elementary grade reporting system parent handbook

Elementary Grade Reporting System

Parent Handbook

Kindergarten – Fifth Grade

October 2016

Embrace, Inspire and Challenge Every Student Every Day

BOARD MEMBERS

Ralph Ackerman

Joseph Brumskill

Michael Falstad

Karen Gordon

Kristin Pidgeon

Cheryl Siskin

John A. Skrobot, Jr.

Mark A. Holodick, Ed.D. Executive Secretary

Superintendent It is the directive of the Board of Education that the Brandywine School District shall not discriminate in its employment practices or its educational programs and activities of students on the basis of race, creed, color, religion, national origin, age, sex, sexual orientation, domicile, marital status, disability, genetic information, veteran status, or any legally protected characteristic. All policies, regulations and practices of the District shall be guided by this directive. Persons having civil rights inquiries or the Americans with Disabilities Act (ADA) may contact Cora Scott, Director of Pupil Services at (302) 793-5041. The office is located at the Brandywine School District Office, 1311 Brandywine Blvd. Wilmington, DE 19809. Es la directiva de la Junta de Educación que el Distrito Escolar de Brandywine no puede discriminar en las prácticas de empleo o sus programas educacionales y actividades de estudiantes debido a la raza, creencias, color, religión, origen nacional, edad, sexo, orientación sexual, domicilio, estatus civil, incapacidad, información genética, estado veterano, o cualquier otra característica. Toda póliza, regulaciones, y prácticas del Distrito deben ser dirigidas por esta directiva. Alguna persona que tenga preguntas relacionadas a derechos civiles o al Acta de Americanos Incapacitados (Americans with Disabilities Act (ADA) debe comunicarse con la oficina de Cora Scott, Directora de Servicios de Estudiantes llamando al (302) 793-5041. Esta oficina está localizada en las oficinas del Distrito Escolar Brandywine, 1311 Brandywine Blvd. Wilmington DE 19809

Standards-Based Reporting System Committee Members

Michelle Kutch

Marissa Finocchiaro

Faithe Gibson

Holly VanSuch

Linda Grace

Lauren Stott

Kate Siegel

Tiffany Green

Sandy Shoemaker

Leslie Jones

Lauren Bott

Nimi Kass

Jenn Michalcewiz

Angela Holodick

Ann Marie Fitzgerald

Katie Ciecko

Lauren Watson

Sugely Solano

Patty Staker

Table of Contents

1. Background and History of Standards-Based Grading and Reporting

2. Philosophy of Standards-Based Grading and Reporting

3. Components of BSD’s Standards-Based Grading and Reporting

4. How Do We Assess Students?

5. The Progress Report Grades K-5: Descriptions of Grade Level Content, Marking Period Expectations and Standards

• Kindergarten • Grade 1 • Grade 2 • Grade 3 • Grade 4 • Grade 5

1. Background and History of Standards-Based Grading and Reporting

The elementary grade reporting system is a culmination of work completed by representatives from elementary schools: teachers, specialists, content specialists, technology professionals, administration, and the Brandywine School Board. The process included:

• Researching and collecting data on the effectiveness of standards-based reporting • Investigating standards-based reporting systems already in place in many districts • Reading and discussing Developing Grading and Reporting Systems for Student Learning

by Thomas Guskey and Grading Exceptional Learners by Dr. Lee Ann Jung • Attending professional development with various grade reporting consultants • Developing, creating, and refining a reporting system to reflect state standards • Creating and revising handbooks for teachers and parents • Planning for the periodic review of the standards-based reporting system

2. Philosophy of Standards-Based Grading and Reporting

The primary goal of the progress report is to communicate with parents and students about both the student’s progress in demonstrating achievement of the state standards and qualities of a learner for each marking period. More specifically:

• A standards-based reporting system reflects student academic achievement and mastery. • Non-academic qualities such as student behavior, homework completion, and social skills

are NOT used to determine academic achievement; these are reported in the QUALITIES OF A LEARNER section.

3. Components of BSD’s Standards-Based Grading and Reporting

• Uniform and consistent standards for all students. • Periodic feedback about student achievement, growth, and effort toward year-end standards

(informal and formal conferences, interim reports, progress reports, etc.) • Marking period summaries for grades K-5, based on district curricula, specifically explain

content covered during all four marking periods. 4. How Do We Assess Students?

In a standards-based system, teachers use common assessments that align with the state standards for each grade level. Assessments can be simple or complex, formal or informal and can be differentiated to meet students’ unique needs, accommodations and modifications.

5. The Progress Report Grades K-5

At the end of a marking period, teachers record student achievement of marking period standards as defined by the district rubrics for English language arts (ELA) and mathematics. Teachers will also record scores for students in science, social studies, art, music, physical education and library.

Achievement Toward Grade Level Standards Key by Marking Period

4 = Strongly in Place 3 = Progressing 2 = Needs Improvement 1 = Below Standard N/A=Not Addressed in Marking Period

Strongly in Place: Student shows consistent, accomplished, or excellent performance necessary in meeting the marking period standards.

Progressing: Student is making progress toward meeting the standard at this time; most often demonstrating skills needed to meet standards, but occasionally demonstrating a misunderstanding or an inability to apply the concepts or skills.

Needs Improvement: Student shows some evidence of meeting the expected level of achievement. Student at times demonstrates the skill, but most frequently shows a misunderstanding or inability to apply the concepts or skills.

Below Standard: Student shows little understanding and a minimal display of skills. Student is showing risk of not mastering the standard by the end of the year and is receiving additional support.

Grades

Students are given multiple opportunities during the school year to demonstrate their understanding of the state standards. Students are assessed according to the standards-based grading scale as indicated in this handbook. When grading an assessment, teachers first score each assessment item separately using a rubric or scoring guide. The assessment items that address the same domain are grouped together. By reporting each standard domain separately, it is possible to see an accurate picture of how the student is performing. If you are interested in finding out how your child has scored on each standard, please contact your child’s teacher directly.

Related Services

A star (*) will denote that your student were received one (or more) of the following services during that marking period:

Related Services Marking Period 1 2 3 4

Math Support

Reading Support

English Language Learner Support

504 Accommodation Plan

Special Education: See IEP Progress Report

Gifted/Enrichment Program

Teacher Comment Section The Marking Period Comments section of the progress report provides a description of what was taught during that marking period for each of the core areas. A teaching team for a specific grade level can share the same description. The teacher will identify any area(s) in which an individual student struggles, along with suggestions for improvement. Teachers can also communicate areas of commendation.

Teacher’s Comments:

Examples: ELA -Students learn to refer to text evidence when answering questions about text. They practice retelling, summarizing, and determining the main idea of texts. They learn to describe characters and illustrations, and to explain how each contributes to a text. Students also learn to apply grade level reading foundational skills; expanding their phonics and word analysis skills, and improving their reading fluency. Additionally, students expand their writing skills by composing narratives that include descriptive details and clear event sequences. Math- Students are expected to understand the value of a digit. Students are taught strategies to round to the nearest 10, then the nearest 100. They are also required to fluently add and subtract within 1000, as well as solve 2-step addition and subtraction word problems. By the end of the marking period, they are introduced to the relationship between multiplication and division. Clarification: Johnny has made steady progress in his reading fluency. However, he is still working on comprehension, specifically on determining key details from texts and providing evidence from texts to support his answers. Recommendations: As discussed at conference please continue to review addition facts with Johnny. Commendation: Johnny’s behavior and work habits are exemplary.

Grade Level Overviews, Marking Period Expectations, and Common

Core Standards

KINDERGARTEN

Kindergarten Mathematics

Overview

Mathematical concepts and skills in kindergarten are acquired through engagement in the following Common Core State Standards domains:

• Counting and Cardinality • Numbers and Operations in Base Ten • Operations and Algebraic Thinking • Measurement and Data • Geometry

These domains highlight two critical areas of kindergarten mathematics:

1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 – 2 = 5. Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.

2. Describing shapes and space

Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.

Each of the five math domains, including the critical areas mentioned above, are taught in the following math modules throughout the year:

1. 2D Shapes, Classify & Count Numbers to 5 2. Numbers to 10 3. Length, Height, & Weight 4. Comparison of Numbers 0-10 5. Addition & Subtraction 6. Place Value 7. Numbers to 100 8. 3D Shapes

Marking Period Expectations

Marking Period 1 Students are expected to classify and sort objects, identify 2-D shapes, and use positional words. Students count and write numbers to ten and count with one to one correspondence, accurately stating the number of objects.

Marking Period 2 Students are expected to describe measurable attributes of an object in order to compare them. Students compare the number of objects in two groups (up to 10), along with comparing written numerals. Marking Period 3 Students are expected to represent and solve addition and subtraction problems up to ten and fluently up to five. Students make 10 using different combinations. Marking Period 4 Students are expected to count to 100 by ones and tens, write numerals up to 20, and decompose numbers from 11 to 19 into tens and ones. Students count forward from a given number other than one. They also analyze and compare two-dimensional and three-dimensional shapes.

Standards by Marking Period

Counting and Cardinality MP1 MP2 MP3 MP4

K.CC.1 Count to 100 by ones and by tens. X X

K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

X X

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

X X

K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

X

K.CC.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

X X

K.CC.4c Understand that each successive number name refers to a quantity that is one larger. X X X

K.CC.5 Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

X X X

K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

X

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. X

Operations and Algebraic Thinking MP1 MP2 MP3 MP4

K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

X

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

X

K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

X

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

X

K.OA.5 Fluently add and subtract within 5. X

Numbers and Operations in Base Ten MP1 MP2 MP3 MP4

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

X

Measurement and Data MP1 MP2 MP3 MP4

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

X

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

X

K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.

X X

Geometry MP1 MP2 MP3 MP4

K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such asabove, below, beside, in front of, behind, and next to.

X X

K.G.2 Correctly name shapes regardless of their orientations or overall size. X X

K.G.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). X

K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length).

X

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

X

K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

X

Kindergarten ELA

Overview

In kindergarten, students learn the alphabet and the basic features of letters and words. They break down spoken and written words into syllables and letters and identify the sounds each letter makes. These important skills will help students to learn new words and to read and understand simple books and stories. Students also learn to write and share information in a variety of ways, including drawing, writing letters and words, listening to others, and speaking aloud.

Marking Period Expectations Marking Period 1 Students learn the parts of a book and the parts of a story (author, illustrator, characters, setting, etc). They begin to retell stories, and to learn how to identify the main idea or topic of a book. They also begin to ask and answer questions to compare and contrast text. Students learn to spell words using letter sounds and to use a combination of drawing, dictating ideas to an adult, and writing to tell about an event. Students learn to speak in complete sentences and begin to participate in small and whole group discussions. Students learn letter names and sounds, high-frequency words, rhyming, the parts of a word, and that sounds make up words. They also learn the parts of the sentence.

Marking Period 2 Students learn to retell stories with detail and to understand the difference between fiction and nonfiction genres. They learn to include consonants and short-vowel sounds in their writing. They learn to add details to illustrations and writings and begin to share their writing with peers. Additionally, they learn to draw, dictate to an adult, and/or write about a topic and give information about it. Students continue to draw, write, and dictate familiar events. Students learn to use a capital letter at the beginning of a sentence and ending punctuation when writing. They continue to participate in small and whole group discussions using complete sentences. Students practice letter names and sounds and begin blending sounds to read words. Students continue to practice high-frequency words, and rhyming. Students also learn to orally blend sounds to make words, as well as breaking words up into separate sounds. Students also learn how to use nouns and verbs appropriately when speaking and writing.

Marking Period 3 Students learn to compare texts and understand the author’s purpose. They learn to draw, dictate to an adult, and write to give an opinion or discuss a book or topic. They learn to produce complete sentences when writing and speaking and to express ideas and thoughts clearly. Students learn to use a capital letter at the beginning of a sentence and ending punctuation when writing. Students learn to put sounds together in words and break them apart orally. Students continue to blend sounds to read words and read high-frequency words. Students begin to practice reading grade-appropriate texts.

Marking Period 4 Students learn to retell with detail and understand the main idea of a book. They learn to draw and write to give an opinion or to discuss a book or topic. Students support their opinion/topic with reasons or evidence. They learn to write in complete sentences, using consonants and vowels for most sounds, capitalization, and ending punctuation. They hold conversations and present information orally to peers. They work on using nouns, verbs, and prepositions in speaking and

writing. Students continue to blend sounds to read words and read high-frequency words. Students continue to practice reading grade-appropriate texts.

Standards by Marking Period Reading Literary and Informational Standards (RL & RI) MP1 MP2 MP3 MP4

RL.K.1 With prompting and support ask and answer questions about key details in a text.

X X X

RL.K.2 With prompting and support retell familiar stories including key details. X X X X

RL.K.3 With prompting and support identify characters, setting, and major events in a story. X X X X

RL.K.4 Ask and answer questions about unknown words in a text. X

RL.K.5 Recognize common types of text. X

X X

RL.K.6 With prompting and support name the author and illustrator of a story and define the role of each in telling the story.

X

X

RL.K.7 With prompting and support describe the relationship between illustrations and the story in which they appear.

X

RL.K.9 With prompting and support compare and contrast the adventures and experiences of characters in familiar stories.

X X X X

RI.K.1 With prompting and support ask and answer questions about key details in a text X X X X

RI.K.2 With prompting and support identify the main topic and retell key details of a text X

X

RI.K.3 With prompting and support describe the connection between two individuals, events, ideas, or pieces of information in a text

X X X X

RI.K.4 With prompting and support ask and answer questions about unknown words in a text. X

X

RI.K.5 Identify the front cover, back cover, and title page of a book X

RI.K.6 Name the author and illustrator of a text and define the role of each in presenting ideas or information in a text.

X

X X

RI.K.7 With prompting and support describe the relationship between illustrations and the text in which they appear.

X X

X

RI.K.8 With prompting and support identify the reasons an author gives to support points in a text.

X X X

RI.K.9 With prompting and support identify basic similarities in and difference between two texts on the same topic

X X X X

RI.K.10 Actively engage in group reading activities with purpose and understanding X

Reading Foundational Skills Standards (RF) MP1 MP2 MP3 MP4

RF.K.1 Demonstrate understanding of the organization and basic features of print. X X X X

RF.K.1.A Follow words from left to right, top to bottom and page by page X X X X

RF.K.1.B Recognize that spoken words are represented in written language by specific sequences of letters

X X X

RF.K.1.C Understand that words are separated by spaces in print X X X

RF.K.1.D Recognize and name all upper and lowercase letters of the alphabet X

X

RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). X X X X

RF.K.2.A Recognize and produce rhyming words X

RF.K.2.B Count, pronounce, blend, and segment syllables in spoken words X

X

RF.K.2.C Blend and segment onsets and rimes of single syllable spoken words X X

RF.K.2.D Isolate and pronounce the initial medial vowel and final sounds in three phoneme words X X X X

RF.K.2.E Add or substitute individual sounds in simple one syllable words to make new words.

X X

RF.K.3 Know and apply grade level phonics and word analysis skills in decoding words. X X X X

RF.K.3.A Demonstrate basic knowledge of one to one letter sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant

X X X X

RF.K.3.B Associate the long and short sounds with common spellings for the five major vowels.

X X X

RF.K.3.C Read common high frequency words by sight X X X X

RF.K.3D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

X

X

RF.K.4 Read emergent reader text with purpose and understanding X X X X

Speaking and Listening Standards (SL) MP1 MP2 MP3 MP4

SL.K.1 Participate in conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

X X X X

SL.K.1.A Follow agreed upon rules for discussion X X X X

SL.K.1.B Continue a conversation through multiple exchanges X X X X

SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood

X X X X

SL.K.3 Ask and answer questions in order to seek help, get information or clarify something that is not understood

X X X X

SL.K.4 Describe familiar people, places, things, and events and with prompting and support, provide additional detail

X X X X

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail X X X X

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly X X X X

Writing Standards (W) MP1 MP2 MP3 MP4

W.K.1 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.

X X

W.K.2 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.

X X X X

W.K.3 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.

X X

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

X X X X

W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing including a collaboration with peers.

X X X X

W.K.7 Participate in shared research and writing projects. X X X X

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

X X X X

Language Standards (L) MP1 MP2 MP3 MP4

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

X X X X

L.K.1.A Print many upper and lower case letters X X X X

L.K.1.B Use frequently occurring nouns and verbs. X X X X

L.K.1.C Form regular plural nouns orally by adding s or es.

X

L.K.1.D Understand and us questions words (interrogatives) (eg who, what, when where, why, how). X X X X

L.K.1E Use the most frequently occurring prepositions (eg to, from, in, out, on, off, for, of, by and with).

X

L.K.1.F Produce and expand complete sentences in shared language activities. X X X

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

X X X X

L.K.2.A Capitalize the first word of a sentence and the pronoun I.

X X

L.K.2.B Recognize and name end punctuation. X X X X

L.K.2.C Write a letter or letters for most consonant and short vowel sounds. X X X X

L.K.2.D Spell simple words phonetically drawing on knowledge of sound-letter relationships. X X X X

L.K.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content.

X X X X

L.K.4.A Identify new meanings for familiar words and apply them accurately. X X X X

L.K.4.B Use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word.

X X X X

L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.

X X X X

L.K.5.A Sort Common objects into categories to gain a sense of the concepts the categories represent. X X X X

L.K.5.B Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

X X X

L.K.5.C Identify real life connections between words and their use. X X X X

L.K.5.D Distinguish shades of meaning among verbs describing the same general action. X X X X

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text.

X X X X

Kindergarten Science


Marking Period 1 Students are expected to identify the basic parts of trees and describe their functions. Students should be able to identify basic needs for plant survival, including sunlight. Student should also be able to describe a tree in different stages of its life cycle, including seasonal changes, and list different ways trees are used to meet animal and human needs and wants. Marking Period 2 Students are expected to investigate motion and the forces that make things move. They also explore systems, how parts of a system interact, and how missing parts change a system. Marking Periods 3 and 4 Students are expected to observe and describe changes in the physical properties of things made of wood when exposed to different conditions. Students should observe and describe changes in the physical properties of 10 different types of paper as a result of physical changes. Students are expected to observe how wood and paper materials can be modified for different uses. They use texture, size, shape and color to describe similarities and differences among various types of wood and different kinds of paper.

Kindergarten Social Studies


Please contact your child’s teacher for more information.

Grade 1

Grade 1 Mathematics

Overview

Mathematical concepts and skills in grade one are acquired through engagement in the following Common Core State Standards domains:

• Numbers and Operations in Base Ten • Operations and Algebraic Thinking • Measurement and Data

• Geometry These domains highlight four critical areas of grade one mathematics:

1. Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.

2. Developing understanding of whole number relationships and place value, including

grouping in tens and ones. Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of their relative sizes and use this understanding to solve problems. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.

3. Developing understanding of linear measurement and measuring lengths as iterating

length units. Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.

4. Reasoning about attributes of, and composing and decomposing geometric shapes.

Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.

Each of the four math domains, including the critical areas mentioned above, are taught in the following math modules throughout the year:

1. Operations & Algebraic Thinking (Sums & Differences to 10) 2. Introduction to Place Value / Addition & Subtraction to 20 3. Place Value, Comparison, Addition & Subtraction to 40 4. Place Value, Comparison, Addition & Subtraction to 100 5. Graphs & Surveys - Representing & Interpreting Data

6. Identifying, Composing, & Partitioning Shapes 7. Measurement & Time


Marking Period 1 Students are expected to solve addition and subtraction word problems and facts to 10. Students use strategies such as objects, drawings, and equations with symbols to represent the problem. By the end of the marking period, students will begin to apply the same strategies for numbers to 20. Marking Period 2 Students are expected to add three numbers to 20, add and subtract within 20 by making 10, and master fact fluency to 10. By the end of the marking period, students will begin using place value, comparing numbers using symbols, and adding and subtracting to 40. Marking Period 3 Students are expected to extend the counting sequence and to use place value (representing tens and ones) and properties of operations to add and subtract within 40. By the end of the marking period, students begin to add within 100, including adding two-digit number and one-digit numbers to 120, and subtracting multiples of 10. Marking Period 4 Students are expected to extend the counting sequence to 120 and use place value, compare and add within 120 and to subtract multiples of 10. Students learn to tell time, reason with shapes, measure with nonstandard units, and represent and interpret data using graphs.



1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

X X X

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

X

1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

X X

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

X

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). X X

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

X X

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

X

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

X


1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

X X X

1.NBT.2a Understand 10 can be thought of as a bundle of ten ones — called a "ten." X X X

1.NBT.2b Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

X X X

1.NBT.2c Understand the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

X X X

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

X X X

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

X X X

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

X X X

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

X X X


1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

X

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

X

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. X

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

X


1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

X

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

X

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

X

Grade 1 ELA

Overview

In grade one, students will build essential reading, writing, speaking, and listening skills. Students will continue to learn the letters and sounds that make up words. They will think, talk, and write about what they read in stories, articles, and other sources of information. In their writing, students will work on putting together clear sentences on a range of topics using a growing vocabulary.

Marking Period Expectations Marking Period 1 Students build on their knowledge of sounds to read words and grade-level texts accurately. They learn the components of a story and work on retelling key details and finding the main idea of a story. Students expand their knowledge of the writing process, the elements of narrative texts, how to write complete sentences, and how to increase their writing stamina. They also engage in activities that build on their knowledge of standard English, such as learning the purpose and use of a noun (e.g. common, possessive, and proper) and forming upper and lower case letters. Students learn to respectfully participate in meaningful group and partner conversations. Marking Period 2 Students continue to work on blending sounds to read grade level fiction and nonfiction texts accurately and fluently. They learn about characters, setting, and major events of stories and ask and answer questions to show their comprehension of fiction and nonfiction texts. Students also continue to develop writing grammar and conventions through learning singular and plural nouns and end punctuation. They learn to write informative/explanatory pieces using the writing process and began to share research projects with the support of adults. Students also continue to develop skills to engage in meaningful conversations with peers and adults.

Marking Period 3 Students engage in activities to continue to increase their reading fluency and strategies as good readers. They learn to use context clues to define unknown words and ideas, and use text features (e.g. headings, tables of contents, glossaries, etc.) to better understand text. Students also practice informative and shared research writing. They learn conventions of possessive pronouns, verbs in

present, past, and future tenses, and to capitalize dates and names of people. Additionally, students continue to improve their listening and collaboration skills in various group settings.

Marking Period 4 Students improve their accuracy, rate, and expression when reading grade level text. They learn to use context clues to self-correct when reading. In addition, students use knowledge of text features and story elements (e.g. characters, settings, and events) to improve reading comprehension. Students continue to participate in shared research and learn how to express their opinions orally and in writing. Students also share their thinking with peers and adults within the writing process. They also learn about personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).


Reading Literary and Informational Standards (RL & RI) MP1 MP2 MP3 MP4

RL.1.1 Ask and answer questions about key details in a text. X X

X

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

X X X X

RL.1.3 Describe characters, settings, and major events in a story, using key details. X X X X

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

X X X

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

X

X

RL.1.6 Identify who is telling the story at various points in a text.

X X X

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. X

X

RL.1.9 Compare and contrast the adventures and experiences of characters in stories. X X X X

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

X X X

RI.1.1 Ask and answer questions about key details in a text. X X X

RI.1.2 Identify the main topic and retell key details of a text. X X X X

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

X X X

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

X X X

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

X X X

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

X X

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

X X X

RI.1.8 Identify the reasons an author gives to support points in a text.

X X X

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

X X

X

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

X


RF.1.1 Demonstrate understanding of the organization and basic features of print. X

RF.1.1A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

X

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). X X X X

RF.1.2A Distinguish long from short vowel sounds in spoken single-syllable words.

X X X

RF.1.2B Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

X X X X

RF.1.2C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

X X X X

RF.1.2D Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

X X X

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. X X X X

R.F1.3A Know the spelling-sound correspondences for common consonant digraphs.

X

RF.1.3B Decode regularly spelled one-syllable words. X X X X

RF.1.3.C Know final -e and common vowel team conventions for representing long vowel sounds.

X X X

RF.1.3D Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

X X

RF.1.3E Decode two-syllable words following basic patterns by breaking the words into syllables.

X X

RF.1.3F Read words with inflectional endings. X X

X

RF.1.3G Recognize and read grade-appropriate irregularly spelled words. X X X X

RF.1.4 Read with sufficient accuracy and fluency to support comprehension. X X X X

RF.1.4A Read grade-level text with purpose and understanding. X X X X

RF.1.4B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

X X X X

RF.1.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary

X X X X


SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

X X X X

SL.1.1A Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about topics and texts under discussion).

X X X X

SL.1.1B Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

X X X X

SL.1.1C Ask questions to clear up any confusion about the topics and texts under discussion. X X X X

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

X X X X

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

X X

X

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

X X X X

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

X

X X

SL.1.6 Produce complete sentences when appropriate to task and situation. X X X X


L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

X X X X

L.1.1A Print all upper- and lowercase letters. X

L.1.1B Use common, proper, and possessive nouns. X X

X

L.1.1C Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

X

L.1.1D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

X

X X

L.1.1E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

X X X X

L.1.1F Use frequently occurring adjectives. X

X

L.1.1G Use frequently occurring conjunctions (e.g., and, but, or, so, because).

X

L.1.1H Use determiners (e.g., articles, demonstratives).

X

X

L.1.1I Use frequently occurring prepositions (e.g., during, beyond, toward).

X

L.1.1J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

X X X X

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

X X X X

L.1.2A Capitalize dates and names of people.

X

L.1.2B Use end punctuation for sentences. X X

X

L.1.2C Use commas in dates and to separate single words in a series. X

X

L.1.2D Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

X X X X

L.1.2E Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. X

L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

X X X X

L.1.4A Use sentence-level context as a clue to the meaning of a word or phrase. X X X X

L.1.4B Use frequently occurring affixes as a clue to the meaning of a word.

X X

L.1.4C Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

X X X

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

X X X X

L.1.5A Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

X

X

L.1.5B Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

X X

L.1.5C Identify real-life connections between words and their use (e.g., note places at home that are cozy).

X X X

L.1.5D Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

X X

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

X


W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

X X

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

X

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

X

X X

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

X X X X

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

X X

W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

X X X X

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

X X X

Grade 1 Science

Marking Period Expectations Marking Period 1 Students are expected to learn to use weather instruments to observe, describe and record weather conditions daily. Students observe the clouds and should be able to recognize that clouds are made of tiny water droplets moved by wind. Students organize and graph collected weather data to

identify weather patterns and report observations. They should also identify how weather conditions affect plant, animal, and human activity. Marking Period 2 Students are expected to conduct simple investigations to identify physical properties of solids and liquids and record results of those investigations using diagrams, graphs and drawings. Students should be able to sort and group solids and liquids based on physical properties, as well as compare and describe similarities and differences in the physical properties of solids and liquids. Marking Periods 3 and 4 Students are expected to design and build a habitat and observe changes to the plants and animals over a period of time. Students be able to identify structures of plants and animals that help them survive in an aquarium or terrarium, and identify the basic needs that are common to plants and animals of the same group. Finally, students are expected to describe how water plants and animals, as well as land plants and animals interact with each other and their environments.

Grade 1 Social Studies



Grade 2

Grade 2 Mathematics

Overview

Mathematical concepts and skills in grade two are acquired through engagement in the following Common Core State Standards domains:

• Numbers and Operations in Base Ten • Operations and Algebraic Thinking • Measurement and Data • Geometry

These domains highlight four critical areas of grade two mathematics:

1. Extending understanding of base-ten notation. Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

2. Building fluency with addition and subtraction.

Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

3. Using standard units of measure.

Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

4. Describing and analyzing shapes. Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

Each of the four math domains, including the critical areas mentioned above, are taught in the following math modules throughout the year:

1. Sums & Differences to 20 / Place Value 2. Addition & Subtraction within 200 3. Addition & Subtraction within 1,000 4. Measuring Length

5. Foundations for Multiplication 6. Money & Time 7. Data 8. Geometry & Fractions


Marking Period 1 Students are expected to understand place value of three digit numbers. This includes identifying the ones, tens, and hundreds in a number, skip counting on and back by 1, 10, and 100, and comparing two and three-digit numbers. Students are also expected to build addition and subtraction fluency within 100, solve addition and subtraction problems within 200, and solve addition and subtraction word problems within 200. Marking Period 2 Students continue building their addition and subtraction fluency within 100. Students are expected to solve addition and subtraction problems within 1,000 and solve addition and subtraction word problems within 1,000. Marking Period 3 Students are expected to measure and estimate lengths in standard units, as well as relate addition and subtraction to length. Students are also expected to use arrays as a foundation for multiplication and tell time to the nearest five minutes, using a.m. and p.m. Marking Period 4 Students are expected to solve word problems involving money and represent and interpret data to make a picture graph, bar graph, or line plot. Students also reason with shapes, including recognizing shapes and identifying their attributes and partitioning shapes into two, three, or four equal shares.



2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

X X

2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

X X

2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

X

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

X


2.NBT.1a Understand that 100 can be thought of as a bundle of ten tens — called a "hundred." X

2.NBT.1b Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

X

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. X

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

X

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

X

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

X X

2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

X

2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

X X

2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

X X

2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations

X X


2.MD.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

X

2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

X

2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters. X

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

X

2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

X

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.

X

2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m

X

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

X X

2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

X

2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

X


2.G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

X

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

X

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

X

Grade 2 ELA

Overview

In grade two, students will continue to build important reading, writing, speaking, and listening skills. They will think, talk, and write about what they read in variety of texts, including stories, books, articles, and other sources of information including digital sources such as the internet. In their writing, students will learn how to develop a topic and strengthen their skills by editing and revising.

Marking Period Expectations Marking Period 1 Students learn to respectfully participate in group and partner conversations at the appropriate time. They learn how to ask and answer questions to understand key details and important features of fiction and nonfiction text, as well as how to form opinions and provide text-based evidence. Students also engage in activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. Additionally, students learn to write descriptive short stories, using complete sentences and accurate punctuation, and to participate in simple research projects. Marking Period 2 Students learn to compare and contrast important details in similar texts to determine the author’s purpose and point of view, and to identify facts to support the points made by the author. Students also engage in activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. Additionally, students learn to write detailed opinions and informational pieces and to support their reasons with text-based

evidence. With adult and peer support, students learn to edit and revise their pieces, and to respectfully share them with others. Marking Period 3 Students learn to identify important facts and events which help them gain a deep understanding of characters within a story. Students learn to accurately summarize stories and multi-paragraph text, to identify important features and points within the text, and to explain their thoughts and opinions in a respectful manner. Students continue to engage in activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. Additionally, students learn to write and revise complex sentences and paragraphs to create detailed descriptive stories and informational pieces. Through multi-step research projects, students learn to combine a variety of resources to create and share an informative report. Marking Period 4 Students learn to read and comprehend complex text, historical events, and scientific ideas. They learn to make real life connections supported with text-based evidence. Students also continue to engage in a variety of activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. Additionally, students learn to write and revise detailed opinions and informational pieces, as well as how to connect their writing with text-based evidence. Through classroom presentations, students learn to present their written information orally and to ask and answer questions about information presented orally.

Standards by Marking Period Reading Literary and Informational Standards (RL & RI) MP1 MP2 M3 MP4

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

X X X X

RL. 2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

X X X X

RL.2.3 Describe how characters in a story respond to major events and challenges. X X X X

RL. 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

X X X

RL. 2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

X X X X

RL. 2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

X X X

RL. 2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, and plot.

X X X X

RL 2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

X X X

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X X X X

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

X X X X

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

X X X X

RL.2.3 Describe how characters in a story respond to major events and challenges. X X X X

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. X X X X

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

X X X

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

X X X X

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

X X X X

RI.2.8 Describe how reasons support specific points the author makes in a text. X X X X

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. X X X X

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X X X X

Reading Foundational Skills Standards (RF) MP1 MP2 M3 MP4


RF.2.3A Distinguish long and short vowels when reading regularly spelled one-syllable words. X X X

RF.2.3B Know spelling-sound correspondences for additional common vowel teams. X X X

RF.2.3C Decode regularly spelled two-syllable words with long vowels. X X

RF.2.3D Decode words with common prefixes and suffixes. X X

RF.2.3E Identify words with inconsistent but common spelling-sound correspondences. X X X

RF.2.3F Recognize and read grade-appropriate irregularly spelled words. X X X


RF.2.4A Read grade-level text with purpose and understanding. X X X X

RF.2.4B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

X X X X

RF.2.4C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

X X X X

Speaking and Listening Standards (SL) MP1 MP2 M3 MP4

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

X X X X

SL.2.1A Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

X X X X

SL.2.1B Build on others' talk in conversations by linking their comments to the remarks of others. X X X X

SL.2.1C Ask for clarification and further explanation as needed about the topics and texts under discussion.

X X X X

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

X X X X

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

X X X X

SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

X X X X

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

X X

SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

X X X X

Writing Standards (W) MP1 MP2 M3 MP4

W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

X X

W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

X X X

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

X X

W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

X X X X

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

X

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

X X X

W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

X X X X

Language Standards (L) MP1 MP2 M3 MP4


X X X X

L.2.1A Use collective nouns (e.g., group). X X

L.2.1B Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). X X

L.2.1C Use reflexive pronouns (e.g., myself, ourselves). X X

L.2.1D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). X X X

L.2.1E Use adjectives and adverbs, and choose between them depending on what is to be modified. X X

L.2.1F Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

X X X

L.2.2 Demonstrate a command of the conventions of standard English capitalization, punctuation, and spelling when writing.

X X X X

L.2.2A Capitalize holidays, product names, and geographic names. X X X X

L.2.2B Use commas in greetings and closings of letters. X X

L.2.2C Use an apostrophe to form contractions and frequently occurring possessives. X X

L.2.2D Generalize learned spelling patterns when writing words. X X X X

L.2.2E Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

X X X X

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X X X X

L.2.3A Compare formal and informal uses of English X

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibility from an array of strategies.

X X X X

L.2.4A Use sentence-level context as a clue to the meaning of a word or phrase. X X X X

L.2.4.B Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

X X X X

L.2.4C Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

X X X X

L.2.4D Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

X X

L.2.4E Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

X X X X

L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. X X X X

L.2.5A Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

X

L.2.5B Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

X X X

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

X X X

Grade 2 Science

Marking Period Expectations Marking Period 1 Students are expected to identify, describe and compare the structures of insects and other organisms that allow the insects to survive in their environment, and how to distinguish insects from other animals based on their characteristics. Students should be able to identify the basic

survival needs of insects, the stages in the life cycle of an organism and ways in which plants and animals benefit from one another. Marking Period 2 Students are expected to apply the Engineering Design Process of civil engineering while building a bridge. Students should also find and compare the mass of objects, and investigate how balance is affected by the mass and the position of the object. Students observe color, size, shape, texture, and mass as physical properties. Students should understand the size of an object does not determine the mass of the object. Through this work, students use tables, charts, and graphs to communicate data. Marking Periods 3 and 4 Students are expected to observe soil components and use their senses to describe physical properties. They should be able to conduct simple tests and analyze data to identify soil components in a soil mixture. Students should also be able to describe how the physical properties of each soil component can contribute to plant growth. Students observe the process of composting and can explain the parts plants and worms play in decomposition.




GRADE 3

Grade 3 Mathematics

Overview

Mathematical concepts and skills in grade three are acquired through engagement in the following Common Core State Standards domains:

• Numbers and Operations in Base Ten • Numbers and Operations in Fractions • Operations and Algebraic Thinking • Measurement and Data • Geometry

These domains highlight four critical areas of grade three mathematics:

1. Developing understanding of multiplication and division and strategies for multiplication and division within 100 Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

2. Developing understanding of fractions, especially unit fractions.

Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.

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

Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.

4. Describing and analyzing two-dimensional shapes.

Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions

of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.


1. Place Value, Addition, & Subtraction 2. Operations & Algebraic Thinking 3. Geometric Measurement - Area 4. Fractions as Numbers on the Number Line 5. Measurement of Time, Liquid, Volume & Mass 6. Representing & Interpreting Data 7. Perimeter & Shapes


Marking Period 1 Students are expected to understand the value of a digit. Students are taught strategies to round to the nearest 10, then the nearest 100. They are also required to fluently add and subtract within 1000, as well as solve two-step addition and subtraction word problems. By the end of the marking period, they are introduced to the relationship between multiplication and division. Marking Period 2 Students are expected to multiply and divide within 100. They are also required to solve word problems using up to four operations. By the end of the marking period, students should master the concept of area and relate area to multiplication and addition. Marking Period 3 Students are expected to understand fractions as an equal part of a whole, fractions on a number line, equivalent fractions, comparison of fractions and reasoning about the size of fractions. Also during this marking period, students tell and write time to the nearest minute and calculate elapsed time. Finally, students are introduced to measuring and estimating liquid volume. Marking Period 4 Students are expected to interpret data from pictures and graphs. Students also use rulers to measure objects and display data on a line plot. Students explore perimeter and attributes of polygons, and then compare and contrast the area and perimeter of rectangles.



3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

X

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

X

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

X

3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

X

3.OA.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

X

3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

X

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

X

3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

X

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

X


3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. X

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

X

3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

X


3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

X

3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

X

3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

X

3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

X

3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. X

3.MD.5a A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.

X

3.MD.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

X

3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

X

3.MD.7 Relate area to the operations of multiplication and addition. X

3.MD.7a Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

X

3.MD.7b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

X

3.MD.7c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

X

3.MD.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

X

3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

X

Numbers and Operations - Fractions MP1 MP2 MP3 MP4

3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

X

3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

X

3.NF.2b Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/bon the number line.

X

3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

X

3.NF.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

X

3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

X

3.NF.3d Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

X


3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

X

3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

X X

Grade 3 ELA

Overview

In grade three, students continue to build their essential reading, writing, speaking, and listening and language skills. They think, talk, and write about what they read. They read a wide variety of literary texts including stories, poems, plays, and learn to gather information from texts and articles. In their writing, students learn to place greater emphasis on organizing information, developing ideas, and supporting these ideas with facts, details, and reasons.

Marking Period Expectations Marking Period 1 Students learn to refer to text evidence when answering questions about text. They practice retelling, summarizing, and determining the main idea of texts. They learn to describe characters and illustrations, and to explain how each contributes to a text. Students also learn to apply grade level reading foundational skills; expanding their phonics and word analysis skills, and improving their reading fluency. Additionally, students expand their writing skills by composing narratives that include descriptive details and clear event sequences. They also practice writing about what they read, including information learned from oral presentations or reading to support their ideas and opinions, and engage in the writing process by planning, writing, revising, and editing their written texts. Students also learn to effectively engage in conversations, present ideas clearly when speaking, and practice using language that is appropriate to the task and situation. In addition, students learn to use nouns and verbs in all forms, consult dictionaries to understand unknown words, and identify differences in the meaning of words, phrases, and language in grade-level text.

Marking Period 2 Students continue to practice asking and answering questions about their reading and to use text-based evidence to support their answers. They also practice retelling, summarizing, and determining the main idea or central message of their reading. When reading stories, they learn to describe characters and to distinguish between literal and figurative language. In informational books and articles, students learn to use text features to locate information, and to use that information to support their own point of view. Additionally, students extend their knowledge of grade level phonics, word analysis skills, and reading fluency. They also continue to strengthen their narrative writing and begin writing in the persuasive genre, using evidence to support their claim or opinion. Students continue to build their language skills and learn to read, spell, and determine the meaning of words with various prefixes and suffixes.

Marking Period 3 Students continue to use text evidence to ask and answer questions about their reading, to retell, summarize, and determine main idea or central theme for a variety of genres, and to describe characters in a story. Students continue to build on comprehension skills acquired in previous marking periods and also learn strategies to determine the meaning of academic/domain specific vocabulary. Additionally, they learn how to analyze the structure of informative texts, to determine the author’s point of view, and to discuss how their opinion is similar or different from the author’s opinion. Students also continue to practice using grade level phonics and word analysis skills to decode words and reading with purpose, understanding, accuracy, appropriate rate, and expression. In addition, students strengthen their persuasive writing and begin to write informative writing pieces. Students continue to build their language skills, learning to read, spell, and determine the meaning of multi-syllabic words. They read complex texts with sufficient accuracy and fluency to support comprehension.

Marking Period 4 Students continue to use text evidence to ask and answer questions about their reading, to recount stories (including fables, folktales and myths from diverse cultures), and to determine the central theme. Students practice note taking from multiple sources to complete written research projects and practiced their speaking and listening skills when orally reporting on a topic. Additionally, they deepen their understanding of skills and strategies learned in the previous marking periods to meet the demands of the Grade 3 Common Core Standards for reading complex texts with purpose and understanding.

Standards by Marking Period Reading Literary and Informational Standards (RL & RI) MP1 MP2 MP3 MP4

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

X X X X

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

X X X X

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

X X X X

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

X X X X

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

X X X X

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

X X

RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

X X X

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

X X

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

X X X X

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

X X X X

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the

X X X

main idea.

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

X X

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

X X

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

X X X

RI.3.6 Distinguish their own point of view from that of the author of a text. X X

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

X X

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

X X X

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

X X

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

X X X X



RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. X X X

RF.3.3b Decode words with common Latin suffixes.

X X

RF.3.3c Decode multi-syllable words.

X X

RF.3.3d Read grade-appropriate irregularly spelled words. X X X X


RF.3.4a Read grade-level text with purpose and understanding. X X X X

RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

X X X X

RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary

X X X X


SL.3.1 Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

X X X X

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

X X X X

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

X X X X

SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

X X X X

SL.3.1d Explain their own ideas and understanding in light of the discussion. X X X X

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

X X X X

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

X X X X

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

X X X X

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

X X

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

X X X


W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. X X X

W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

X X X

W.3.1b Provide reasons that support the opinion. X X

W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

X

W.3.1d Provide a concluding statement or section.

X X

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

X

X

W.3.2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

X X

W.3.2b Develop the topic with facts, definitions, and details. X X

W.3.2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

X

W.3.2d Provide a concluding statement or section.

X X

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

X X X X

W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

X X

W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

X

X X

W.3.3c Use temporal words and phrases to signal event order. X X

W.3.3d Provide a sense of closure. X X

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

X X X X

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)

X X X X

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

X X

W.3.7 Conduct short research projects that build knowledge about a topic. X X X

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

X X X

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

X X X X



X X X X

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

X X X X

L.3.1b Form and use regular and irregular plural nouns. X X

L.3.1c Use abstract nouns (e.g., childhood).

X

L.3.1d Form and use regular and irregular plural nouns. X

X

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. X X X

L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*

X

L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

X X

L.3.1.h Use coordinating and subordinating conjunctions. X

L.3.1i Produce simple, compound, and complex sentences. X X


X X X X

L.3.2a Capitalize appropriate words in titles. X X X X

L.3.2b Use commas in addresses.

X

L.3.2c Use commas and quotation marks in dialogue.

X

L.3.2d Form and use possessives.

X

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

X X X

L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

X X X

L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

X X X X

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X X X X

L.3.3a Choose words and phrases for effect. X

X

L.3.3b Recognize and observe differences between the conventions of spoken and written standard English.

X

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

X X X X

L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. X X X X

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

X X X X

L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

X X

L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

X X X X

L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

X

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

X X X

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

X X X

L. 3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

X X X X

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

X

Grade 3 Science


Marking Period 1 Students are expected to observe a collection of rocks and minerals and sort them based on physical properties. Students should recognize that a rock is composed of more than one mineral – a mineral is a basic component – and be able to order a group of minerals based on hardness. Students are also expected to identify rocks and minerals as resources and list ways humans use these resources to meet needs. Marking Period 2 Students are expected to describe the functions of the human skeleton, and be able to simulate how bones, muscles and joints in the body work to transfer energy to objects, making them move. Students should be able to identify three types of joints and describe their movements, recognizing that muscles receive signals from the brain. Students are expected to conduct simple experiments to determine how hands and feet respond to stimuli. Students will also observe the similarities and differences in the skeleton of an infant as compared to an adult and compare and contrast structure and function of the human skeleton and other vertebrates. Marking Periods 3 and 4 Students are expected to observe and explore properties of water. Students spend time observing the expansion and contraction of water as it warms and cools, and investigating the effects of surface area and temperature on evaporation and condensation. Students use this information to relate evaporation and condensation to the water cycle. Students also observe how water moves through soil and gravel, which leads them to investigate how water can be used to do work and water quality.




GRADE 4

Grade 4 Mathematics

Overview

Mathematical concepts and skills in grade four are acquired through engagement in the following Common Core State Standards domains:


These domains highlight three critical areas of grade four mathematics:

1. Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends. Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.

2. Developing an understanding of fraction equivalence, addition, and subtraction of

fraction with like denominators, and multiplication of fractions by whole numbers. Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.

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. Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry


1. Place Value, Rounding, & Algorithms for Addition & Subtraction 2. Multiplication 3. Division 4. Fraction Equivalence, Ordering, & Operations 5. Decimal Fractions 6. Unit Conversions & Problem Solving with Measurement 7. Angle Measures & Plane Figures


Marking Period 1 Students are expected to generalize place value understanding for multi-digit whole numbers to include rounding. Students use this place value understanding and properties of operations to perform multi-digit addition and subtraction. Students also used place value understanding to solve multi-step word problems. Students focus on multiplicative comparisons using the area and perimeter formulas. Toward the end of the first marking period, students are introduced to the different strategies used to solve multi-digit multiplication problems through the use of place value, partial products, area models, and the standard algorithm. Marking Period 2 Students are expected to understand factors, multiples, prime and composite numbers, and patterns of divisibility. Students use division to solve word problems and interpret remainders. Also, students focus on building fractions from unit fractions, fraction equivalence, fraction ordering, and fraction addition and subtraction using understanding of numerical operations. Marking Period 3 Students focus on building fractions from unit fractions, fraction equivalence, fraction ordering, and fraction addition and subtraction using their understanding of numerical operations. In this marking period, students are expected to gain an understanding of decimal notation for fractions, comparing decimal fractions, and comparing decimals to the hundredths place. Addition of decimals is also introduced to students. Marking Period 4 Students learn the relative size of metric measurement units and standard measurement units and review place value concepts while building fluency with decomposing, converting from larger to smaller units. Students focus on recognizing angles as geometric shapes and understanding concepts of angle measurement. Students classify shapes by properties of their lines and angles.



4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

X X

4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

X X

4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

X X

4.OA.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

X

4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule "Add 3" and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

X X


4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

X

4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

X

4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. X

4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. X

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

X X

4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

X


4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.

X X

4.NF.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

X X

4.NF..3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b. X X

4.NF.3a Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

X X

4.NF.3b Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

X X

4.NF.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

X X

4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

X X

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

X X

4.NF.4a Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

X X

4.NF.4b Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

X X

4.NF.4c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

X X

4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

X

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

X

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

X


4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

X

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

X X X

4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

X X

4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

X X

4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement (see below)

X

4.NF.5a An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a "one-degree angle," and can be used to measure angles.

X

4.NF.5b An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

X

4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

X

4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

X


4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

X

4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

X

4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

X

Grade 4 ELA

Overview

In grade four, students continue to expand their reading, writing, speaking and listening, and language skills. They read more complex literature, articles, and other informational sources and continue to expand their vocabulary. They are also expected to provide clear and detailed explanations of ideas, and to develop topics with reasons, facts, details, and other information both orally and in writing.

Marking Period Expectations Marking Period 1 Students read literary and informational texts. They use details from the text to; make inferences, identify main idea/theme, determine the meaning of unfamiliar words, explain events, characters, setting, and text structure. Students read a variety of texts to compare and contrast, identify point of view, make connections between text and visual representations, interpret visual features, explain how an author supports points in the text using evidence, and integrate information knowledgeably. They practice foundational skills including; decoding, reading with accuracy, fluency, expression, self-correction, and rereading for understanding. Students write narratives and use technology to produce, revise and edit their work. They engage in collaborative discussions to demonstrate a command of oral and written language including; correct capitalization,

punctuation, spelling, and word choice. Marking Period 2 Students learn to compare and contrast details in similar texts, determine the author’s purpose and point of view, and to identify facts that support the points made by the author. Students engage in activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. In addition, students learn to write detailed opinion and informational pieces, support their reasons with text based evidence, and learn to edit and revise their pieces with support. They also learn to work with others to provide and receive meaningful feedback to improve their written work. Marking Period 3 Students learn to identify important facts and events to help them gain a deeper understanding of characters within a story. They learn to accurately summarize stories and informative texts, identify important features and points within the text, and to explain their thoughts and opinions clearly, using evidence from previously read texts. Students engage in activities to increase fluency, accuracy, and comprehension skills. They use various strategies to make sense of unfamiliar words and phrases. Students also learn to write and revise complex sentences and paragraphs to create rich informational pieces that include text-based evidence to support their ideas. Through multi-step research projects, students learn to combine a variety of resources to create and share an informational report. Marking Period 4 Students learn to read and comprehend complex texts to make real life connections supported by text based evidence. Students engage in a variety of activities to increase fluency, accuracy, and comprehension skills. They learn various strategies to make sense of unfamiliar words and phrases. Students also learn to write and revise detailed opinions and informational pieces, as well as how to support their writing with text based evidence. Through classroom activities, students present their written information orally and learn how to answer and ask questions appropriately.



RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

X X X X

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. X X X

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

X X X X

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

X X X

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

X X X

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

X X X X

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

X

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., the opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

X X X X

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X X X X

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

X X X X

RI.4.2 Determine the main idea of the text and explain how it is supported by key details; summarize the text.

X X X X

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

X X X X

RI.4.4 Determine the meaning of academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

X X

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

X X X X

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe differences in focus and the information provided.

X X

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

X X X

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. X X X

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably

X X X X

RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

X X X X



RF.4.3A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

X X X X

RF.4.4B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

X X X X

RF.4.4C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

X X X X


SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

X X X X

SL.4.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

X X X X

SL.4.1B Follow agreed-upon rules for discussions and carry out assigned roles. X X X X

SL.4.1C Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

X X X X

SL.4.1D Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

X X X X

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

X X X X

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. X X X X

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

X X X X

SL.4.5 Add audio recording and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

X X

SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

X


W.4.1A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

X

W.4.1B Provide reasons that are supported by facts and details. X

W.4.1C Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

X

W.4.1D Provide a concluding statement or section related to the opinion presented. X

W.4.2A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

X

W.4.2B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

X

W.4.2C Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

X

W.4.2D Use precise language and domain-specific vocabulary to inform about or explain the topic. X

W.4.2E Provide a concluding statement or section related to the information or explanation presented.

X


X

W.4.3A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

X

W.4.3B Use dialogue and description to develop experiences and events or show the responses of characters to situations

X

W.4.3C Use a variety of transitional words and phrases to manage the sequence of events. X

W.4.3D Use concrete words and phrases and sensory details to convey experiences and events precisely.

X

W.4.3E Provide a conclusion that follows from the narrated experiences or events. X

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

X

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)

X X X X

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

X X X X

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

X

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

X X

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. X X X X


L.4.1A Use relative pronouns (who, whose, whom, which that) and relative adverbs (where, when, why).

X X

L.4.1B Form and use the progressive (eg, I was walking; I am walking,; I will be walking) verb tenses.

X X

L.4.1C Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

X

L.4.1D Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

X

L.4.1E Form and use prepositional phrases. X

L.4.1F Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. X X

L.4.1G Correctly use frequently used words (e.g., to, too, two; there, their). X


X X X X

L.4.2A Use correct capitalization. X X

L.4.2B Use commas and quotation marks to mark direct speech and quotations from the text.

X

X

L.4.2C Use a comma before a coordinating conjunction in a compound sentence.

X

L.4.2D Spell grade-appropriate words correctly, consulting references as needed. X X X X

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X X X

L.4.3A Choose words and phrases to convey ideas precisely. X

X

L.4.3B Choose punctuation for effect. X X

L.4.3C Differentiate between contexts that call for formal English (eg, presenting ideas) and situations where informal discourse is appropriate (eg, small-group discussion).

X X X

L.4.4A Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

X X X

L.4.4B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

X X X X

L.4.4C Consult reference materials (e.g., dictionaries, thesaurus, glossaries), both print and digital to find the pronunciation and determine of clarify the precise meaning of keywords and phrases.

X

L.4.5A Explain the meaning of simple similes or metaphors (e.g., as pretty as a picture) in context. X X X

L.4.5B Recognize and explain the meaning of common idioms, adages, and proverbs. X X

L.4.5C Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

X X

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)

X

Grade 4 Science


Marking Period 1 Students are expected to observe and compare the properties of seeds and fruits. Students investigate the effect of water on seeds and observe their structures and life cycle. They should also be able to observe and describe the structures and behaviors of crayfish and Bess beetles Marking Period 2 Students are expected to create and complete a circuit using a battery, bulb, and wires. They should be able to identify the parts of a light bulb and trace the path of electricity though a bulb. They build and use a simple circuit tester to troubleshoot circuit connections and should be able to determine if an object is a conductor or insulator. Students are expected to build circuits in series or parallel models. Marking Periods 3 and 4 Students are expected to build and use a stream table to investigate the interactions between land and water. As part of this work, students model the water cycle, and compare changes in land due to flowing water, effects of slope, dams, and flow. They also observe the effects of natural land formations on erosion and deposition. Students work to test soil parts for the ability to hold water and the effect on erosion and deposition. They also design and build landscapes, predicting how the landscape will affect the flow of water. Finally, students investigate how humans can affect erosion and deposition.

GRADE 5

Grade 5 Mathematics

Overview

Mathematical concepts and skills in grade five are acquired through engagement in the following Common Core domains:


These domains highlight three critical areas of grade five mathematics:

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. Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)

2. Extending division to 2-digit divisors, integrating decimal fractions into the place

value system and developing understanding of operations with decimals to hundredths. Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.

3. Developing understanding of volume. Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems.


1. Place Value & Decimals 2. Multi-Digit Whole Number Operations 3. Decimal Operations 4. Adding & Subtracting Fractions 5. Multiplication & Division of Fractions 6. Volume & Area


Marking Period 1 Students are expected to use multiplicative patterns on the place value chart, read, write and compare decimals, round decimals, add and subtract decimals, and multiply and divide decimals by a single digit whole number. Marking Period 2 Students are expected to write and interpret expressions, multiply by multi-digit whole numbers, divide by a two-digit whole number, and multiply and divide decimals. Marking Period 3 Students are expected to generate equivalent fractions, add and subtract fractions, create a line plot of fraction measurements, show fractions as division, and multiply fractions by whole numbers. Marking Period 4 Students are expected to multiply fractions by fractions, divide unit fractions by whole numbers, divide whole numbers by unit fractions, determine volume of rectangular prisms, find area, classify two-dimensional figures, and construct and understand a coordinate system. Students also generate, display and analyze patterns on the coordinate plane, and make a graph to represent and interpret real world problems.



5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

X

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation "add 8 and 7, then multiply by 2" as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

X

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule "Add 3" and the starting number 0, and given the rule "Add 6" and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

X


5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

X X

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

X X

5.NBT.3 Read, write, and compare decimals to thousandths. X

5.NBT.3a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000).

X

5.NBT.3b Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

X

5.NBT.4 Use place value understanding to round decimals to any place. X

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

X

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

X

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

X X


5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)

X

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

X

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

X

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

X X

5.NF.4a Interpret the product (a/b) × q as a parts of a partition of q into bequal parts; equivalently, as the result of a sequence of operations a× q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)

X X

5.NF.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

X X

5.NF.5 Interpret multiplication as scaling (resizing), by: X

5.NF.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

X

5.NF.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n ×a)/(n × b) to the effect of multiplying a/b by 1.

X

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

X

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

X

5.NF.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

X

5.NF.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

X

5.NF.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

X


5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

X

5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

X

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

X

5.MD.3a A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume.

X

5.MD.3b A solid figure which can be packed without gaps or overlaps using nunit cubes is said to have a volume of n cubic units.

X

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

X

5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

X

5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

X

5.MD.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

X

5.MD.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

X


5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

X

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

X

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

X

5.G.4 Classify two-dimensional figures in a hierarchy based on properties. X

Grade 5 ELA

Overview

In grade five, students continue to build important reading, writing, speaking and listening, and language skills. They read more challenging literature, articles, and other sources of information and continue to grow their vocabulary. Students will also be expected to understand and clearly summarize what they have learned from readings and classroom discussions, referring to specific evidence and details from the text. When writing, students work on developing their ability to gather, organize, interpret, and present information both orally and in writing.

Marking Period Expectations Marking Period 1 Students learn to quote accurately and draw inferences from text to determine the theme of story and to determine the meaning of words and phrases as they are used in a text. They learn story structure, how a narrator’s point of view influences events, and to read unfamiliar multisyllabic words accurately in context and out of context. Additionally, students practice reading grade level text with purpose and understanding. They practice reading accurately with appropriate pacing and expression. In their writing, students use dialogue to demonstrate characterization. They learn to summarize a speaker’s point-of-view and explain how claims are supported using evidence. Students also learn how to use conjunctions in compound sentences, use context clues to find the meaning of a word or phrase, to use commas appropriately, and to use word roots as clues to the meaning of a word. Additionally, students learn to recognize and explain the meaning of common idioms. Marking Period 2 Students continue to learn to quote accurately and draw inferences from text. They study the overall structure of a story and describe how narrator’s point of view influences the description of events. Students explain the relationships or interactions between two or more individuals, events, ideas, or concepts in text. Students determine the meaning of academic vocabulary or phrases in a text. Students explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Students read and comprehend informational text with purpose and understanding, reading unfamiliar multisyllabic words accurately in and out of context. Students use context clues to find the meaning of a word or phrase. Additionally, they write opinion pieces on topics supporting a point of view with reasons and information, using clear organizational structure. With guidance and support from peers and adults, they continue to develop their writing by planning, revising, and editing. They learn to summarize a speaker’s point-of-view and explain how claims are supported using evidence, and to come to discussions prepared. Students continue to learn to spell grade appropriate words, use commas, use word roots to determine meaning recognize, and explain the meaning of common idioms. Marking Period 3 Students learn to quote accurately, draw inferences, and determine the theme of a story, study the overall structure of a story, and learn to describe how narrator’s point of view influences the description of events. They also learn to analyze how visual multimedia elements contribute to the meaning, tone, or beauty of a text. Students determine two main ideas and summarize text and to determine the meaning of academic vocabulary or phrases in a text. Students explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). They learn to read and comprehend informational text with purpose and understanding, reading unfamiliar multisyllabic words accurately in and out of context. They improve fluency by practicing accuracy, rate and expression, using context clues to find the meaning of a word or phrase. Students write opinion pieces on topics supporting a point of view with reasons and information, and by using a clear organizational structure. With guidance and support from peers and adults, writers develop their writing by planning, revising, and editing. Additionally, student learn to summarize a speaker’s point-of-view and to explain how claims are supported using evidence. Students also practice summarizing a written text read aloud. Finally, students practice spelling grade appropriate words and use dictionaries, glossaries, and thesauruses.

Marking Period 4 Students learn to quote accurately, draw inferences, and to determine the theme of story. They also study the overall structure of a story and describe how narrator’s point of view influences the description of events, and how visual multimedia elements contribute to the meaning, tone, or beauty of a text. Students explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). Additionally, students learn strategies to help them determine the meaning of academic vocabulary or phrases in a text. They read and comprehend informational text with purpose and understanding, reading unfamiliar multisyllabic words accurately in and out of context. They improve fluency by practicing accuracy, rate and expression, using context clues to find the meaning of a word or phrase. With guidance and support from peers and adults, they continue to develop their writing by planning, revising, and editing. Students also practice summarizing a speaker’s point-of-view and explain and evaluate how the speaker’s claims are supported using evidence. In writing, students practice writing across genres, focusing on the writing process, organizational structure, and with narrative techniques (eg., dialogue, sensory details) to show the responses of characters. Additionally, students learn to spell grade appropriate words and use dictionaries, glossaries, and thesauruses.



RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

X X X X

RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

X X X

RL.5.3 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

X X

RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

X X X

RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

X X X X

RL.5.6 Describe how a narrator’s or speaker’s point of view influences how events are described. X

X X

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

X X X

RL.5.9 Compare and contrast stories in the same genre (ex. mysteries and adventure stories) on their approaches to similar themes and topics.

X

RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.

X

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from text.

X X X

RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

X X X

RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

X X X

RI.5.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5 topic or subject area.

X

RI.5.5 Compare & contrast the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events ideas, concepts, or information in two or more text.

X

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

X

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

X X

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

X X X

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

X

RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

X X


RF.5.3A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

X X X X



SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

X X

SL.5.1A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

X X X

SL.5.1B Follow agreed upon rules for discussions and carry out assigned roles. X X

X

SL.5.1C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

X X

SL.5.1D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

X X X X

SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

X X X X

SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

X X X

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

X X X X

SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

X X X

SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task X X X

and situation. (See grade 5 Language standards 1 and 3 here for specific expectations.)


W.5.1 Write opinion piece on topics or texts, supporting a point of view with reasons and information. X X X

W.5.1A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

X

W.5.1B Provide logically ordered reasons that are supported by facts and details.

X

W.5.1C Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

X

W.5.1D Provide a concluding statement or section related to the opinion presented.

X

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

X

W.5.2A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

X

W.5.2B Develop the topics with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

X

W.5.2C Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

X

W.5.2D Use precise language and domain-specific vocabulary to inform about or explain the topic. X

W.5.2E Provide a concluding statement or section related to the information or explanation presented. X


X X

W.5.3A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

X

W.5.3B Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

X X

W.5.3C Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

X

W.5.3D Use concrete words and phrases and sensory details to convey experiences and events precisely.

X X

W.5.3E Provide a conclusion that follows from the narrated experiences or events. X

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

X X X X

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

X X X X

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others, demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

X

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

X X

W.5.8 Recall relevant information from experiences or gather relevant information from print and X X X

digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. X

W.5.9A Apply grade 5 Reading standards to literature X

W.5.9B Apply grade 5 Reading standards to informational texts

X

W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

X X X X



X X

L.5.1A Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

X X

L.5.1B Form and use perfect (e.g. I had walked; I have walked; I will have walked) verb tenses.

X

L.5.1C Use verb tense to convey various times, sequences, states, X X

L.5.1E Use correlative conjunctions (e.g. either/or, neither/nor).

X

L.5.2A Use punctuation to separate items in a series.* X X X

L.5.2B Use a comma to separate an introductory element from the rest of the sentence. X X

L.5.2C Use a comma to set off the words yes and no (e.g. Yes, thank you), to set of a tag question from the rest of the sentence (e.g. It’s true, isn’t?), and to indicate direct address (e.g. Is that you, Steve?)

X

L5.2D Use underlining, quotation marks, or italics to indicate titles of work. X X X

L.5.2E Spell grade-appropriate words correctly, consulting references as needed. X X X X

L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. X

L.5.3A Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. X X X

L.5.3B Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

X X

L.5.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

X X

L.5.4A Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.

X X

L.5.4B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

X X X

L.5.4C Consult reference materials (e.g., dictionaries, glossaries, thesauruses). Both print and digital, to find the pronunciation and determine or clarify the precise meaning of keywords and phrases.

X X

L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

X

L.5.5A Interpret figurative language, including similes and metaphors, in context. X X X

L.5.5B Recognize and explain the meaning of common idioms, adages, and proverbs. X X X X

L.5.5C Use the relationship between particular words (synonyms, antonyms, homographs) to better understand each of the words.

X X X

L.5.6 Acquire and use accurately grade-appropriate general academic and domain never specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

X X X X

Grade 5 Science

Marking Period Expectations Marking Period 1 Students are expected to investigate the behavior of solids in water. They make mixtures and solutions with different solids and water comparing solubility, and then separate mixtures and solutions using a variety of tools and processes. Students should be able to measure the volume and mass of solids and liquids, and compare the mass of a mixture to the mass of the sum of its parts. Students will explore the concepts of saturation and concentration. Students are also expected to observe and compare materials before and after a chemical reaction. Marking Period 2 Students are expected to design, build, test and modify vehicles to meet certain design requirements. Students should be able to define force as any push or pull on an object. They should observe how an object moves and be able to describe its motion and changes in motion. This includes recording and comparing distances a vehicle moves under various conditions. Finally, students investigate the effects of friction and air resistance on motion. Marking Periods 3 and 4 Students are expected to record observations of plants and animals in two ecosystems. They record evidence of dependent and interdependent relationships in the two ecosystems, and use this to identify similarities and differences among the living organisms in the two ecosystems. Students will explore food chains and the impact organisms have on one another, in an effort to determine factors that affect growth, development and reproduction in an ecosystem. Students should be able to define organisms as producers, consumers or decomposers. They also plan an experiment to study the effects of pollution on an ecosystem and explore possible solutions.




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