Annual planning 5 year of elementary school

We selected in this post some ideas and tips for your 5 year annual planning.

School planning is a task of the educator who understands both the prediction of activities in terms of organization and coordination in view of the proposed objectives, regarding their review and adequacy during the process education. Through planning, the teacher programs the actions of their classes, which is also a moment of research and reflection closely linked to assessment (LIBÂNEO, 2013).

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• 1 year annual planning
• 2 year annual planning
• 3 year annual planning
• 4 year annual planning

Planning in the school environment must be considered as an activity that presupposes knowledge of the internal dynamics of the teaching and learning process and the conditions that determine its realization. In this sense, teaching planning basically consists of the teacher's action in defining the objectives to be achieved, from its work program to eventual and necessary changes in course, in which it is up to the teacher to diagnose the objective to be achieved, the teaching and assessment strategies, and acting in order to obtain feedback from their students in the sense of redirect your story.

Thus, the lesson plan is the forecast of content development for a class or a set of classes and has a very specific character, as it depicts the detailing of the teaching plan, subdividing its actions into classes daily. The preparation of these classes is an indispensable task and will result in a written document that will serve not only for guide the teacher's actions as well as to enable constant revisions and improvements from year to year year.

And it was with this in mind that we selected these wonderful suggestions for your 5 year annual planning, check out:

Annual planning 5 year of Portuguese to print

See more at: Annual teaching plans for all subjects in Kindergarten and Elementary Education

5 year annual plan in PDF

Wonderful 5 year annual plan prepared by CEVIVA, check the link below and download it in PDF.

• Download in PDF

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5 Year Annual Planning of Natural Sciences

Main goal

• Understand and expand knowledge about the Universe, the Solar System and Planet Earth;
• Recognize and identify the components: air, water and soil on Planet Earth;
• Recognize the need to preserve environments and recover those that have already been destroyed;
• Understand the vital needs of human beings, relating the need for food for sustenance, development, maintenance and obtaining energy for the body;
• Identify physical, mental and social hygiene behaviors, which are fundamental for the health status.

Contents

• Universe and Solar System;
• Planet Earth;
• Soil, air and water;
• Environment and environmental preservation;
• Pollution;
• Human body and its systems.

Assessment

• Diagnose students' knowledge regarding the contents proposed for the 4th year and based on this information, replan the pedagogical work and its interventions.
• Guide the observation through the organization and systematic records, both initial, procedural and final.
• Provide students with moments for self-assessment.

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5 year annual arts planning

OBJECTIVE

• Provide students with conditions to express themselves with ease, involving creativity and spontaneity, putting their skills into practice.

BEHAVIORAL PURPOSE

• That the student is able to participate dynamically and creatively in the proposed activities.
• Song
• Dance
• theater
• Visual language: drawings, creation of booklets, logos, cards, reproduction of stories, folding, cuttings, collages and paintings.
• Representation language: masks, student characterization, theater, dance.
• Sound language: songs, dances, choreographies, parodies.

METHODOLOGICAL DEVELOPMENT AND TEACHING RESOURCES (ANNUAL)

The Teaching of Arts will be carried out with the making of posters, cards, masks, creation of booklets, folding, cutouts, collages and paintings.
Recyclable materials will be used and choreographies, parodies and dramatizations will also be worked on.

METHODOLOGIES

The contents will be taught in the most flexible and diversified way possible, seeking to meet the essential needs for the development of children as beings in formation, awakening them interest.

In view of the flexibility that a plan must have, it can be stated that only a few strategies will be listed, such as:

• Text mimeographed, typed, photocopied and on the chalkboard.
• newspaper and magazine clippings;
• Debates;
• jokes;
• posters;
• Graphs and tables;
• Audio CDs;
• Stereo;
• Video;
• Songs;
• Lyrics;
• Maps;
• Assorted games;
• Diverse readings;
• Colored pencils;
• Different textured materials for collages;
• Product label;
• Comic books;
• Graphics;
• Cardboard;
• Informative texts: newspapers, magazines, books and others;
• Literary texts: poetry, stories, short stories.

Assessment:

The evaluation of all subjects will be as established in the Pedagogical Proposal and School regulations, allowing the identification of advances and difficulties that arise during the stages of the knowledge construction process, enabling the teacher to re-dimension their intervention in the process. pedagogical. The assessment will be present at all stages of the process, assuming a comprehensive and continuous character.

The assessment will be diagnostic, continuous, procedural and cumulative.

The evaluation criteria will be diversified: written and oral evaluation, individual and group work, exhibitions, researches and interviews.

The teacher will use various means to reach the end of the bimester, making the sum where students must reach the minimum average for approval = 6.0. For students who did not reach the passing grade, the concomitant recovery will be made, providing students with the acquisition of the necessary knowledge for promotion

More in: Lesson Plan - Lesson Plan Templates

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5 year annual plan in PDF

Excellent 5 year annual planning model, prepared by the Immaculate Conception College:

• Download in PDF.

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5 year annual planning of Portuguese language

GOALS

• Integrate a community of readers, sharing different cultural practices of reading and writing;
• Adapt your speech to different situations of oral communication, considering the context and interlocutors;
• Read different texts, adapting the mode of reading to different purposes and characteristics of different genres;
• Write different texts selecting the appropriate genres for different communicative situations, intentions and interlocutors.

LEARNING EXPECTATIONS

• Participate in situations of oral exchange that require listening carefully, formulating and answering questions, explaining and understanding explanations, expressing opinions on the subject discussed;
• Appreciate literary texts;
• Retelling known stories, recovering some language characteristics of the text read by the teacher;
• Read with the teacher's help, different genres (literary narrative texts, instructional texts, science popularization texts and news), based on knowledge about the theme of the text, the characteristics of its bearer, the genre and the system of writing;
• Read, by yourself, familiar texts, such as parlendas, riddles, poems, jokes, comics, game rules, songs, tongue twisters, as well as nameplates, lists, newspaper headlines, captions, labels and texts scientific;
• Rewrite, in his own hand – known stories, considering the main ideas of the source text and some characteristics of the written language;
• Produce texts written in his own hand, using written language resources;
• Review texts collectively with the help of the teacher or in partnership with colleagues.

AXLES SKILLS

oral language

• Image reading,
• Retelling stories from different textual genres,
• talk wheel,
• Declaim poetry,
• Presentations from a script, participation in debates,
• Report lived experiences,
• Formulate questions relevant to the subject, expose a researched subject,
• Interviewing, dramatizing stories and reporting events respecting the temporal sequence,
• To speak tongue twisters,
• Defend your ideas with argument

reading practice

• Daily shared reading,
• Reader Wheel,
• Reading by students from different textual genres,
• Read for fun, inform, study and research,
• Read aloud fluently, intonation according to punctuation, author's intention for communicative effectiveness,
• Infer meaning to a word in its context,
• Identify explicit and implicit statements in the text,
• Identify the beginning, middle and end of a story read and/or heard.
• Identify and describe characters,
• Distinguish the narrator's speech from the other characters,
• Anticipate the content of reading a text,
• Meet explicit information of a text according to its genre and textual type
• Dictionary lookup.

Practice Writing and text production

• Capitalize correctly,
• Writing texts considering the reader and textual genres,
• Correct use of punctuation,
• Correct spelling of words,
• Correct segmentation of sentences and texts,
• Writing of texts observing the aspects: legibility, purpose, accent, grammar and agreement,
• Produce text and proofread it.

Contents

1ST QUARTER

• Text production: short story
• Reading, production and interpretation
• Paragraph
• Accentuation
• Punctuation
• Verbal and nominal agreement
• Vocabulary
• Upper and lowercase
• Spelling – gn, pc, pc, pn, ps, pt, tm.
• Emphasis Oxytone, Paroxytone and Proparoxytone Words
• Syllabic division of digraphs
• Grammar
• Phoneme and lyrics
• vowel encounter
• Digraph
• stressed syllable

2nd BIMESTER

• Playful or Reflective Texts: tongue twisters, parlendas, songs and descriptive texts
• Reading, production and interpretation
• text structure
• Paragraph
• Accentuation
• Punctuation
• Verbal and nominal agreement
• Vocabulary
• Upper and lowercase
• Spelling: words with x sound
• Grammar: noun and preposition,
• Review of accents

3rd BIMESTER

• Narrative texts, comics and legends
• Reading, production and interpretation
• text structure
• Paragraph
• Accentuation
• Punctuation
• Verbal and nominal agreement
• Vocabulary
• Upper and lowercase
• Spelling: letters with c and s with the same sound, endings with OSO and OSA.
• Grammar
• Pronouns: personal (straight and oblique case), treatment, possessive, demonstrative, indefinite and interrogative
• adjective and adjective phrase

4th BIMESTER

• Informative and expository texts
• Reading, production and interpretation
• text structure
• Paragraph
• Accentuation
• Punctuation
• Verbal and nominal agreement
• Vocabulary
• Upper and lowercase
• Spelling: words with sc, sç, xc, s. z and x with z sound and endings in EZ and EZA
• Grammar
• Verb-conjugation, person and number and verb tenses
• Numeral

We also recommend other suggestions: List: 146 ready-made Lesson Plans

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5 year annual planning of English

This annual plan for 5 years of English, was prepared by "EMEF JOAQUIM OSÓRIO DUQUE ESTRADA" - Area of ​​Knowledge: English Language, with the following objectives:

• Develop and improve a taste for the language.
• Raise awareness about the importance of English nowadays.
• Introduce, develop and implement English vocabulary and expressions.
• Encourage work in pairs, and in groups.
• Motivate the use of “magical” words: ´please´, ´thank you´, ´sorry´.
• Get them to respect personal differences.
• Value the family. Respect for cultural diversities.
• Develop listening, recognition, pronunciation, writing and reading skills (in English).

→ Download in PDF

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Annual planning 5 year of history

General objectives

• Recognize social relationships
• Recognize the existence of different historical sources and needs to mark the passage in time and space
• Recognize the importance of people's participation in popular, social, political and environmental movements

Contents

• The formation of the Brazilian people: indigenous, African, European and Asian. The importance of biography and historical narrative;
• The history of public life in Brazil, under a chronological perspective, from colonial Brazil to the present day;
• Discovery;
• Colonization;
• Mining;
• Slavery;
• Coffee;
• Independence
• Republic;

Assessment

• Diagnose students' knowledge regarding the contents proposed for the 4th year and based on this information, replan the pedagogical work and its interventions.
• Guide the observation through the organization and systematic records, both initial, procedural and final.
• Provide the student with moments for self-assessment

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5 year annual planning of Mathematics

Goals:

• Develop a work whose main focus considers the five thematic blocks: numbers, operations, space and shape, magnitude and measures, and treatment of information.
• Develop in students the ability to:
• Commit to carrying out the proposed activities, using all the knowledge built when it is required to solve problem situations;
• Expose your doubts and recognize the need to review what you haven't learned yet;
• Using personal strategies to solve a given problem, being willing to expose their ideas;
• Interact, establishing an attentive listening posture to understand the explanations of the teacher and/or colleague;
• Formulate arguments, exposing them so that they can be validated or refuted by colleagues, advancing more and more in mathematical language;
• Recognize both your advances and the need to keep learning.

Contents

• Origin of numbers;
• Egyptian numbering;
• Roman numerals;
• Decimal numbering system (compare with other systems);
• Odd and even numbers;
• Ascending and descending order;
• predecessor and successor;
• Positional value;
• Number and numeral idea;
• Reading and writing numerals;
• Composition and decomposition of numbers;
• Ordinal numbers;
• Fundamental operations: addition, subtraction, multiplication and division;
• Actual proof;
• Numerical expressions;
• Mathematical sentences;
• Problem situations involving the 4 operations;
• Double, triple, quadruple, quintuple, sextuple;
• Multiples and dividers;
• Brazilian monetary system – Real and cents of real;
• Ways of using money;
• Irrational numbers;
• Fractions – notion, problems, addition, subtraction, multiplication and division;
• Percentage;
• Measurement system:
• Measures of time, length, mass, capacity, surface, areas;
• Geometry: fundamental notions – straight lines, semi-lines, open and closed lines, types of triangle, quadrilateral, circumference, the circle, geometric solids, graphics and data interpretation.

Assessment

• Diagnose students' knowledge regarding the contents proposed for the 4th year and based on this information, replan the pedagogical work and its interventions.
• Guide the observation through the organization and systematic records, both initial, procedural and final.
• Provide students with moments for self-assessment.

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5 year annual geography planning

Goals

• Recognize and compare the role of society and nature in the construction of different Brazilian urban and rural landscapes;
• Recognize and understand some of the consequences of the transformations caused by man's action;
• Recognize, reflect and use information, communication and transport technologies in the configuration of landscapes and in the construction of life in society;
• Use cartographic language, observing the need to indicate direction and distance, orientation and proportion to ensure legitimacy;
• Adopt a responsible attitude towards the environment, claiming everyone's right to a full life in a preserved and healthy environment;
• Knowing and valuing the ways of life of different social groups, how they relate to each other and constitute the space and landscape in which they are inserted.

Contents

• Urban space and rural space;
• Transport and communications;
• The dynamics of nature;
• The population and regions of Brazil.
• Maps

Assessment

• Diagnose students' knowledge regarding the contents proposed for the 4th year and based on this information, replan the pedagogical work and its interventions.
• Guide the observation through the organization and systematic records, both initial, procedural and final.
• Provide students with moments for self-assessment.

Other suggestions at: LIST: 138 SUGGESTED CLASS PLANS

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Annual planning 5 year of Portuguese

Goals

• Develop a work whose main focus is the use of oral language (speaking and listening), of written language (reading and written production of texts), considering the analysis and reflection on language and language in the process teaching-learning.
• Develop the ability to:
• Plan and participate in situations of oral language use;
• Appreciate literary texts;
• Select texts according to the purpose of your reading;
• Use resources to understand or separate comprehension difficulties while reading;
• Rewrite or produce authored texts using writer's procedures;
• Review texts in partnership with colleagues;
• Proofread texts from an orthographic point of view.

Contents

• instructional text
• journalistic text
• scientific text
• Fairy tales, fables, poetry, legends, myths, chronicles, opinion articles, parodies, comics, advertisements, letters/tickets/email, tongue twisters, riddles and parlendas.

text production

• History (created, reproduced, fable, comic, based on engravings, continued…), Comics, Poetry (with rhyme and no rhyme), Recipe, Dissertations, Slogan, Books, Descriptions, Biographies, Leaflet, Narration, Advertising, Music, List of purchases;
• Letter, note, telegram, invitation, announcement, research, interview, dialogues, film narration.
• Use of comma, period, question mark, exclamation mark.
• Silent reading, oral, in groups.
• Reading sheet: oral and written.
• Oral, written and drawing interpretation.
• Alphabet, vowel cluster, diphthong, tritongo, hiatus, classification as to the number of syllables, stressed syllable, nouns, articles, inflection of nouns (number, gender and degree, singular and plural, masculine and feminine, augmentative and diminutive), adjective, numeral, pronouns, verbs, adverbs.
• Acute and circumflex accent, accentuation of oxytones, paroxytones and proparoxytones, consonant cluster, digraphs, hyphem, use of cedilla.
• Spellings to be worked on: g or j, as, es, is, os, us, r/rr/r mild, x/ch, lh/li, nh/ni, ga, gue, gui, go, gu, ce, ci, if, si, ca, that qui, co, cu, ar, er, ir, or, ur, xz, xs, l/u, ã, ão, am, na, m before peb, y, y, ç.
• Cultural plurality, environment, health, sex education, ethics,

Assessment

• Diagnose the students' knowledge regarding the contents proposed for the 5th year and based on this information, re-plan the pedagogical work and its interventions.
• Guide the observation through the organization and systematic records, both initial, procedural and final.
• Provide students with moments for self-assessment.

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5 year annual planning in WORD

• 5th year annual plan