanations and arguments that answer compelling questions as they:

• Explore democratic values and what it means to be a good citizen.

• Construct timelines and describe how significant people and events have shaped communities.

• Investigate branches of government and roles and responsibilities of leaders.

• Examine economic relationships between the production, cost, and demand for goods and services.

• Determine features of a place using maps and other geographic representations.

• Identify natural resources and how they are used to meet people’s daily needs.

• Explain how human activities have impacted the environment and take action to address problems in communities.


The Grade 3 English Language Arts curriculum is divided into five general areas: Foundational Skills, Speaking and Listening, Reading Informational Text, Reading Literature, and Writing.

FOUNDATIONAL SKILLS Apply phonics and decoding skills effectively to fluently read and comprehend grade-level text.

READING Determine the main idea of a text and express how that main idea is conveyed. Answer questions in relation to making inferences, explaining the author’s point of view, and using text features to locate and interpret information. Compare and contrast two different texts on the same topic. Analyze various texts, describe characters in a story and how their actions influence the sequence of events. Learn to refer to chapters, stanzas, verses, and scenes and how each successive part builds on the next.

WRITING Write multi-paragraph informative, explanatory and opinion texts and convey ideas or information clearly. Write a narrative that develops real or imagined events and uses basic descriptions in their writing to develop experiences and events. Gain the necessary skills to develop a topic when writing with details, facts, definitions, and illustrations. Use and independently create basic graphic organizers that support the organizational structure of their writing. Write paragraphs, stanzas, verses or scenes that connect logically and have a concluding statement or section. Work through the writing process with attention to basic edits independently.

In Grade 3, instructional time should focus on four critical areas:

1. Developing understanding of multiplication and division and strategies for multiplication and division within 100.

2. Developing understanding of fractions, especially unit fractions (fractions with numerator 1).

3. Developing understanding of the structure of rectangular arrays and of area.

4. Describing and analyzing two-dimensional shapes.

By the end of Grade 3, students will also be able to use their understanding of the four critical areas when:

• Solving problems involving the four operations, and identify and explain the order of operations at an introductory level.

• Solving two-step word problems using the four operations.

• Solving problems involving measurement and estimation of intervals of time to the nearest minute, liquid volumes, and masses of objects.

• Representing and interpreting data in the form of graphs and line plots.

• Distinguishing between area and perimeter of various figures. Being able to calculate the perimeter of a variety of figures and the area of the square and rectangle.

• Comparing fractions as equivalent, lesser or greater than one another.

• Generating simple equivalent fractions for the means of comparison.

Grade 3 students will ask questions and define problems, develop and use models, plan and carry out investigations, analyze and interpret data, construct explanations and design solutions, engage in argument from evidence, and obtain, evaluate, and communicate information. Students are expected to use these practices to demonstrate understanding of the following:

Earth’s Systems — organize and use data to describe typical weather conditions during a particular season, make a claim about the merit of a design solution that reduces the impacts of such hazards.

From Molecules to Organisms — develop an understanding of the similarities and differences of organisms’ life cycles.

Heredity — understand organisms have different inherited traits, and that the environment can also affect the traits that an organism develops.

Biological Evolution — construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing; understand organisms that lived long ago and the nature of their environments; understand that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die.

Motion and Stability — determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other; apply understanding of magnetic interactions to define a simple design problem that can be solved with magnets.

Grade 3 students will focus on an essential question. When diving into the essential question, students will:

• Analyze how the question relates to local, regional, and global issues or needs.

• Identify if and how the question relates to current laws and government structures.

• Evaluate how current local laws relate to past local laws and legal rulings in other communities, regions or nations.

• Make connections between their analysis and evaluation of the essential question in relation to human interaction with the natural environment and various economies.

• Explain and present their evaluation of the essential question with attention to multiple perspectives.


The Grade 4 English Language Arts curriculum is divided into five general areas: Foundational Skills, Speaking and Listening, Reading Informational Text, Reading Literature, and Writing.

Apply phonics and decoding skills effectively to fluently read and comprehend grade-level text.

• Fluently read and infer grade-level text.
• Compare and contrast two pieces of literature (character traits, setting, plot, and conflict).
• Determine theme of a text.
• Understand elements of prose, poetry, and drama.

• Read and comprehend grade-level informational text.
• Determine main idea and supporting details.
• Describe structure of text.
• Interpret visual information supporting a text.

Persuasive Writing: Write opinion pieces with a clear point of argument supported by evidence (data and opinion) stated in a thesis.
Narrative Writing: Write narratives with characters, a clear sequence of events, descriptive details, and dialogue.
Informational Writing: Write informative/explanatory pieces that clearly convey information, data, and ideas (independent researching and note-taking with scaffolding supports such as graphic organizers).

• Expand application of conventions of English (relative pronouns, progressive tense, correct use of homophones, etc.).
• Develop vocabulary by using context and resource tools.
• Understand figurative language.

• Engage in collaborative discussions effectively and appropriately.
• Share knowledge effectively through formal and informal presentation.
• Socratic Seminars.

In Grade 4, instructional time focuses on three critical areas

1. Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends.

2. Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers.

3. Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

• Build on prior knowledge of place value and whole numbers to solve problems using all four operations.

• Develop proficiency with multi-digit multiplication and division.

• Deepen understanding of fractions, including ordering, equivalence, and operations involving fractions.

• Develop an understanding of decimal notation for fractions and learn to compare decimals to the hundredths place.

• Solve measurement problems and convert units of measurement.

• Work with line plots to represent and understand data.

• Expand understanding of geometry to include properties of lines and angles.

Grade 4 students plan and conduct investigations, ask questions, develop and test models, analyze data, design and construct solutions, and communicate evidence-based arguments relating to the following areas:

Energy, Waves, and Information Transfer: relationship between speed and energy of objects; transfer and conversions of energy by light, heat, sound, and electrical current; changes to energy when objects collide; properties of waves; relationship between light and vision; patterns in transfer of information.

Organismal Structures and Processes: the structures of living things that enable them to survive; sensory processing of animals.

The Earth: changes in landscapes over time; weathering and erosion; geographic features of Earth; natural resources for energy and fuel; impacts of Earth’s processes on humans.

Engineering Design: define problems; generate solutions; test and improve prototypes.

Grade 4 students develop questions and plan inquiries, gather and evaluate sources, create claims, communicate conclusions, and take informed action relating to the following aspects of Hawaiian history:

• Creation beliefs and Polynesian migration (kumulipo).

• Early Hawaiian-environment interaction (ownership of land – human versus god realm).

• Early Hawaiians and the land (intro to water and land rights).

• The evolution of Hawaiian culture (comparison of pre-contact and modern Hawaiian culture).

• Beliefs of early Hawaiian society (kapu system, social class system and norms).

• Governance in early Hawaiian society (land division, comparison of land pre-contact and modern Hawaiian land rights).

• Life in the ahupuaʻa (follow-through with current ahupua‘a revival and protection efforts).

• The beginnings of the Hawaiian Kingdom through unification.


The Grade 5 English Language Arts curriculum is divided into five general areas: Foundational Skills, Speaking and Listening, Reading Informational Text, Reading Literature, and Writing.


Apply phonics and decoding skills effectively to fluently read and comprehend grade-level text.


Read a variety of informational texts and literature/novels throughout ELA, Social Studies, and Science units.

Students will:

• Participate in both short and extended reading.

• Fluently read and infer grade-level text.

• Compare and contrast two pieces of literature (character traits, setting, plot, theme, and conflict).

• Determine and analyze theme, genre, and main idea of a text.

• Understand elements of prose, poetry, and drama.


Focus on conventions, vocabulary usage, mechanics, clarity in theme and consistency in voice, logically ordered sequences with descriptive details, claims supported by evidence.


• Five-plus paragraph informational essay.

• Write informative/explanatory pieces that clearly convey information, data, and ideas (independent researching and note-taking with scaffolding supports such as graphic organizers).


• Write narratives with characters, a clear sequence of events, descriptive details, and dialogue.

• Fictional chapter story.

• Script writing.

• Poetry.


• Write opinion pieces with a clear point of argument supported by evidence (data and opinion) stated in a thesis.


• Expand application of conventions of English (relative pronouns, progressive tense, correct use of homophones, etc.).

• Develop vocabulary by using context and resource tools.

• Understand figurative language.


• Engage in collaborative conversation on a diverse range of topics: come well researched and prepared, follow group norms in conversations, pose, respond, elaborate and contribute to the remarks of others, summarize and support claims in conversation.

• Share knowledge effectively through formal and informal presentation.

• Socratic Seminars.

In Grade 5, instructional time focuses on three critical areas

1. Developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions).

2. Extending division to two-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations.

3. Developing understanding of volume. 

Using a variety of methods: drawings, models, and algorithms:

• Evaluate and write expressions using multiple operations, parentheses and brackets.

• Understand powers of 10 and place value.

• Round, compare, add, subtract, multiply and divide decimals through thousandths place value.

• Add, subtract, multiply, and divide fractions using unlike denominators and mixed numbers in realistic problems.

• Measure accurately and convert between standard conversions for measurement.

• Use unit cubes/squares as well as calculate volume as well as area and perimeter of shapes using whole and fractional measurements.

• Identify properties of shapes in geometry.

• Graph data on a coordinate plane.

Grade 5 students develop and use models, plan and carry out investigations, analyze and interpret data, use mathematics and computational thinking, engage in argument from evidence, and obtain, evaluate, and communicate information about:

Structure and Properties of Matter Matter is made of particles, law of conservation of matter, identifying properties and weight of matter, outcomes of mixing of two or more substances.

Matter and Energy in Organisms and Ecosystems Plants get materials they need for growth chiefly from air and water; describe movement of matter and energy among plants, animals, decomposers, and the environment; energy in animals’ food was once energy from the sun.

Earth’s System Describe ways geosphere, biosphere, hydrosphere, and/or atmosphere interact. Explore the distribution of water on Earth.

Space Systems (Stars and the Solar System) Understand patterns of daily changes in length and direction of shadows, day and night, and seasonal appearance of stars in the night sky.

Grade 5 students develop questions and research; gather and evaluate information in sources; create their own claims from information to communicate conclusions; and identify problems at various times to predict outcomes, find patterns or take informed action by using democratic procedures. Early American History – circa. Native American Tribes and Cultures prior to European Influence, European Exploration and Early American History up to the War of 1812 and American Independence. Government and Governmental Structures are also outlined and Balance of Powers.

HTA’s 5 core values

The Five Cores are character, collaboration, communication, creativity, and critical thinking.

HTA’s Cores of Collaboration, Character, Communication, Critical Thinking, and Creativity are embedded throughout all lessons. We believe these cores promote academic excellence, as well as the development of important social and emotional skills.

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