Reading

Forming a Foundation

RD-EP-1.0.1

Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages.

RD-EP-1.0.2

Students will apply knowledge of synonyms, antonyms or compound words for comprehension.

RD-EP-1.0.3

Students will know that some words have multiple meanings and identify the correct meaning as the word is used.

RD-EP-1.0.4

Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words.

RD-EP-1.0.5

Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text.

RD-EP-1.0.6

Developing an Initial Understanding

RD-EP-2.0.1

RD-EP-2.0.2

Students will describe characters, plot, setting or problem/solution of a passage. 

RD-EP-2.0.3

Students will locate key ideas or information in a passage.

RD-EP-2.0.4

RD-EP-2.0.5

RD-EP-2.0.7

Students will make inferences or draw conclusions based on what is read.

Interpreting Text

RD-EP-3.0.1

Students will explain a character’s or speaker’s actions based on a passage.

RD-EP-3.0.2

RD-EP-3.0.3

RD-EP-3.0.4

RD-EP-3.0.5

Students will identify fact or opinion from a passage.

RD-EP-3.0.6

Students will identify information in a passage that is supported by fact.

RD-EP-3.0.7

RD-EP-3.0.8

RD-EP-3.0.9

Reflecting and Responding to Text

RD-EP-4.0.1

Demonstrating a Critical Stance

RD-EP-5.0.1

RD-EP-5.0.2

RD-EP-5.0.3

Students will apply knowledge of text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage.

RD-EP-5.0.4

Writing

Writing Content

WR-E-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by

·       Narrowing the topic to create a specific purpose for writing

·       Establishing a controlling idea, theme, or conclusion about the topic

·       Choosing a perspective authentic to the writer

·       Analyzing and addressing the needs of the intended audience

·       Adhering to the characteristics of the form

·       Applying a suitable tone

·       Allowing voice to emerge when appropriate

Writing Structure

WR-E-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by

·       Engaging the audience

·       Establishing a context for reading when appropriate

·       Communicating ideas and support in a meaningful order

·       Applying transitions and transitional elements to guide the reader through the piece

·       Developing effective closure

WR-E-2.4.0

Sentence Structure: Students will create effective sentences by

·       Applying a variety of structures and lengths

Writing Conventions

WR-E-3.5.0

Language:  Students will exemplify effective language choices by

·       Applying correct grammar and usage

·       Applying concise use of language

·       Incorporating strong verbs, precise nouns, concrete details and sensory details

·       Applying language appropriate to the content, purpose and audience

WR-E-3.6.0

Correctness:  Students will communicate clearly by

·       Applying correct spelling

·       Applying correct punctuation

·       Applying correct capitalization

·       Incorporating acceptable departure from standard correctness to enhance meaning when appropriate

·       Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources)

Writing Process

Editing (Conventions and Mechanics)

·       Checking for correctness with self, teacher or peer (s)

§         - Language usage

§         - Sentence structure

§         - Spelling

§         - Capitalization

§         - Punctuation

§         - Documentation of sources

Social Studies

Government and Civics

SS-EP-1.1.1

SS-EP-1.1.2

Students will identify and explain the purpose of rules within organizations (e.g., school, clubs, teams) and compare rules with laws.

SS-EP-1.2.1

SS-EP-1.3.1

SS-EP-1.3.2

Students will identify and give examples of good citizenship at home, at school and in the community (e.g., helping with chores, obeying rules, participating in community service projects such as recycling, conserving natural resources, donating food/supplies) and explain why civic engagement in the community is important.

Cultures and Society

SS-EP-2.1.1

Students will describe cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts).

SS-EP-2.1.2

SS-EP-2.2.1

SS-EP-2.3.1

Students will describe various forms of interactions (compromise, cooperation, conflict, competition) that occur between individuals/ groups at home and at school.

SS-EP-2.3.2

Economics

SS-EP-3.1.1

Students will define basic economic terms related to scarcity (e.g., opportunity cost, wants and needs, limited productive resources-natural, human, capital) and explain that scarcity requires people to make economic choices and incur opportunity costs. 

SS-EP-3.2.1

SS-EP-3.3.1

Students will define basic economic terms related to markets (e.g., market economy, markets, wants and needs, goods and services, profit, consumer, producer, supply and demand, barter, money, trade, advertising).

SS-EP-3.3.2

SS-EP-3.4.1

Students will define basic economic terms related to production, distribution and consumption (e.g., goods and services, wants and needs, supply and demand, specialization, entrepreneur) and describe various ways goods and services are distributed (e.g., by price, first-come-first-served, sharing equally).

SS-EP-3.4.2

SS-EP-3.4.3

Geography

SS-EP-4.1.1

SS-EP-4.1.2

SS-EP-4.1.3

SS-EP-4.2.1

SS-EP-4.3.1

SS-EP-4.3.2

SS-EP-4.4.1

Students will describe ways people adapt to/modify the physical environment to meet their basic needs (food, shelter, clothing).

SS-EP-4.4.2

Historical Perspective

SS-EP-5.1.1

SS-EP-5.2.1

Students will identify significant patriotic and historical songs, symbols, monuments/landmarks (e.g., The Star-Spangled Banner, the Underground Railroad, the Statue of Liberty) and patriotic holidays (e.g., Veteran’s Day, Martin Luther King’s birthday, Fourth of July) and explain their historical significance.

SS-EP-5.2.2

Students will identify and compare the early cultures of diverse groups of Native Americans (e.g., Northwest, Southwest, Plains, Eastern Woodlands) and explain why they settled in what is now the United States.

SS-EP-5.2.3

Mathematics

• read, write, count and model whole numbers 0-10,000, developing an understanding of place value for ones, tens, hundreds, thousands and ten thousands
• apply multiple representations (e.g., drawings, manipulatives, base-10 blocks, number lines, expanded form, symbols) to describe and compare whole numbers and fractions (e.g., halves, thirds, fourths) in mathematical and real-world problems
• order groups of objects according to quantity
• order, compare and understand the relative magnitude of numbers from 0-10,000, using the symbols <, >, =, including the use of physical and visual models for smaller numbers
• develop beginning fractional concepts (e.g., dividing an object into equal parts and naming the equal parts [e.g., halves, thirds, fourths])
• expand fraction concepts (e.g., whole to part and part to whole; one-half is larger than one-fourth)
• be introduced to and use decimals to represent money

• explore appropriate estimation procedures for different situations
• apply and describe appropriate strategies for estimating quantities of objects and results

• develop an understanding of the concepts of addition and subtraction using physical concrete materials
• explore and develop an understanding of the concepts of multiplication and division physical models
• develop part-whole relations using numbers (e.g., 3+2=5, 1+4=5)
• explore and solve two-digit addition and subtraction problems through the use of
• explore and develop factor-factor-product (e.g., 2x3=6) using manipulatives. (e.charts, base-10 blocks, arrays)
• multiply whole numbers through 10 x 10
• relate division facts to multiplication facts (e.g., using factor-factor-product)
• solve multi-digit addition and subtraction problems that contain numerals and symbols
• add common fractions with like denominators using manipulatives
• add and subtract decimals using money
• use mental math, pencil-and-paper methods, calculators and/or computers to explore mathematical concepts and to assist with computation in problem solving situations

• explore, develop and use the concepts of multiples
• skip-count forwards and backwards by 2s, 5s, 10s and 100s, using manipulatives, and written and electronic means to communicate understanding
• explore, develop and use the concepts of odd and even numbers
• explore and use of properties of numbers for written and mental computation (e.be mentally regrouped as 4+6+7 using the commutative property of addition)

• apply standard units to measure length (inches and centimeters), weight (pounds), time (hours, half-hours, quarter-hours, five- and one-minute intervals), money (coins and bills) and temperature (Fahrenheit and Celsius)
• use nonstandard units to measure and compare the length, weight, area or volume of familiar objects
• use standard units of measurement to identify, describe and compare measurable attributes of objects (e.g., length, weight, volume) and make estimates using appropriate units of measurement
• choose and use appropriate tools for specific measurement tasks
• sort/classify or compare and order objects by shape, size and color (e.g., attribute blocks)
• estimate weight, length, perimeter, area, angle and time using appropriate units of measurement
• explore concepts of perimeter and area of rectangles using manipulatives
• identify, compare and order amounts of money using coins and bills and use correct symbols for money
• combine coins and bills to make a given amount and make change up to a dollar
• relate time to daily activities, tell time to the hour, half-hour, quarter-hour, five minutes and one minute and determine elapsed time

• determine equivalent U.S. customary measurements
• describe, define, give examples of and use to solve real-world and/or mathematical problems both nonstandard and standard (U.S. Customary, metric) units of measurement to include length, time, money, temperature (Fahrenheit and Celsius) and weight

• identify, describe, model, draw, compare and classify two-dimensional figures and three-dimensional objects using elements, attributes and properties
• explore the relationships among two-dimensional figures and three-dimensional objects (e.g., using virtual manipulatives)
• identify and describe congruent figures in real-world and/or mathematical situations
• investigate and solve real-world problems using the elements, attributes and properties of basic two-dimensional figures and three-dimensional objects
• identify, draw and represent line segments and angles
• determine if simple shapes are congruent

• determine lines of symmetry in simple shapes and identify and describe symmetrical two-dimensional figures
• examine examples of line symmetry in real-world situations and apply one line of symmetry to construct simple geometric designs, using graphic, technological or concrete models/manipulatives to communicate understanding
• explore flips, slides and turns with physical models
• identify images from flips (reflections), slides (translations) and turns (rotations) in a plane

Coordinate Geometry

• locate points and figures on a grid representing a positive coordinate system

Data Analysis and Probability

Data Representations

• make a graph using concrete manipulatives and read data displayed
• display, read and compare data on student-invented graphs
• read, display, compare and interpret student-collected data
• display, read and compare data on a pictograph and bar graph
• display data in line plots
• analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, two-circle Venn diagrams)
• use technology to organize and display data collected from student

• pose questions to generate data
• use data from student investigations to make predictions or draw simple
• use tools (including technology when appropriate) to organize and display

• explore chance through games and events
• compare likely and unlikely outcomes
• explore basic concepts of probability through simple experiments

Algebraic Thinking

• identify and describe patterns in real life and in numerical and geometric situations
• reproduce and extend patterns using manipulatives
• use pictures or words to create, reproduce, extend and explain patterns of shapes, objects, movements, sounds and numbers
• recognize and extend simple number patterns
• explore input-output machines (e.g., function machines) and solve simple function machine tasks
• use calculators to explore how constant addition produces a pattern and can be expressed as a rule for a pattern

• explore unknowns and open sentences to express relationships
• create stories about mathematical sentences with missing values

Equations and Inequalities

• solve simple equations (e.g., 1 + 1 = [ ]; [ ] - 2 = 7)
• solve simple inequalities (e.g., [ ] < 6)
• solve for unknowns in simple open sentences
• read and create story problems to represent mathematical sentences with missing values
• use manipulatives, numbers and/or symbols to model real-world situations with simple number sentences

Science

Structure and Transformation of Matter (Physical Science)

• objects are made of one or more materials and investigating the properties of those materials helps in sorting and describing them.

• tools such as thermometers, magnifiers, rulers and balances can give more information about objects than can be obtained by just making observations.

• things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.

• water can be a liquid, solid, or gas and can go back and forth from one form to another.

• in science, it is often helpful to work with a team and to share findings with others. All team

members should reach their own individual conclusions, however, about what the findings mean.

• use senses to observe and describe properties of material objects (color, size, shape, texture, flexibility, magnetism)

• use appropriate tools (e.g., balance, metric ruler, thermometer, graduated cylinder) to measure and record length, width, volume, temperature and mass of material objects and to answer questions about objects and materials

• investigate the physical properties of water as a solid, liquid and gas

• classify water and other matter using one or more physical properties

• observe and predict the properties of material objects

• work with others to investigate questions about properties of materials, documenting and communicating observations, designs, procedures and results

Motion and Forces (Physical Science)

• things move in many different ways (e.g., fast and slow, back and forth, straight, zig zag, etc.).

• forces (pushes or pulls) can cause objects to start moving, go faster, slow down, or change the direction they are going.

• the position of an object can be described by locating it relative to another object or the background.

• vibration is a type of motion that is responsible for making sound.

• magnetism is a force that can make some things move without touching them.

• discovering patterns through investigation/observation allows predictions, based on that evidence, to be made about future events.

• identify points of reference/reference objects in order to describe the position of objects

• observe and describe (e.g., using words, pictures, graphs) the change in position over time (motion) of an object

• make qualitative (e.g., hard, soft, fast, slow) descriptions of pushes/pulls and motion

• use tools (e.g., timer, meter stick, balance) to collect data about the position and motion of

objects in order to predict changes resulting from pushes and pulls

• explore differences in sounds (high and low pitch) produced by vibrations (e.g., making musical instruments that have moving parts that vibrate to produce sound)

• observe interactions of magnets with other magnets and with other matter (e.g., magnets have a force that can make some things move without touching them; larger size of a magnet does not have to mean it has greater force) in order to make generalizations about the behavior of magnets

• use standard units of measurement (e.g., meters, inches, seconds) during investigations to evaluate/compare results

• ask questions about motion, magnetism and sound and use a variety of print and non-print sources to gather and synthesize information

The Earth and the Universe (Earth/Space Science)

• people use a variety of earth materials for different purposes because of their different properties. All products that people use somehow come from the Earth.

• some events in nature have a repeating pattern. Weather changes from day to day, but things such as temperature or precipitation tend to be similar (high, medium or low) in the same months every year.

• the sun, moon and stars appear to move slowly across the sky at different speeds and we can see patterns in their movement with careful observation.

• the sun can only be seen in the daytime. The moon can sometimes be seen during the day and sometimes be seen at night and its shape changes in a predictable pattern.

• observable interactions of the sun, moon and the Earth can be used to identify the apparent pattern of their movement.

• raising questions about the Earth and the Universe and seeking answers to some of them (by careful observation and/or investigation) is what science is all about.

• use senses and scientific tools (e.g., hand lens/magnifier, metric ruler, balance, etc.) to observe, describe and classify earth materials (solid rocks, soils, water and air) using their physical properties

• explore how earth materials are used for certain things because of their properties

• observe weather conditions and record weather data over time using appropriate tools (e.g., thermometer, wind vane, rain gauge, etc.)

• use weather data to describe weather conditions and make simple predictions based on patterns observed (e.g., daily, weekly, seasonal patterns)

• observe the locations and real or apparent movements of the sun and the moon

• investigate evidence of interaction between the sun and the Earth (e.g., shadows, position of sun relative to horizon) to support inferences about movements in the Earth/Sun system

• communicate observations, investigations and conclusions orally and with written words, charts and diagrams

Unity and Diversity (Biological Science)

• most living things need water, food and air, while nonliving things can continue to exist without any requirements.

• plants and animals have features that help them live in different environments.

• some animals are alike in the way they look and in the things they do, and others are very different from one another.

• the offspring all living things are very much like their parents, but not exactly alike.

• organisms may not be able to survive if some of their parts are missing.

• describe the basic needs of organisms and explain how these survival needs can be met only in certain environments

• identify the characteristics that define a habitat

• investigate adaptations that enable animals and plants to grow, reproduce and survive (e.g., movements, body coverings, method of reproduction)

• analyze structures of plants and animals to make inferences about the types of environments for which they are suited • use scientific tools (e.g., hand lens/magnifier, metric ruler, balance) to observe and make comparisons of organisms; and to classify organisms using one or more of their external characteristics (e.g., body coverings, body structures)

• analyze and compare a variety of plant and animal life cycles in order to uncover patterns of growth, development, reproduction and death of an organism • ask questions that can be investigated, plan and conduct ‘fair tests,’ and communicate (e.g., write, draw, speak, multi-media) findings to others

Energy Transformations (Unifying Concepts)

• energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidence of these changes can be seen, but not always.

• almost all kinds of food that animals eat can be traced back to plants. Food chains/webs are useful models of these relationships.

• the sun warms the air, land and water, and lights the Earth.

• light can be observed to determine how it travels and how it interacts with different materials (e.g. reflects, is absorbed, passes through).

• electricity can only flow when it has a closed path (circuit) to follow. Closed electric circuits can produce light and sound.

• identify examples and sources of energy

• create or interpret sketches, diagrams, 3-dimensional constructions and concept maps as models that can be used to represent things that can be seen, cannot be seen, or cannot be seen easily or in their entirety • observe, illustrate and explain basic relationships of plants and animals in an ecosystem (e.g., use simple food chains and webs to explain how plants and animals get food/energy to live and grow)

• observe and describe evidence of the sun providing light and heat to the Earth

• demonstrate open and closed circuits using batteries, bulbs and wires and analyze models of basic electrical circuits in order to determine whether a simple circuit is open or closed • investigate light traveling in a straight line until striking an object by observing the shapes of the shadows that are produced • explore a variety of models (e.g., food chains, webs, circuit diagrams) to infer whether the representation is complete or only part of the actual event/object

Interdependence (Unifying Concepts)

• the world has many different environments. Distinct environments support the lives of different types of organisms.

• when the environment changes, some plants and animals survive and reproduce, and others die or move to new locations.

• identify the characteristics of an ecosystem

• observe, document and explain how organisms depend on their environments

• describe and explain how the environment can be affected by the organisms living there

• describe how changes in an environment might affect plants’ and animals’ ability to survive

• ask questions that can be explored using a variety of appropriate print and non-print resources (e.g., why certain plants can not survive in a particular area; why some animals are endangered or extinct; why some areas are ‘protected’)