Elementary School

Curriculum GuideExecutive Director…………………………………………………………………..…………Pouneh AlcottHeadmaster………………………………………………………………………..……………..Daunesh AlcottHead of Elementary………………………………………………………………………….Amissa President

Learning Unlimited Preparatory School

MISSION, PHILOSOPHY AND OBJECTIVES

Mission Statement

earning Unlimited Preparatory School is founded on the principle of developing each student's potential to the fullest within a safe, positive, and academically challenging environment. The LUPS community is committed to cultivating the value of scholarship,

creativity, moral and ethical development and the fellowship of a diverse student body. Recognizing the variety of ways in which students learn, the LUPS faculty and staff strive to empower them to be life-long learners and responsible, compassionate citizens of the world.

LPhilosophy and Objectives

In order to accomplish the school's mission, Learning Unlimited Preparatory School is committed to creating and maintaining a challenging and rigorous program including (but not limited to) the following:

Fostering a strong sense of individual and community responsibility and self-confidence.

Cultivating a lifelong appreciation of learning, resourcefulness and individual potential. Providing broad-based, integrated, experiential learning in basic academic disciplines in

preparation for higher learning. Promoting global awareness and connectivity. Providing leadership opportunities. Developing critical and creative thinking and problem solving skills Promoting ethical and moral conduct respecting cultural diversity and individual

differences preparing students for global citizenship. Developing communication, research and organizational skills. Offering opportunities to every member of the school community to be a partner in

learning

Learning Unlimited Preparatory Schools admit students of any race, color, creed, religion, sex, or national origin to all privileges, rights, programs, and activities. The school does not discriminate on basis of race, color, creed, religion, sex, or national origin in administration of educational policies, scholarships, or student activity programs. This statement also applies to the schools’ personnel and employment policies.

Grade 1

Language Arts

Reading Uses the reading process effectively. Predicts what a passage is about based on its title and illustrations. Uses prior knowledge, illustrations, and text to make predictions. Identifies words and constructs meaning from text, illustrations, graphics, and charts

using the strategies of phonics, word structure, and context clues. Uses basic elements of phonetic analysis (for example, hears, segments, substitutes, and

blends sounds in words). Uses sound/symbol relationships as visual cues for decoding. Uses beginning letters (onsets) and patterns (rhymes) as visual cues for decoding. Uses structural cues to decode words (for example, word order, sentence boundaries). Uses context clues to construct meaning (meaning cues) (for example, illustrations,

knowledge of the story and topic). Cross checks visual, structural, and meaning cues to figure out unknown words. Identifies and classifies common words from within basic categories. Uses knowledge of individual words in unknown compound words to predict their

meaning. Uses resources and references (for example, illustrations, knowledge of the story and

topic) beginning dictionaries, available technology to build upon word meanings. Uses knowledge of suffixes (including -er, -est, -ful) to determine meanings of words. Develops vocabulary by listening to and discussing both familiar and conceptually

challenging selections read aloud. Uses a variety of strategies to comprehend text (for example, retelling stories in correct

sequence, recalling details, rereading). The student determines the main idea or essential message from text and identifies

supporting information. Knows the main idea or theme and supporting details of a story or informational piece. Uses specific details and information from a text to answer literal questions. Makes inferences based on text and prior knowledge (for example, regarding a

character’s traits, feelings, or actions). Identifies similarities and differences between two texts (for example, in topics,

characters, and problems). Selects material to read for pleasure (for example, favorite books and stories). Reads aloud-familiar stories, poems, or passages with a beginning degree of fluency and

expression. The student knows strategies to use to discover whether information presented in a text

is true, including asking others and checking another source. Uses background knowledge and supporting reasons from the text to determine

whether a story or text is fact or fiction.

Uses simple reference material to obtain information (for example, table of contents, fiction and nonfiction books, picture dictionaries, audio visual software).

Alphabetizes words according to the initial letter. Uses alphabetical order to locate information.

Writing Generates ideas before writing on self-selected topics and assigned tasks (for example,

brainstorming, observing surroundings, reading texts, discussion with peer). Makes a plan before writing the first draft. Focuses on a central idea (for example, familiar person, place, object, experience). Drafts and revises simple sentences and passages, stories, letters, and simple

explanations that: express ideas clearly; show an awareness of topic and audience; have a beginning, middle, and ending; effectively use common words; have supporting detail; and are in legible printing.

Writes legibly using manuscript form (for example, prints numbers and upper- and lower-case letters; uses left to right sequencing; spaces between words and sentences).

Knows the differences among individual letters, words, sentences, and paragraphs. Maintains a single idea or topic in writing. Uses descriptive words to convey ideas in writing. Uses an organizational structure in writing (including beginning, middle, and ending;

using supporting details).

Uses strategies for narrative writing (for example, including story elements, using some dialogue).

Evaluates own and other’s writing (for example, rereads own writing to check for meaning; responds constructively to other’s writing).

Revises by adding or substituting text . Produces final simple documents that have been edited for o correct spelling; o appropriate end punctuation; o correct capitalization of initial words, “I,” and names of people; o correct sentence structure; and o correct usage of age-appropriate verb/subject and noun/pronoun agreement. Uses spelling approximations and some conventional spelling. Spells commonly used, phonetically regular words at first grade or higher level. Uses end punctuation and capitalize initial words of sentences, names of people, the

pronoun “I”, days of the week, and months of the year. Uses complete sentences in writing. Writes to communicate ideas and information effectively. Writes questions and observations about familiar topics, stories, or new experiences.

Writes stories or informative pieces about experiences, people, objects, or events. Contributes ideas during a group writing activity. Writes questions or makes notes about familiar topics, stories, or new experiences. Uses knowledge and experience to tell about experiences or to write for familiar

occasions, audiences, and purposes. Writes informal texts (for example, journal entries, reading response). Writes for familiar occasions, audiences, and purposes (including but not limited to

explaining a process, telling a story). Uses basic word processing skills and basic educational software for writing (including

but not limited to typing words and sentences, using software to draw and label, printing pictures and stories, locating and opening a file, saving and naming a file).

Composes simple sets of instructions for simple tasks using logical sequencing of steps. Writes simple informational texts (for example, two-step instructions in sequence,

directions, reports).

Listening, Viewing, and Speaking Uses listening strategies effectively. Listens for a variety of informational purposes, including curiosity, pleasure, getting

directions, performing tasks, solving problems, and following rules. Follows three-step oral directions. Listens and responds to a variety of media (for example, stories, books, audiotapes,

videotapes). Knows personal preferences for listening to literature and other material (for example,

nursery rhymes, songs, stories, informational books). Carries on a conversation with another person, seeking answers and further

explanations of the other’s ideas through questioning and answering. Uses basic conversation strategies (including but not limited to asking questions to

clarify or get information, taking turns, raising hand to speak, staying on topic and conveying a message, facing the speaker).

Retells specific details of information heard, including sequence of events. Listens for specific information in stories (including but not limited to sequence, story

details). Uses viewing strategies effectively. Determines the main idea in a nonprint communication. Understands the main idea or common theme in a nonprint communication. Recognizes simple nonverbal cues, such as use of eye contact, smiles, and simple hand

gestures. Understands simple nonverbal cues (for example, use of eye contact, facial expressions,

gesturing). Speaks clearly and at a volume audible in large- or small-group settings. Speaks clearly and uses appropriate volume in a variety of settings (for example, large or

small groups, learning centers). Asks questions to seek answers and further explanation of other people’s ideas.

Uses speaking vocabulary to convey a message in conversation (for example, descriptive words, singular and plural nouns, compound words).

Uses eye contact and appropriate gestures to enhance oral delivery

Recognizes basic patterns in and functions of language (patterns such as characteristic sounds and rhythms and those found in written forms; functions such as asking questions, expressing oneself, describing objects or experience, and explaining).

Uses repetition, rhyme, and rhythm in a variety of activities (for example, chants, songs, or story innovations).

Knows different functions of language (for example, explaining, describing an experience).

Recognizes the differences between less formal language that is used at home and more formal language that is used at school and other public settings.

The student understands that word choice can shape ideas, feelings, and actions. Understands that word choice can shape ideas, feelings, and actions (for example,

multiple meaning words, figurative language). Uses repetition, rhyme, and rhythm in oral and written texts (for example, uses

rhyming words orally; distinguishes between rhyming and no rhyming words). Understands the use of alliteration. Understands that the use of more than one medium increases the power to

influence how one thinks and feels. Knows various types of mass media (for example, radio, television, billboards,

newspapers).

Literature Knows various broad literary forms (for example, nonfiction, fiction, poetry, picture

and predictable books). Knows beginning, middle, and end of a story. Knows main characters, setting, and simple plot in a story. Identifies problem(s) and solutions(s) in a story. Knows rhymes, rhythm, and patterned structures in children’s text (for example,

poetry, prose).

In addition to the above standards the student will: Use sound/symbol relationships and phonemic awareness through oral blending and

segmentation Use appropriate decoding strategies (phonemic and context) to self correct when

reading Read with speed, fluency, and expression be exposed to, and identify a variety of literary genre

Identify literary elements (author, illustrator, main characters, main events, and setting)

Glean information from text Learn comprehension strategies to respond to text (ask questions, clarify, make

predictions, make connections, visualize, summarize, and draw conclusions) Decipher meaning from text via author’s point of view and purpose, cause and effect,

classification and categorization, comparing and contrasting, drawing conclusions, fact vs. opinion, inferences, reality vs. fantasy, and sequencing

Use sound/spelling rules to develop encoding skills Understand alphabetization Learn beginning dictionary skills Identify parts of speech including nouns, verbs, and adjectives. Broaden vocabulary by understanding the prefix, suffix, plurals, homophone,

homograph, synonym, antonym, syllable, comparatives/superlatives, compound words, contractions, and idioms

Use appropriate encoding skills, high frequency words, and words from first grade lists in composition to spell commonly used words

use critical thinking strategies to compare and contrast informational and fictional stories in written form

Use appropriate handwriting skills including letter formation, spacing, etc. Write with logical sequence of events Develop writing fluency so that writing is used as a tool of inquiry and communication

(prewriting, drafting, revising, editing, and publishing) Utilize main ideas, topic sentences and details in composition Evaluate own and other’s writing Respond to literature with proper writing skills including complete sentences,

appropriate grammar, punctuation, capitalization, and tense usage. Write creatively including journals, prompts, poems, stories, etc.

Grade 1Mathematics

Number Sense, Concepts, and Operations

Uses one-to one correspondence to count objects to 100 or more. Reads and writes numerals to 100 or more. Uses ordinal numbers 1st - 10th or higher. Compares and orders whole numbers to 100 or more using concrete materials,

drawings, number lines, and symbols (<, =, >). Compares two or more sets (up to 100 objects in each set) and identifies which set is

equal to, more than, or less than the other. Represents and explains fractions (one half, one fourth, three fourths) as part of a

whole and part of a set using concrete materials and drawings. Uses concrete materials to compare fractions in real-life situations (for example,

pizzas, cookies). Knows that the total of equivalent fractional parts makes a whole (for example, two

halves equal one whole). Represents equivalent forms of the same number, up to 20 or more, through the use

of concrete materials (including coins), diagrams, and number expressions (for example, 16 can be represented as 8+8, 10+6, 4+4+4+4, 20-4, 17-1).

Counts orally to 100 or more by 2s, 5s, and 10s with or without a hundred chart. Uses concrete materials, pictures, and symbols to show the grouping and place value

of numbers to 100 or more. Counts forward and backward by one beginning with any number less than 100. Counts forward by tens from any number less than 10 using a hundred chart. Counts and groups 11 or more objects into tens and ones (for example, 3 groups of

ten and 4 more is 34 or 30+4). Knows place value patterns and uses zero as a place holder (for example, trading 10

ones for 1 ten). Knows the place value of a designated digit in whole numbers to 100. Demonstrates knowledge of the meaning of addition (putting together, increasing)

and subtraction (taking away, comparing, finding the difference) using manipulatives, drawings, symbols, and story problems.

Solves basic addition facts using concrete objects and thinking strategies, such as count on, count back, doubles, doubles plus one, and make ten.

Describes the related facts that represent a given fact family up to 18 (for example, 9+3=12, 12-9=3, 12-3=9).

Knows how to use the commutative and associative properties of addition in solving problems and basic facts.

Adds and subtracts two-digit numbers without regrouping (sums to 100) using models, concrete materials, or algorithms.

Poses and solves simple number problems by selecting the proper operation (for example, finding how many students are sitting at tables one and two).

Uses concrete objects to solve number problems with one operation. Describes thinking when solving number problems. Writes number sentences associated with addition and subtraction situations. Knows appropriate methods (for example, concrete materials, mental mathematics,

paper and pencil) to solve real-world problems involving addition and subtraction. Uses the language of estimation and approximation to identify and describe

numbers in real-world situations (for example, about, near, closer to, between). Estimates the number of objects, explains the reasoning for the estimate, and

checks the reasonableness of the estimate by counting. Makes reasonable estimates when comparing larger or smaller quantities. Estimates reasonable answers to basic facts (e.g., Will 7+8 be more than 10?). Demonstrates and builds models to show the difference between odd and even

numbers using concrete objects or drawings.

Measurement

Knows how to communicate measurement concepts. Demonstrates an understanding of measurement of lengths by selecting appropriate

units of measurement (for example, inches or feet). Demonstrates an understanding of time using digital and analog clocks (for example,

hour and half-hour intervals). Demonstrates an understanding of temperature by using thermometers. Demonstrates an understanding of capacity by selecting appropriate units of

measurement (for example, cups, pints, quarts, liters). Measures length, weight, or capacity of an object using standard and nonstandard

units (for example, pounds, grams, or wooden blocks). Uses nonstandard methods to compare and order objects according to their lengths

or weights. Uses nonstandard, indirect methods to compare and order objects according to their

lengths. Uses customary and metric units to measure, compare, and order objects according

to their lengths or weights. Knows that a uniform unit is needed to measure in real-world situations (for

example, length, weight, time, capacity). Estimates, measures, and compares dimensions of an object. Estimates and measures the passage of time using before or after; yesterday, today,

or tomorrow; day or night; morning, afternoon, or evening; hour or half-hour. Knows and compares money values, including the quarter (25 cents), and dollar (100

cents). Selects and uses an appropriate nonstandard unit to measure length, weight, time,

and capacity. Knows appropriate standard tools for measuring linear dimensions, weight, capacity,

and temperature.

Knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months).

Geometry and Spatial Sense Knows attributes of two-dimensional shapes (for example, vertices, edges). Knows attributes of three-dimensional figures (for example, vertices, curves, faces). Sorts two- and three-dimensional figures according to their attributes.

Understands lines of symmetry in two-dimensional shapes (for example, paper folding, ink blot pictures, mirrors).

Knows shapes that can be combined to form other shapes (for example, using pattern blocks, six triangles make a hexagon).

Uses concrete materials to construct the reflection of a given shape. Follows directions to move or place an object and describes the relationship of objects

using positional language (for example, over, to the left of). Demonstrates slides and turns using concrete materials. The student uses real-life experiences and physical materials to describe, classify,

compare, and sort geometric figures, including squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, pyramids, cylinders, and prisms, according to the number of faces, edges, bases, and corners.

Compares and sorts two-dimensional and three-dimensional real-life objects. Knows geometric shapes in real-life situations. Compares, describes, and sorts objects according to attributes (for example, corners,

curves, faces). Locates and explains known and unknown numbers on a number line from 0 to 100 or

more.

Algebraic Thinking Identifies, describes, and compares patterns using a wide variety of materials and

attributes (for example, size, shape, color). Describes a pattern rule. Explores number patterns on a hundred charts. Predicts and extends existing patterns that are concrete or pictorial. Uses one attribute to create a pattern (for example, thick or thin, open or closed). Transfers patterns from one medium to another (for example, concrete objects to

actions or symbols). Predicts, extends, and creates patterns. Identifies and generates patterns in a list of related number pairs based on real-life

situations (for example, T-chart with number of children to number of eyes). Number of Children Number of Eyes

1 2 3 4

Solves addition and subtraction sentences where an unknown number is represented by a geometric shape (for example, 2 +�= 9).

Uses concrete objects to solve number sentences with equalities and inequalities (using the symbols >, =, <).

Uses concrete objects to solve real-world addition and subtraction problems using one unknown (for example, There are 28 children in this class, and 25 are here today. How many are absent?).

Data Analysis and Probability Surveys a small group to answer a simple question involving two categories or

choices (for example, students who bring lunches or students who buy lunches). Records data using concrete materials or pictures. Organizes information into a simple pictograph or concrete graph. Uses mathematical language to read and interpret data on a simple concrete

graph, pictorial graph, or chart. Knows the likelihood of a given situation (for example, snowing in St. Maarten). Explains if an event is certain, probable, or impossible. Discusses results of games and activities dependent upon chance. Knows if a given event is more likely, equally likely, or less likely to occur (for

example, six blue marbles and two green marbles in a bag). The student designs a simple experiment to answer a class question, collects

appropriate information, and interprets the results using graphical displays of information, such as line graphs, pictographs, and charts.

Constructs appropriate questions for a class survey, in a whole group setting. Collects data for a survey with two or more categories or choices and creates a

class chart or pictograph. Analyzes results of a survey as part of a class discussion. Knows appropriate methods to display and interpret information.

In addition to the above standards the student will: Make basic inferences from data Understand and utilize graphs Understand and identify visual and numerical patterns Add one and two digit numbers with and/without regrouping Understand fact families to 20 Identify and categorize geometric solids and shapes Understand and identify simple fractional parts as equal/fair shares Estimate Understand number comparisons and ordering through 100

count beyond 100 by 1, 2, 5, and 10 Identify place values to the hundreds Understand Venn diagrams

Differentiate coin values Count mixed groups of coins Understand elapsed time and time-frame concepts Utilize various mathematical skills to solve problems Math Superstars

Grade 1Science

The Nature of Matter Knows that objects can be grouped according to their physical characteristics (for

example, shape, color, texture, form, size). Knows the effects of heating and cooling on solids, liquids and gases. Knows the physical properties of ice, water, and steam. Knows that objects are composed of parts that are too small to be seen without

magnification (for example, rocks, cookies, string, paper).

Energy Knows that heat from the Sun has varying effects depending on the surface it strikes. Predicts which materials will allow light to pass through and which ones will not. Describes a model energy system (e.g., an aquarium or terrarium). Understands that models (for example, terrarium or aquarium) can be used to

observe processes and changes over time. Knows ways that human activities require and release energy. Understands that people need food for energy. Knows nutritional value of various foods (for example, fruit, cereals, dairy, meat). Understands the interaction of matter and energy. Recognizes systems of matter and energy.

Force and Motion Knows the relative order of speeds of various objects (for example, snails, turtles,

tricycles, bicycles, cars, jets, rockets). Knows that various things move at different speeds when different forces are

applied. Understands that the types of force that acts on an object and the effect of that

force can be described, measured, and predicted. Knows that one way to change how something is moving is to give it a push or a pull.

9 Understands various ways gravity affects the motion of objects (for example, an

object on a ramp, an object that is dropped). Knows that sound is caused by vibrations (pushing and pulling) to cause waves. Knows that vibrations of objects (for example, strings, drumheads, rubber bands)

cause sounds.

Processes that Shape the Earth Recognizes that the solid materials making up the Earth come in all sizes, from

boulders to grains of sand. Extends and refines knowledge that the surface of the Earth is composed of

different types of solid materials. Knows that life occurs on or near the surface of the Earth in land, air, and water.

Knows some kinds of organisms that live on or near the surface of the Earth in land, water, and air.

Recognizes patterns in weather. Uses graphic organizers to display weather data and show weather patterns. Understands the need for protection of the natural systems on Earth. Understands that people influence the quality of life of those around them. Extends and refines knowledge of ways to care for the Earth at home and in

school.

Earth and Space Standard Knows that the amount of light reflected by the Moon is a little different every day

but the Moon appears the same again about every 28 days. Knows that night and day are caused by the rotation of the Earth. Knows and differentiates objects seen in the day and night sky (for example, clouds,

Sun, stars, Moon, planets).

Processes of Life Standard Understands that living things need food, water, space, and shelter to survive. Knows how to classify things as living and nonliving. Knows ways organisms change as they grow and mature (for example, as people grow

up their size changes). Knows that plants and animals have adaptations that help them survive in their

environment (camouflage, teeth, spines). Understands different ways in which living things can be grouped (for example,

plant/animals, edible plants/non-edible plants). Knows that plants and animals are similar but not identical to their parents. Knows plants and animals that live in a particular habitat (for example, black bears in

the forest, whales in the ocean, camels in the desert, ducks in the wetlands). Knows the characteristics of the climate in different habitats (for example, sunlight,

moisture, temperature). Knows some ways in which animals and plants are adapted to living in different

environments.

How Living Things Interact with Their Environments Knows that environments have living and nonliving parts. Knows that plants produce oxygen and food for animals. Understands that animals can be grouped according to what they eat. Understands that living things are part of a food chain. Knows some characteristics of different environments and some plants and animals

found there. Understands why living things must have food, water, shelter, and space to survive. Understands that there are limited resources available for all living things to use.

The Nature of Science

Knows that scientific investigations generally work the same way in different place Works with others to complete an experiment or to solve a problem. Uses simple graphs, pictures, written statements, and numbers to observe, describe,

record, and compare data. Uses a variety of tools (for example, thermometers, magnifiers, rulers, scales,

computers) to identify characteristics of objects. Uses standard (for example, centimeters) and nonstandard units (for example, paper

clips, hands, pencils) to measure organisms and objects and parts of organisms and objects.

Uses information gathered to identify patterns in nature to make predictions (for example, shapes of leaves, petals on flowers, rings on seashells).

Knows that scientists and technologists use a variety of tools (e.g., thermometers, magnifiers, rulers, and scales) to obtain information in more detail and to make-work easier.

In addition to the above standards the student will: Record and evaluate dietary intake and nutritional requirements Sort and classify foods into appropriate groups Analyze and choose activities for healthy bodies Understand the structure of the human body including bones, organs, circulatory

system, nervous system, brain function, and muscular system. Complete a comprehensive research project using books and articles as resources. Record and evaluate plant growth from seed to maturation.

Grade 1Social Sciences

Time, Continuity, and Change [History] Knows ways people in different cultures live, work, play, move about, and communicate. Extends and refines understanding that history tells the story of people and events of

other times and places. Knows ways to investigate and document a family history. Understands calendar time (days, weeks, months, years). The student knows methods of communication from long ago and the technological

developments that facilitated communications (e.g., speaking by gestures; transmitting stories orally; the use of pictographs, hieroglyphics and different alphabets; writing by hand and printing with machines).

Knows ways in which communication methods have changed (for example, the transition from the block printing process to the invention of the printing press).

Knows ways changes in communication have affected the daily lives of people. The student understands the differences in the methods of travel from various times in

human history and the advantages and disadvantages of each (e.g., the use of animals such as horses and camels; no motorized vehicles such as chariots and travois’s).

Knows ways in which transportation technology has changed the daily lives of people (for example, the advent of the automobile led to drive-through restaurants).

The student understands the significance and historical contributions of historical figures during this period (e.g., the journeys of famous explorers).

Understands ways in which selected art forms reflect daily life, history, and beliefs (for example, prehistoric cave paintings, hunting dances of primitive peoples).

Understands the main ideas found in selected folktales, fables, legends, myths, and holidays from around the world that reflect the beliefs, ways of living, and traditions of various cultures of times past.

Knows significant aspects of the lives and accomplishments of selected men and women in the period of United States history before 1880 (for example, Sacajawea, George Washington, Betsy Ross, Abraham Lincoln, and Harriet Tubman).

Knows selected events prior to 1880 honored in commemorative holidays (for example, Columbus Day, Thanksgiving Day, Flag Day, Memorial Day, Independence Day, Veteran’s Day, Presidents’ Day).

Knows selected American symbols that have emerged from past events, legends, and historical accounts (for example, the eagle, the Liberty Bell, George Washington as the “father of our country,” and the American flag).

Knows that people move from place to place for a variety of reasons. Knows significant aspects of the lives and accomplishments of selected men and

women, including African Americans and Hispanics, in the period of United States history since 1880.

Knows selected important buildings, statues, and monuments associated with state and national history (for example, Capitol, White House, Lincoln Memorial, Statue of Liberty).

Knows about people and events after 1880 honored in commemorative holidays (for example, Veterans Day, Labor Day, Martin Luther King Day).

Knows changes in community life over time (for example, jobs, schooling, transportation, communication, religion, recreation). People, Places, and Environments [Geography]

Knows terms used to describe distance (for example, feet, yards, meters, miles, kilometers).

Know the locations of the four hemispheres and selected countries on a map and globe. Understands that a map represents a real place. Knows the four cardinal directions (for example, north, south, east, west). Understands ways physical environments in other parts of the world are similar to and

different from one’s own (for example, mountains, deserts, plains, shore). Understands that certain areas have common characteristics and can be called regions

(for example, mountain ranges, neighborhoods, counties, states, countries). Knows ways different communities have changed physically and demographically. Knows ways families meet their basic needs. Understands ways natural resources affect our daily life. Knows modes of transportation used to move people, products, and ideas from place to

place, their importance, and their advantages and disadvantages. Discover how diversity enriches their school experience. Learn about differences in schools long ago and now. Realize that communities are not static Learn to place items on the map Compare information from various media Recognize how holidays strengthen family and communities. They learn of what a continent is and which are they.

Government and the Citizen [Civics and Government] The student understands the structure, functions, and purpose of government and how

the principles and values of American democracy are reflected in American constitutional government.

The student knows how various symbols are used to depict Americans’ shared values, principles, and beliefs.

The student understands how and why rules are made and knows that a good rule or law solves a specific problem, is fair, and “does not go too far.”

Knows similarities and differences between rules and responsibilities at home and at school.

Knows selected major elected officials (for example, president, governor). Knows responsibilities of authority figures at home, school, and in the community (for

example, parents, teachers, police officers).

The student understands that the Constitution is a written document that states that the fundamental purposes of American government are to protect individual rights and promote the common good.

Knows some individual rights and responsibilities. Understands that there are sources of authority for those who make laws and rules in

the school, community, state, and country (for example, school board policy, city code, state and national constitutions).

Understands some basic civic values (for example, fair play, good sportsmanship, individual responsibility)

Extends and refines understanding that a responsibility is a duty to do something or not to do something.

Refines and extends knowledge examples of situations that involve responsibilities (for example, in the neighborhood or community).

Production, Distribution, and Consumption [Economics] Understands the basic concept of scarcity. The student knows the differences among human resources, natural resources, and

capital resources and how these resources are used to produce goods and services. The student knows the difference between goods and services and between consumers

and producers. The student understands that when consumers (e.g., individuals, households,

businesses, governments, or societies) make economic choices, they must consider the costs incurred and the benefits received.

Understands cost (for example, something one gives up when one decides to do something) and benefit (for example, something that satisfies wants).

Knows how different types of work benefit the family and community. Knows ways in which people exchange goods and services (for example, barter,

payment). The student understands that people in different places around the world depend on

each other for the exchange of goods and services.

In addition to the above standards the student will:

Classify places and services in a community Identify and discuss community service personnel Discuss employment choices Understand basic civics Appreciate and respect cultural diversity Understand basic map, globe, and directional skills Identify generational differences Discover how diversity enriches their school experience. Learn about differences in schools long ago and now. Realize that communities are not static

Learn to place items on the map Compare information from various media Recognize how holidays strengthen family and communities. They learn of what a continent is and which are they.

Grade 2 Language Arts

Reading

The student uses the reading process effectively. The student predicts what a passage is about based on its title and illustrations. The student:

o Blends sound components into words. o Applies knowledge of beginning letters (onsets) and spelling patterns (rhymes) in

single and multi-syllable words as visual cues for decoding. o Uses a variety of structural cues (for example, word order, prefixes, suffixes, verb

endings) to decode unfamiliar words uses a variety of context cues (for example, illustrations, diagrams, information in the story, titles and headings, sequence) to construct meaning (meaning cues).

o Uses context cues to define multiple meaning words. The student uses knowledge of appropriate grade-, age-, and developmental-level

vocabulary in reading. o Identifies simple, multiple-meaning words. o Uses knowledge of contractions, base words, and compound words to determine

meanings of words. o Uses knowledge of prefixes (including un-, re-, pre-, mis-) and suffixes (including

–er, -est, -ful) to determine meaning of words. o Knows homophones, synonyms, and antonyms for a variety of words. o Develops vocabulary by reading independently and listening to and discussing

both familiar and conceptually challenging selections. o Uses resources and references to build upon word meanings (for example,

dictionaries, and glossaries). The student increases comprehension by rereading, retelling, and discussion.

o Uses a variety of strategies to comprehend text (for example, self-monitoring, predicting, retelling, discussing, and restating ideas).

The student constructs meaning from a wide range of texts. The student determines the main idea or essential message from text and identifies

supporting information. o Summarizes information in texts (including but not limited to central idea,

supporting details, connections between texts). o Uses specific ideas, details, and information from text to answer literal

questions. o Makes connections and inferences based on text and prior knowledge (for

example, order of events, possible outcomes). o Strategies to use to discover whether information presented in a text is true,

including asking others and checking other sources: dictionary, reading strategies, thesaurus, etc.

The student selects material to read for pleasure. o Selects materials to read for pleasure, as a group or independently. o Reads aloud with fluency and expression (including but not limited to reading

phrases rather than word-by-word; attending to punctuation; interjecting a

sense of feeling, anticipation, and characterization) from developmentally appropriate material.

The student reads for information to use in performing a task and learning a new task. o Reads informational texts for specific purposes - (including but not limited to

performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).

The student knows strategies to use to discover whether information presented in a text is true, including asking others and checking another source.

o Uses strategies to clarify the accuracy of a text (for example, discussion, checking other sources).

The student uses simple materials of the reference system to obtain information.

Writing The student uses writing processes effectively.

The student makes a plan for writing that includes a central idea and related ideas. o Generates ideas before writing on self-selected topics and assigned tasks. o Makes a plan before writing the first draft (for example, drawing pictures, using

graphic organizers). o Focuses on a central idea and group related ideas. o Character web, writing process, paragraph web, theme connections, linking to

concepts, and personal response The student drafts and revises simple sentences and passages, stories, letters, and

simple explanations that o Express ideas clearly; o Show an awareness of topic and audience; o Have a beginning, middle, and ending; o Effectively use common words; o Have supporting detail; and o Are in legible printing.

In addition:o Writes and revises a variety of simple texts (for example, sentences, paragraphs,

stories, letters, explanations telling why or how, picture books, poems). o Writes legibly. o Uses one or more paragraphs to focus on separate ideas in writing and uses

transition words where appropriate. o Writes for a specific audience. o Writes a story that includes most story elements (character, setting, problem,

sequence of events, resolution). o Uses strategies to support ideas in writing (including but not limited to using

several sentences to elaborate upon an idea; using specific word choice and relevant details such as reasons or examples).

o Evaluates own and other’s writing (for example, determining how own writing achieves its purposes, asking questions, making comments, responding constructively to other’s comments, helping classmates apply conventions).

o Revises writing to improve supporting details and word choice by adding or substituting text.

o The student produces final simple documents that have been edited for: Correct spelling; Appropriate end punctuation; Correct capitalization of initial words, “I,” and names of people; Correct sentence structure; and Correct use of age-appropriate verb/subject and noun/pronoun

agreement. Spells frequently used words correctly. Uses references to edit writing (for example, word lists, dictionaries, charts). Uses conventions of punctuation (including but not limited to periods, question marks,

exclamation points; commas in dates, series of words, and in greetings and closings in letters).

Capitalizes initial words of sentences, the pronoun “I,” and proper nouns. Revises and edits for sentence structure and age-appropriate usage (including but not

limited to nouns, action verbs, adjectives, adverbs). Uses strategies to “finish” a piece of writing (for example, incorporating illustrations,

photos, charts, and graphs; preparing a final copy). The student writes to communicate ideas and information effectively. The student writes questions and observations about familiar topics, stories, or new

experiences. Extends previously learned writing knowledge and skills of the first grade with

increasingly complex texts and assignments and tasks. Question from the story; Journal writing The student uses knowledge and experience to tell about experiences or to write for

familiar occasions, audiences, and purposes. o Writes informally (for example, journal entries, reading response, poetry). o Uses effective word choice in written work to tell about experiences (including

but not limited to anecdotal detail and figurative language such as similes). o Writes for familiar occasions, audiences and purposes (including but not limited

to entertaining, informing, and responding to literature). The student uses basic computer skills for writing, such as basic word-processing

techniques such as keying words, copying, cutting, and pasting; using e-mail; and accessing and using basic educational software for writing.

o Uses basic word processing skills and basic educational software for writing (including but not limited to proofreading, using appropriate fonts and graphics, using technology to ‘publish’ writing).

The student composes simple sets of instructions for simple tasks using logical sequencing of steps.

o Writes simple informational texts (for example, three-step instructions in sequence, expository pieces).

Listening, Viewing, and Speaking The student uses listening strategies effectively. The student listens for a variety of informational purposes, including curiosity, pleasure,

getting directions, performing tasks, solving problems, and following rules. Listens for information and pleasure. The student recognizes personal preferences in listening to literature and other

material. o Knows personal preferences for listening to literature and other material (for

example, poetry, songs, stories, informational books). o Listen to teacher read aloud weekly storieso Daily listen to various kinds of music.

The student carries on a conversation with another person, seeking answers and further explanations of the other’s ideas through questioning and answering.

o Uses strategies to contribute to group conversations (including but not limited to recounting personal experiences, initiating conversation, asking questions, reporting on personal knowledge of a topic).

The student retells specific details of information heard, including sequence of events. o Listens for specific details and information (including but not limited to logical

sequence and flow of events, story elements, concluding events). The student uses viewing strategies effectively.

o The student determines the main idea in a non-print communication. o Understands the main idea or common theme in a non-print communication (for

example, pictures, symbols, film, and works of art). The student recognizes simple nonverbal cues, such as use of eye contact, smiles, and

simple hand gestures. o Understands and uses simple nonverbal cues (for example, eye contact, facial

expressions, gesturing). The student uses speaking strategies effectively. The student speaks clearly and at a volume audible in large- or small-group settings. Uses volume, phrasing, and intonation appropriate for different situations (for example,

large or small group settings, sharing oral stories, dramatic activities). o Speaks for different purposes (for example, informing, entertaining, expressing

ideas). The student asks questions to seek answers and further explanation of other people’s

ideas. o Uses oral communication to clarify understanding of a topic or ideas (for

example, making comments, asking questions to gain information, asking for clarification of unfamiliar words and ideas).

The student speaks effectively in conversations with others.

o Uses speaking vocabulary to convey a message in conversation (for example, synonyms, antonyms, complex sentence structures).

The student uses eye contact and simple gestures to enhance delivery. o Uses eye contact and appropriate gestures to enhance oral presentations.

Language The student understands the nature of language. The student recognizes basic patterns in and functions of language (patterns such as

characteristic sounds and rhythms and those found in written forms; functions such as asking questions, expressing one-self, describing objects or experience, and explaining).

o Knows oral and written patterns used in standard English (for example, repetition, rhyme, word families).

o Knows different functions of language (for example, asking questions, describing, explaining).

The student recognizes the differences between language that is used at home and language that is used at school.

o Understands the differences between less formal language that is used at home and more formal language that is used at school and other public settings.

The student understands that word choice can shape ideas, feelings, and actions. o Understands that word choice can shape ideas, feelings, and actions (for

example, language appropriate to the subject, synonyms, antonyms). The student identifies and uses repetition, rhyme, and rhythm in oral and written text.

o Uses repetition, rhyme, and rhythm appropriately in oral and written text (for example, choral reading of poems, songs, rhymes, and stories; identifying rhymes, repeated sounds, onomatopoeia).

The student recognizes that use of more than one medium increases the power to influence how one thinks and feels.

o Understands that the use of multimedia forms can influence how one thinks and feels (for example, illustrations, music).

The student knows various types of mass media (including billboards, newspapers, radio, and television).

o Knows various types of mass media (for example, magazines, newspapers, radio, television, billboards).

Literature The student knows the basic characteristics of fables, stories, and legends.

o Knows basic characteristics of a variety of literary forms (for example, fables, stories, fiction, nonfiction, poetry, fairy tales, folktales, and legends).

The student identifies the story elements of setting, plot, character, problem, and solution/resolution.

o Extends previously learned knowledge and skills of the first grade with increasingly complex texts, assignments and tasks (for example, story structure, characters, setting, plot, problems and solutions).

The student responds critically to fiction, nonfiction, poetry, and drama. The student uses personal perspective in responding to a work of literature, such as

relating characters and simple events in a story or biography to people or events in his or her own life.

o Understands connections between characters and events in literature and people, events, and experiences in own life.

The student recognizes rhymes, rhythm, and patterned structures in children’s texts.

Grade 2Mathematics

Number Sense, Concepts, and Operations The student understands the different ways numbers are represented and used

in the real world. The student associates verbal names, written word names, and standard

numerals with the whole numbers less than 1000. o Reads and writes numerals to 1000 or more. o Reads and writes number words to “twenty” or higher. o Understands and uses ordinal numbers 1st - 100th or higher.

The student understands the relative size of whole numbers between 0 and 1000 o Compares and orders whole numbers to 1000 or more using concrete

materials, drawings, number lines, and symbols (<, =, >). o Compares two or more numbers, to 1000 or more, and identifies which

number is more than, equal to, or less than the other number. The student uses objects to represent whole numbers or commonly used

fractions and relates these numbers to real-world situations. Represents real-world applications of whole numbers, to 1000 or more, using

concrete materials, drawings, and symbols. Represents, compares, and explains halves, thirds, quarters, and eighths as part

of a whole and part of a set, using concrete materials and drawings. Uses concrete materials to compare fractions in real-life situations. Knows that the total of equivalent fractional parts makes a whole (for example,

eight eighths equal one whole). The student understands that whole numbers can be represented in a variety of

equivalent forms. o Represents equivalent forms of the same number through the use of

concrete materials (including coins), diagrams, and number expressions. The student understands number systems. The student understands and applies the concepts of counting (by 2s, 3s, 5s, 10s,

25s, 50s), grouping, and place value with whole numbers between 0 and 100. o Counts to 1000 or more by 2s, 3s, 5s, 10s, 25s, 50s and 100s using a

variety of ways, such as mental mathematics, paper and pencil, hundred chart, calculator, and coins in various increments.

o Demonstrates the place value groupings of numbers to 1000 or more using concrete materials, pictures, and symbols.

o Counts by tens from any given number less than 1000. o Counts forward or backward by one beginning with any number less than

1000. o Counts coins using “mixed” counting (using coin values of 50, 25, 10, 5,

and 1).

The student uses number patterns and the relationships among counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.

o Counts and groups objects into hundreds, tens, and ones, and relates the groupings to the corresponding written numeral (for example, 4 groups of 100, 2 groups of ten, and 6 ones is 426).

o Knows place value patterns using zero as a place holder (for example, trading 10 tens for 100).

o Knows the place value of a designated digit in whole numbers to 1000. The student understands the effects of operations on numbers and the

relationships among these operations, selects appropriate operations, and computes for problem solving.

The student understands and explains the effects of addition and subtraction on whole numbers, including the inverse (opposite) relationship of the two operations.

o Recalls (from memory) the addition facts and corresponding subtraction facts.

o Knows the related facts that represent the inverse relationships between addition and subtraction.

o Predicts the relative size of solutions in addition and subtraction (for example, adding two whole numbers results in a number that is larger than either of the two original numbers).

o Adds and subtracts two-digit numbers with or without regrouping using models, concrete materials, and algorithms.

o Demonstrates knowledge of multiplication (for the repeated addition and array models) using manipulative, drawings, and story problems. To some extent

o Demonstrates knowledge of division (for the repeated subtraction and portative models) using manipulatives, drawings, and story problems.

The student selects the appropriate operation to solve specific problems involving addition and subtraction of whole numbers.

o Solves problems involving addition and subtraction using a variety of strategies (such as drawings, role playing, and working backward) and explains the solution strategy.

o Writes and solves number problems with one operation involving addition or subtraction.

o Writes number sentences associated with addition and subtraction situations.

o Creates and acts out (using objects) number stories representing multiplication and division situations.

The student adds and subtracts whole numbers to solve real-world problems, using appropriate methods of computing, such as objects, mental mathematics, paper and pencil.

o Knows appropriate methods (for example, concrete materials, mental mathematics, paper and pencil) to solve real-world problems involving addition and subtraction. (*Guided Practice, Fact Practice, Math Manipulatives, Visual Math Skills, Math Superstars, Daily Math Meeting)

o Chooses and explains the computing method that is more appropriate (that is faster, more accurate, easier) for varied real-world tasks (for example, recall of basic facts is faster than using a calculator whereas recording data from survey results may be easier with a calculator).

The student uses estimation in problem solving and computation. The student provides and justifies estimates for real-world quantities.

o Makes predictions of quantities of objects (to 50 or more) and explains the reasoning supporting that prediction (for example, the number of pieces of candy in a large jar may be estimated by finding the number of pieces in a small jar and estimating how many small jars would fill the larger one).

o Estimates reasonable solutions for addition and subtraction problems (sums to 100) and explains the procedure used (for example, the sum of 34 and 57 is more than 80 since 30 + 50 are 80).

o Knows reasonable and unreasonable estimates. The student understands and applies theories related to numbers. The student classifies and models numbers as even or odd.

o Demonstrates and explains the difference between odd and even numbers using concrete objects or drawings.

o Identifies and explains odd and even numbers.

Measurement The student measures quantities in the real world and uses the measures to

solve problems. The student uses and describes basic measurement concepts including length,

weight, digital and analog time, temperature, and capacity.o Knows how to communicate measurement concepts. o Demonstrates an understanding of customary and metric measurement

of length and distance, selecting appropriate units of measurement (for example, inches, feet, yards, centimeters, meters).

o Demonstrates an understanding of customary and metric measurement of weight by selecting appropriate units of measurement (for example, ounces, pounds, grams, kilograms).

o Demonstrates an understanding of time using digital and analog clocks (for example, quarter-hour, five-minute intervals).

o Demonstrates an understanding of temperatures by using Fahrenheit and Celsius thermometers.

o Demonstrates an understanding of capacity by using appropriate units of measurement (for example, ounces, cups, pints, quarts, gallons, liters, milliliters).

The student uses standard customary and metric (centimeter, inch) and nonstandard units, such as links or blocks, in measuring real quantities.

Measures length, weight, and capacity of objects using standard and nonstandard units.

The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).

The student uses direct (measured) and indirect (not measured) comparisons to order objects according to some measurable characteristics (length, weight).

o Uses nonstandard methods to compare and order objects according to their lengths, weights, or capacities.

o Uses nonstandard, indirect methods to compare and order objects according to their lengths.

o Uses customary and metric units to measure, compare, and order objects according to their lengths, weights, or capacities.

The student understands the need for a uniform unit of measure to communicate in real-world situations.

o Knows that a standard unit of measure is used in real-world situations to describe the measure of an object (for example, length, weight, time, capacity).

The student estimates measurements in real-world problem situations. The student using a variety of strategies, estimates length, widths, time intervals,

and money and compares them to actual measurements. o Estimates, measures, and compares distances. o Estimates, measures, and compares the passage of time using minutes,

half-hours, and hours. o Knows and compares amounts of money in coins, to one dollar or more.

The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.

The student selects and uses an object to serve as a unit of measure, such as a paper clip, eraser, or marble.

o Selects and uses an appropriate nonstandard unit to measure length, distance, weight, time, and capacity.

The student selects and uses appropriate instruments, such as scales, rulers, clocks, and technology to measure within customary or metric systems.

o Knows appropriate standard tools for measuring linear dimensions, weight, capacity, and temperature.

o Knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months, and years).

Geometry and Spatial Sense The student describes, draws, identifies, and analyzes two- and three-

dimensional shapes. The student understands and describes the characteristics of basic two- and

three-dimensional shapes. o Describes attributes of two-dimensional shapes using mathematical

language (for example, curves, edges, vertices, angles). o Describes attributes of three-dimensional shapes using mathematical

language (for example, curves, vertices, edges, faces, angles). o Sort’s two- and three-dimensional figures according to their attributes. o Knows the names of two-dimensional and three-dimensional figures

presented in various orientations in the environment. The student visualizes and illustrates ways in which shapes can be combined,

subdivided, and changed. The student understands basic concepts of spatial relationships, symmetry, and

reflections. o Describes symmetry in two-dimensional shapes. o Determines lines of symmetry of two-dimensional shapes by using

concrete materials. o Knows congruent shapes. o Identifies shapes that can be combined or separated (for example, a

rectangle can be separated into two triangles). o Predicts the reflection of a given two-dimensional shape.

The student uses objects to perform geometric transformations, including flips, slides, and turns.

o Identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.

The student uses coordinate geometry to locate objects in both two- and three-dimensions and to describe objects algebraically.

The student uses real-life experiences and physical materials to describe, classify, compare, and sort geometric figures, including squares, rectangles, triangles, circles, cubes, rectangular solids, spheres, pyramids, cylinders, and prisms, according to the number of faces, edges, bases, and corners.

o Compares and contrasts two- and three-dimensional real-life objects (for example, circle and sphere, square and cube, triangle and pyramid, rectangle and rectangular solid).

o Knows how two shapes or two solids are alike and different. o Describes and classifies two-dimensional shapes and three-dimensional

geometric objects according to the number of bases, faces, edges, and vertices.

The student plots and identifies positive whole numbers on a number line. o Locates and explains known and unknown numbers to 1000 or more on a

number line.

o Locates and identifies the coordinate points of objects on a coordinate grid (first quadrant).

Algebraic Thinking The student describes, analyzes, and generalizes a wide variety of patterns,

relations, and functions. The student describes a wide variety of classification schemes and patterns

related to physical characteristics and sensory attributes, such as rhythm, sound, shapes, colors, numbers, similar objects, similar events.

o Recognizes that patterning results from repeating an operation, using a transformation, or making some other change to an attribute.

o Describes a given pattern and explains the pattern rule. o Identifies number patterns on a hundred charts.

The student recognizes, extends, generalizes, and creates a wide variety of patterns and relationships using symbols and objects.

o Predicts, extends, and creates patterns that are concrete, pictorial or numerical.

o Combines two attributes in creating a pattern (for example, size and color).

o Transfers patterns from one medium to another (for example, pictorial to symbolic).

o Identifies patterns in the real-world (for example, repeating, rotational, tessellating, and patchwork).

o Identifies and generates patterns in a list of related number pairs based on real-life situations (for example, T-chart with number of tricycles to number of wheels).

o Number of Tricycles Number of Wheels 13 26 o Explains generalizations of patterns and relationships.

The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.

o The student understands that geometric symbols (, �) can be used to represent unknown quantities in expressions, equations, and inequalities.

o Solves a variety of number sentences where the missing number is represented by a geometric shape (for example, 10-�=6).

o Solves a variety of number sentences with equalities and inequalities (using the symbols >, =, <).

The student uses informal methods to solve real-world problems requiring simple equations that contain one variable.

o Uses concrete objects, paper and pencil, or mental mathematics to solve real-world equations with one unknown (such as, There are 28 students in the room, and 16 brought their lunches. How many are buying lunch?).

Data Analysis and Probability The student understands and uses the tools of data analysis for managing

information. The student displays solutions to problems by generating, collecting, organizing,

and analyzing data using simple graphs and charts. o Poses questions and collects data to answer questions with two, three, or

more categories or choices (for example, favorite ice cream, left handed/right handed).

o Records data using pictures, concrete materials, or tally marks. o Organizes survey information into a simple pictograph, concrete graph, or

chart. o Uses mathematical language to read and interpret data on a simple

concrete graph, pictorial graph, or chart. The student displays data in a simple model to use the concepts of range,

median, and mode. The student analyzes real-world data by surveying a sample space and predicting

the generalization onto a larger population through the use of appropriate technology. Predicts the outcome for a larger population by analyzing data from a smaller group.

The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics.

The student understands basic concepts of chance and probability. o Knows the likelihood of a given situation (for example, coin toss,

spinners, baseball game). o Knows if an event is certain, probable, or impossible. o Records results of activities involving chance and make predictions based

upon data (for example, coin flips, number cube rolls, bean toss on area divided into unequal portions).

The student predicts which simple event is more likely, equally likely, or less likely to occur.

o Knows if a given event is equally likely, most likely, or least likely to occur (for example, spinners, coin toss, election results).

The student uses statistical methods to make inferences and valid arguments about real-world situations.

The student designs a simple experiment to answer a class question, collects appropriate information, and interprets the results using graphical displays of information, such as line graphs, pictographs, and charts.

o Constructs appropriate questions for a class survey. o Collects data for two or more categories and creates a line graph,

pictograph, or chart to display results. o Analyzes and explains orally or in writing the results from a survey.

The student decides what information is appropriate and how data can be collected, displayed, and interpreted to answer relevant questions.

o Determines questions for a survey with two, three, or more categories so that the collected information will be relevant to the questions.

o Knows appropriate methods to display and interpret information.

Grade 2Science

The Nature of Matter The student understands that all matter has observable, measurable properties.

o The student knows that objects can be described, classified, and compared by their composition (e.g., wood or metal) and their physical properties (e.g., color, size, and shape).

o Knows ways objects can be grouped according to similarities or differences of their physical characteristics.

The student recognizes that the same material can exist in different states. The student verifies that things can be done to materials to change some of their

physical properties (e.g., cutting, heating, and freezing), but not all materials respond the same way (e.g., heating causes water to boil and sugar to melt).

o Knows that not all objects or materials respond to change in the same way (for example, a plastic object in the freezer compared with water in a freezer).

The student recognizes that many things are made of smaller pieces, different amounts, and various shapes.

o Knows that common objects are composed of parts that are too small to be seen without magnification (for example, hair, cloth, paper).

o Knows that a variety of tools can be used to examine objects at differing degrees of magnification (for example, a hand lens, layered hand lenses, a microscope).

Energy Standard

The student recognizes that energy may be changed in form with varying efficiency.

The student knows that the Sun supplies heat and light energy to Earth. The student knows that light can pass through some objects and not others.

o Understands that some materials will allow light to pass and others will not.

The student knows that heat can be produced in many ways (e.g., by burning and rubbing).

The student knows that every human action requires energy that comes from food.

o Uses graphic organizers to classify food groups. o Understands the relationship of food to the need for energy for daily

activities. The student understands the interaction of matter and energy. The student recognizes systems of matter and energy.

o Understands ways energy and matter interact (for example, sunlight to affect plant growth, heat to boil water).

Force and Motiono Knows that objects may be moved by being pushed and pulled with

magnets. o Compares the amount of pushing and pulling required to move objects of

various sizes across the floor.

Sound The student knows that sound is caused by vibrations (pushing and pulling) to

cause waves. o Demonstrates that some vibrations may be heard. o Understands that sound travels differently through different media (for

example, wood, water, air). o Knows that changing the properties of the sound source can alter

properties of sound such as pitch and loudness.

Processes that Shape the Earth The student recognizes that the solid materials making up the Earth come in all

sizes, from boulders to grains of sand. Extends and refines knowledge that the surface of the Earth is composed of

different types of solid materials that come in all sizes. The student knows that life occurs on or near the surface of the Earth in land, air,

and water. Compares the characteristics of things that live on land, in the water, and in the

air. Knows that some organisms have adaptations that enable them to move from one

medium to another (for example, dragonflies begin life in water, move to land, and then fly in the air).

The student recognizes patterns in weather. Knows that weather conditions occur in patterns over time. The student understands the need for protection of the natural

systems on Earth. The student understands that people influence the quality of life

of those around them. Knows ways that human activity affects the environment (for

example, landfills for disposal of wastes, land development for homes and industry, dams to control rivers or generate electricity).

Earth and Space The student understands the interaction and organization in the Solar System

and the universe and how this affects life on Earth. The student knows that the light reflected by the Moon looks a little different

every day but looks the same again about every 28 days. Knows that the Moon moves around the Earth, the Earth moves around the Sun,

and the Moon is visible when it reflects the light from the Sun.

The student knows that the appearance of sunrise and sunset is due to the rotation of Earth every 24 hours.

Knows that each time the Earth completes one rotation, one day has passed and that this takes 24 hours.

The student recognizes the vastness of the universe and the Earth’s place in it. The student knows that there are many objects in the sky that are only visible at

night. Knows that stars and planets are always in the sky.

Processes of Life The student describes patterns of structure and function in living things. The student knows the basic needs of all living things.

o Understands that the amount of food, water, space, and shelter needed is dependent on the size and kind of living things.

o The student knows how to apply knowledge about life processes to distinguish between living and nonliving things.

o Understands that living things can reproduce, and nonliving things cannot reproduce.

The student describes how organisms change as they grow and mature. o Knows some factors that influence the growth of living things (for

example, amount of water, amount of light, amount and type of food, type of soil).

The student understands that structures of living things are adapted to their function in specific environments.

o Understands that structures of living things are adapted to their function in specific environments.

The student compares and describes the structural characteristics of plants and animals.

o Knows some characteristics of the vertebrate groups (mammals, reptiles, birds, amphibians, fish).

o Knows the main parts of plants (stems, leaves, roots, flowers). o Knows that the structural characteristics of plants and animals are used

to group them. The student understands the process and importance of genetic diversity. The student knows that living things have offspring that resemble their parents.

o Understands that plants and animals produce offspring with similar characteristics, but individual differences (for example, kittens in a litter may be colored differently).

The student knows that there are many different kinds of living things that live in a variety of environments.

o Knows that plants and animals are adapted to different ranges of temperature and moisture.

How Living Things Interact with Their EnvironmentsThe student understands the competitive, interdependent, cyclic nature of living things in the environment.

The student knows that environments have living and nonliving parts.o Understands that there is an interdependency of plants and animals that

can be shown in a food web. The student knows that there are many different plants and animals living in many

different kinds of environments (e.g., hot, cold, wet, dry, sunny, and dark). o Understands that living organisms need to be adapted to their

environment to survive. The student knows that animals and plants can be associated with their

environment by an examination of their structural characteristics. o Knows that animals and plants can be associated with their environment

by an examination of their structural characteristics (for example, physical structures are adaptations that allow plants and animals to survive, such as gills in fish, lungs in mammals).

The student understands the consequences of using limited natural resources. The student knows that if living things do not get food, water, shelter, and space,

they will die. o Knows selected resources used by people for water, food, and shelter are

limited and necessary for their survival. The student knows that the activities of humans affect plants and animals in many

ways.o Knows that human beings cause changes in their environment, and these

changes can be positive (for example, creating refuges, replanting deforested regions, creating laws to restrict burning) or negative (for example, introducing exotic organisms, deforestation, littering, contaminating water and air).

The Nature of Science The student uses the scientific processes and habits of mind to solve problems. The student knows that in order to learn, it is important to observe the same

things often and compare them. o Knows the difference between verified observation and personal

interpretation. The student knows that when tests are repeated under the same condition, similar

results are usually obtained. o Knows that when tests are repeated under the same condition, similar

results are usually obtained.

The student knows that in doing science, it is often helpful to work with a team and to share findings with others.

o Participates in groups to conduct experiments and solve problems. o Understands that one can gain confidence in scientific methods by

comparing and verifying scientific results with others. The student knows that people use scientific processes including hypothesis,

making inferences, and recording and communicating data when exploring the natural world.

o Understands that, through the use of science processes, people can solve problems and make decisions.

o Analyzes information to make predictions, makes sketches and diagrams to explain ideas, draws conclusions using information and prior knowledge.

o Keeps science records. The student uses the senses, tools, and instruments to obtain information from his

or her surroundings. o Uses a variety of tools to observe, measure, analyze and predict changes

in size, mass, temperature, color, position, quantity, sound, and movement.

o Uses metric and standard English units to measure distance, volume, mass, and temperature.

The student understands that most natural events occur in comprehensible, consistent patterns.

The student knows that most natural events occur in patterns. o Knows how to sort organisms, objects, and events based on patterns.

The student understands that science, technology, and society are interwoven and interdependent.

The student knows that scientists and technologists use a variety of tools (e.g., thermometers, magnifiers, rulers, and scales) to obtain information in more detail and to make work easier.

o Knows ways in which tools are used by scientists (for example, to gather information, to analyze, to calculate).

Grade 2Social Studies

Time, Continuity, and Change [History] Knows similarities and differences among selected Native American cultures from

different regions and times (for example, nomadic groups, agricultural groups, city building, and relationships with the environment).

Knows ways technology changes how people in a community live (for example, advances in communication, transportation).

Extends and refines understanding that history tells the story of people and events of other times and places.

Applies calendar time to events in school or community (for example, placing school holidays on a calendar). knows various systems of long-distance communication and their effects (for example, runners, the “talking drums” of Africa, smoke signals of Native Americans, modern electronic communication systems).

Knows some advantages and disadvantages of different types of transportation (for example, cars are able to move us from place to place quickly, but their engines pollute the atmosphere).

Knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).

Understands the role of literature in transmitting cultural beliefs of different cultures.

Knows ways selected holidays and ceremonies transmit cultural history and beliefs.

Extends and refines knowledge about people and events prior to 1880 honored in commemorative holidays.

Extends and refines knowledge and understanding of selected American symbols that have emerged from past events, legends, and historical accounts.

Understands the movements of people called migration or immigration. Extends and refines knowledge and understanding of significant aspects of the

lives and accomplishments of selected men and women, including African

Americans and Hispanics, in the historical period of United States history since 1880.

Extends and refines knowledge about people and events after 1880 honored in commemorative holidays.

Extends and refines understanding of changes in community life over time (for example, goods and services, architecture, landscape).

People, Places, and Environments [Geography] Knows the locations of the community, city, state, and country on a map and

globe. Knows that areas can be classified as regions according to physical criteria (for

example, land form regions, soil regions, vegetation regions, climate regions, water basins) and human criteria (political regions, population regions, economic regions, language regions).

Understands ways climate, location, and physical surroundings affect the way people live (for example, food, clothing, shelter, transportation, recreation).

Knows ways in which people have modified the physical environment (for example, building roads, clearing land for urban development, mining coal) and the consequences of these modifications.

Knows ways trade helps families in different places meet their basic needs of clothing, food, and shelter.

Knows ways people can conserve and replenish natural resources Extends and refines knowledge of the transportation used to move people,

products, and ideas from place to place, their importance, and their advantages and disadvantages.

Can create a map of their neighborhood, including goods and services found within.

Government and the Citizen [Civics and Government] Understands there might be consequences for breaking rules. Participates in making class rules. Knows the roles of selected elected officials in their community (for example,

mayor, city commissioners, and county commissioners). Knows that people in positions of authority have limits on their authority (for

example, a crossing guard cannot act as police officer). Understands that rights and responsibilities reinforce each other and promote the

common good. Extends and refines understanding of characteristics of good citizenship (for

example, belief in the importance of justice, truth, equality, responsibility for the common good).

Understands that there are consequences of fulfilling or not fulfilling responsibilities.

Knows some benefits of fulfilling responsibilities (for example, praise and approval, increased confidence, self-esteem).

Production, Distribution, and Consumption [Economics] Knows the differences among human resources (for example, people at work),

natural resources (for example, water, soil, ore, wood, oil), and capital (for example, machines, tools) and ways they are used to produce different goods and services.

Knows the difference between goods and services. Knows the difference between consumers and producers. Knows examples of economic choices and what is given up when making a choice. Knows some requirements of various jobs and characteristics of a job well-

performed. Understands that work provides income to purchase goods and services. Understands the purpose of markets (for example, sellers compete to sell the

same or similar products and buyers have choices). Knows ways in which individuals contribute to the functioning of a bank (for

example, by investing, saving, borrowing, using services). Understands that people in different places around the world depend on each

other for the exchange of goods and services.

St Maarten UnitStudents will be able to:

Draw a basic map of St Maarten and label main landmarks Draw a flag of St Maarten Identify national flower and tree of St. Maarten Identify other common plant life in St. Maarten Discuss the basic history of St Maarten Talk about the languages spoken in St Maarten and currency used Describe the main industry of St. Maarten (tourism)

Grade 3Language Arts Reading ProcessPhonics/Word Analysis: The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.

The student will: use knowledge of the pronunciation of root words and other morphemes (e.g.,

prefixes, suffixes, derivational endings) to decode words; use knowledge of the pronunciation of complex word families (e.g., -ieve, -ield)

to decode words in these families; decode multi-syllabic words in isolation and in context; and use self-correction when subsequent reading indicates an earlier misreading.

Fluency: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.

The student will: apply letter-sound knowledge to decode unknown words quickly and accurately

in context. adjust reading rate based on purpose, text difficulty, form, and style.

Vocabulary Development: The student uses multiple strategies to develop grade appropriate vocabulary.

The student will: use new vocabulary that is introduced and taught directly; listen to, read, and discuss familiar and conceptually challenging text; use context clues to determine meanings of unfamiliar words; categorize key vocabulary and identify salient features; relate new vocabulary to familiar words; identify “shades of meaning” in related words (e.g., blaring, loud); use meaning of familiar base words and affixes (prefixes and suffixes) to

determine meanings of unfamiliar complex words; use knowledge of antonyms, synonyms, homophones, and homographs to

determine meanings of words; determine the correct meaning of words with multiple meanings in context; and determine meanings of unfamiliar words by using a dictionary, thesaurus, and

digital tools.

Reading Comprehension: The student uses a variety of strategies to comprehendgrade level text.

The student will: identify a text’s features (e.g., title, subheadings, captions, illustrations), use

them to make and confirm predictions, and establish a purpose for reading; identify the author’s purpose (e.g., to inform, entertain, or explain) in text and

how an author’s perspective influences text; determine explicit ideas and information in grade-level text, including but not

limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events;

identify cause-and-effect relationships in text; identify the text structure an author uses (e.g., comparison/contrast,

cause/effect, and sequence of events) and explain how it impacts meaning in text;

identify themes or topics across a variety of fiction and nonfiction selections; compare and contrast elements, settings, characters, and problems in two texts; use strategies to repair comprehension of grade-appropriate text when self-

monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.

Literary Analysis

Fiction: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

The student will: understand the distinguishing features among the common forms of literature

(e.g., poetry, prose, fiction, drama); identify and explain the elements of story structure, including

character/character development, setting, plot, and problem/resolution in a variety of fiction;

identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language);

identify an author’s theme, and use details from the text to explain how the author developed that theme;

respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts);

write a book report or review that identifies the main idea, character(s), setting, sequence of events, and problem/solution;

select a balance of age and ability appropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.

The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

The student will: identify and explain the purpose of text features (e.g., table of contents,

glossary, headings, charts, graphs, diagrams, illustrations); use information from the text to answer questions related to explicitly stated

main ideas or relevant details; organize information to show an understanding of main ideas within a text

through charting, mapping, or summarizing; identify the characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts); and select a balance of age and ability appropriate nonfiction materials to read (e.g.,

biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.

Reflect on and identify their strengths as readers, areas for improvements and the strategies they found most helpful before, during, and after reading.

Writing Process

Prewriting: The student will use prewriting strategies to generate ideas and formulate a plan.The student will prewrite by:

generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material);

determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and

using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea.

Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.The student will draft writing by:

using a prewriting plan to develop the main idea with supporting details that describe or provide facts and/or opinions; and

organizing information into a logical sequence through the use of time-order words and cause/effect transitions.

Revising Standard: The student will revise and refine the draft for clarity and effectiveness.

The student will revise by: evaluating the draft for use of ideas and content, logical organization, voice (e.g.,

formal or informal), point of view, and word choice; creating clarity by using a combination of sentence structures (e.g., simple,

compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning;

creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and

applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics).

Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions.

The student will edit for correct use of: spelling, using spelling patterns and generalizations (e.g., word families,

diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary;

capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations;

punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives;

present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns;

subject/verb and noun/pronoun agreement in simple and compound sentences; and

end punctuation for compound, declarative, interrogative, and exclamatory sentences.

Publishing Standard: The student will write a final product for the intended audience.

The student will: prepare writing in a format appropriate to audience and purpose (e.g.,

manuscript, multimedia); add graphics where appropriate share the writing with the intended audience.

Writing Applications

Creative Standard: The student develops and demonstrates creative writing.

The student will: write narratives based on real or imagined events or observations that include

characters, setting, plot, sensory details, and a logical sequence of events; and write a variety of expressive forms (e.g., chapter books, short stories, poetry,

skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

Informative Standard: The student develops and demonstrates technical writing that provides information related to real-world tasks.

The student will: write in a variety of informational/expository forms (e.g., rules, summaries,

procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics);record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate;

write informational/expository essays that contain at least five paragraphs and include a topic sentence, supporting details, and relevant information;

write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations); and

write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map.

Persuasive Standard: The student develops and demonstrates persuasive writing

that is used for the purpose of influencing the reader. The student will write persuasive text (e.g., advertisement, paragraph) that

attempts to influence the reader.

Communication

Penmanship Standard: The student engages in the writing process and writes tocommunicate ideas and experiences.

The student will demonstrate beginning cursive writing skills.

Oral Communication: The student effectively applies listening and speaking strategies.

The student will: Recall, interpret, and summarize information presented orally; and plan,

organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.

Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes.

Formulate and articulate effective questions to assist or engage.

Information and Media Literacy

Informational Text Standard: The student comprehends the wide array of informational text that is part of our day-to-day experiences.

The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.

Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information.

The student will: determine information needed for a search by narrowing or broadening a topic,

identify keywords; use predetermined evaluative criteria (e.g., readability, appropriateness, special

features) to select appropriate reference materials, including multiple representations of information, such as maps, charts, and photos, to gather information;

communicate information in an informational report that includes main ideas and relevant details with visual support (e.g., text supported by poster, diagram, idea map); and record basic bibliographic data and recognize intellectual property rights (e.g., cites sources of ideas).

Media Literacy Standard: The student develops and demonstrates an understandingof media literacy as a life skill that is integral to informed decision making.

The student will: determine main content and supporting details, including distinguishing fact

from opinion, in a print media message; and

Technology: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

The student will: use appropriate available technologies to enhance communication and achieve a

purpose (e.g., video, websites); and use digital tools (e.g., word processing, multimedia authoring, web tools, graphic

organizers) to present and publish in a variety of media formats.

Grade 3 Math Standards

Number Sense, Concepts, and Operations reads, writes, and identifies whole numbers through hundred thousands or

more. reads, writes, and identifies proper fractions with denominators including 2, 3, 4,

5, 6, 8, 10, and 100. reads, writes, and identifies decimal notation in the context of money. compares and orders whole numbers through hundred thousands, using

concrete materials, number lines, drawings, numerals, language and symbols (>, <, =).

compares and orders commonly used fractions, including halves, thirds, fourths, fifths, sixths and eighths, using concrete materials and in written work.

translates problem situations into diagrams and models using whole numbers, fractions, and decimal notation in the context of money.

Models equivalent forms of whole numbers and common fractions. knows that two numbers in different forms are equivalent or non-equivalent,

using whole numbers, fractions, and decimals in the context of money. knows the value of a given digit in whole numbers to hundred thousands,

including writing and interpreting expanded forms of numbers. knows that the value of each place is 10 times that of the place to its right (for

example, 1,000 = 10 X 100). explains and demonstrates the addition and subtraction of whole numbers (up

to four digits or more) using concrete materials, drawings, symbols, and algorithms.

explains the inverse relationship of addition and subtraction and demonstrates that relationship by writing related fact families.

explains and demonstrates the meaning of multiplication (for the repeated addition, array, and area models) using manipulatives, drawings, number sentences, and story problems.

explains and demonstrates the meaning of division (repeated subtraction) using manipulatives, drawings, number sentences, and story problems.

solves multiplication basic facts using various strategies including the following: o modeling with concrete objects or drawings

o skip counting, for example, to find 4 x 5, count 5, 10, 15, 20 o using doubles and near doubles, such as 3 x 8 = (2 x 8) + 8 o applying the commutative property of multiplication, such as 7 x 3 = 3 x 7 o applying the distributive property of multiplication, such as 8 x 7 = (8 x 5)

+ (8 x 2) notes and applies patterns in the “facts tables,” such as the regularity in the

“nines” uses the zero and identity properties of multiplication explains the inverse relationship of multiplication and division and writes

related fact families. predicts the relative size of solutions in addition, subtraction, multiplication,

and division of whole numbers, (for example, dividing a whole number by a smaller whole number results in another number that is smaller than the original number).

writes number sentences for given situations involving the addition, subtraction, multiplication, and division of whole numbers.

uses problem-solving strategies to determine the operation needed to solve one-step problems involving addition, subtraction, multiplication, and division of whole numbers.

explains the reasonableness of answers. solves real-world problems involving addition, subtraction, multiplication,

and division of whole numbers using an appropriate method (for example, mental math, paper and pencil, concrete materials, and calculator).

explains the reason for choosing a particular computing method for a particular problem.

solves real-world multiplication problems with whole numbers (two digits by one digit) using concrete materials, drawings, and paper and pencil.

solves real-world division problems having divisors of one digit, dividends not exceeding two digits, without remainders.

uses estimation strategies to determine a reasonable estimate of a quantity. estimates quantities of objects to 250 or more (for example, using a

benchmark or reference set of fewer objects). chooses estimation strategies (for example, front-end, rounding) in real-world

problem situations and explains the choice. uses a model to determine factors of whole numbers through 100 (for example,

array). uses tables and charts to determine multiples of whole numbers 1-10 (for

example, hundred chart, and calendar).

Measurement

knows measurement concepts and uses oral and written language to communicate them.

uses a wide variety of concrete objects to investigate measurement of length, weight, capacity, area, perimeter, and volume (for example, cubes, grid paper, string, squares)

knows about measurement of time, including using A.M. and P.M., clocks, and calendars.

solves real-world problems involving measurement using concrete and pictorial models for the following:

o length (for example, half-inch, centimeter) o weight (for example, pound, kilogram) o time (fifteen-, five-, and one-minute intervals) o capacity (for example, cup, liter) o temperature (Fahrenheit and Celsius) o angles (right)

uses schedules, calendars, and elapsed time in hour intervals to solve real-world problems.

uses customary and metric units to compare length, weight, and capacity. knows an appropriate unit of measure to determine the dimension(s) of a given

object (for example, standard - student chooses centimeters instead of meters to measure a pencil; nonstandard - student chooses a paper clip instead of his or her hand to measure a pencil).

knows an appropriate unit of measure (standard or nonstandard) to measure weight, temperature, and capacity.

knows how to determine whether an accurate or estimated measurement is needed for a solution.

using real-world settings, objects, graph paper, or charts, solves problems involving estimated measurements, including the following:

o length to nearest inch, centimeter o weight to nearest pound, kilogram o time to nearest half-hour interval o temperature to nearest five-degree interval o money to nearest $1 or $10 (combination of coin and currency)

selects an appropriate measurement unit for labeling the solution to real-world problems.

selects and uses the appropriate tool for situational measures (for example, measuring sticks, scales and balances, thermometers, measuring cups).

Geometry and Spatial Sense

uses appropriate geometric vocabulary to describe two- and three-dimensional figures (for example, parallel and perpendicular lines, quadrilateral, right angle).

draws and classifies two-dimensional figures having up to six or more sides. uses appropriate geometric vocabulary to describe properties of two-

dimensional figures. uses manipulatives to solve problems requiring spatial visualization.

knows symmetry, congruency, and reflections in geometric figures using concrete materials (for example, pattern blocks, geo boards, mirrors).

knows congruent and similar figures. applies the concepts of area and perimeter of rectangles to solve real-world and

mathematical problems through the use of concrete materials (for example, framing a photograph).

Algebraic Thinking

identifies missing parts in patterns. describes, extends, and creates numerical and geometric patterns through

models (for example, concrete objects, drawings, simple number sequences). poses and solves problems by identifying a predictable visual or numerical

pattern (for example: Continue this pattern: + , - , = , + , + , - , - ,___ , ___, …). knows mathematical relationships in patterns (for example, the second number

is two more than the first). analyzes number patterns and states the rule for relationships (for example, 2, 4,

6, 8, …; the rule: +2). discusses and explains the choice of the rule that applies to the pattern. identifies and extends a pattern according to the given rule. applies and explains the appropriate rule to complete a table or chart (for

example, in the following table, the rule is “multiply by 6”). uses concrete materials to model and solve a number sentence with a missing

addend for simple word problems (for example, 13 + r = 15). creates a simple word problem for a given number sentence, diagram, or model. knows that an equation is a number sentence stating that two quantities are

equal (for example, identifies and provides examples and non-examples of equations).

uses physical models and graphs (for example, cubes, number lines) to solve real-world equations and inequalities.

Data Analysis

identifies different parts of a graph (for example, titles, and labels, key). interprets and compares information from pictographs, line graphs, bar graphs

including graphs from content-area materials and periodicals. generates questions, collects responses, and displays data in a table, pictograph,

line graph, or bar graph. interprets and explains orally and in writing displays of data. in class projects, constructs and discusses patterns in graphs using real-world

problems (for example, identify most popular pizza topping). determines the number of possible combinations of three elements and displays

them in an organized way (for example, lists all possible combinations of three shirts and two pairs of shorts).

Grade 3 Social Studies Standards

Time, Continuity, and Change [History]

understands ways selected individuals, ideas, and decisions influenced historical events

knows sources of information about ancient history (for example, books, magazines, documents at the school and community library, Internet sites about ancient history).

reads and interprets a single timeline identifying the order of events (for example, in ancient times).

knows selected significant people and the impact of their achievements in world in the fields of communication and technology.

understands ways these devices impacted society. knows selected consequences of explorations that occurred during the Age of

Discovery (for example, colonization around the world). Knows brief history of St. Maarten Has an understanding of first communities and early settlements in America Identify the process, patterns, and functions of human settlement Understand how forces of co-cooperation and conflict among people influence

the division and control of the Earth’s surface

People, Places, and Environments [Geography]

uses maps and globes to locate and compare places and their environments (for example, four main oceans, river systems, and seven continents).

Recognize geographic features such as mountains, valleys, plains etc. knows how regions around the world are constructed according to physical

resources, human and natural resources.

knows different ways people view and relate to places and regions throughout the world.

understands reasons certain areas of the world are more densely populated than others.

understands ways the physical environment supports and constrains human activities throughout the world.

understands ways human activity has affected the physical environment in various places and times throughout the world.

Locate St. Maarten on the world map

Government and the Citizen [Civics and Government]

understands the benefits of the development of national, state and local government .

understands ways personal responsibility (for example, taking advantage of the opportunity to be educated) and civic responsibility (for example, obeying the law and respecting the rights of others) are important.

Production, Distribution, and Consumption [Economics]

knows examples from world history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

knows ways governments have provided goods and services. Understands the concepts of import and export and can identify how various

countries work together to meet each other’s needs

Places and Regions

Knows and understands how culture and experience influence people’s perception of places and regions

Compare and contrast cultures around the world Knowledge of immigration, citizenship and their impact on the world

St. Maarten- Culture and Arts

Knowledge of cultural holidays and festivals celebrated in St. Maarten Understanding of the origin of various holidays and celebrations Understanding of the music scene in St. Maarten (past to present) popular

instruments used in local music, cultural dances and songs. Knowledge of historical figures who have contributed to the arts in the areas of

literature and architecture

Grade 3 Science Standards

The Nature of Matter

determines the physical properties of matter using metric measurements that incorporate tools such as rulers, thermometers, balances.

understands that physical changes in the states of matter can be produced by heating and cooling.

knows that the weight of an object is equal to the sum of the weights of its parts. uses a tool to observe and study minute details of objects (for example, hand

lens).

Ecosystems

knows how food chains and food webs function and understands the role they play in various ecosystems.

Can differentiate between the Earth’s various ecosystems and can identify key features that are characteristic of each ecosystem

Understands how different plants and animals have special adaptations to help them survive in various ecosystems of the world.

Knows how living things change their environment Understanding of how physical changes in the environment can affect living

things Knowledge of living things of the past with a focus on extinct and endangered

species.Energy

knows objects that emit heat and light. knows different forms of energy (for example, heat, light, sound). knows that the Sun provides energy for the Earth in the form of heat and light. knows that heat can be produced by chemical reactions, electrical machines, and

friction. uses a variety of tools to measure the gain or loss of energy. knows that when a warmer object comes in contact with a cooler one, the warm

object loses heat and the cool one gains it until they are both at the same temperature.

knows that some source of energy is needed for organisms to stay alive and grow.

knows ways natural resources are important. classifies resources as renewable or nonrenewable. knows that alternate energy sources (for example, synthetic fuels, geothermal

energy) are being explored using natural and mechanical processes.

Force and Motion

knows the six types of simple machines (screw, inclined plane, wedge, pulley, lever, and wheel and axle).

knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

Processes that Shape the Earth

knows that smaller rocks come from the breaking and weathering of bedrock and larger rocks.

knows that approximately 75 percent of the surface of the Earth is covered by water.

understands the stages of the water cycle (for example, evaporation, condensation, precipitation).

understands the processes of weathering and erosion. knows that land forms change over time (for example, earthquakes, volcanoes). knows that reusing, recycling, and reducing the use of natural resources improve

and protect the quality of life.

Processes of Life

understands the various ways that animals depend on plants for survival (for example, food, shelter, oxygen).

knows the common and distinguishing characteristics of groups of vertebrate animals (mammals, birds, fish, reptiles, amphibians).

understands similarities and differences among plants. understands that although plants and animals are different, they also share

common characteristics (for example, they both have structures for reproduction, respiration, and growth).

How Living Things Interact with Their Environment

knows how organisms with similar needs in a climatic region compete with one another for resources such as food, water, oxygen, or space.

knows behavioral and structural adaptations that allow plants and animals to survive in an environment.

understands that energy is transferred to living organisms through the food they eat.

knows examples of living things that are classified as producers, consumers, carnivores, herbivores, and omnivores.

understands that plants and animals share and compete for limited resources such as oxygen, water, food, and space.

knows that the size of a population is dependent upon the available resources within its community.

The Nature of Science

knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.

plans and investigates an experiment that defines a problem, proposes a solution, identifies variables, collects and organizes data, interprets data in tables, charts and graphs, analyzes information, makes predictions, and presents and supports findings.

uses various kinds of instruments to collect and analyze information (for example, meter sticks, timing devices, graduated cylinders, force meters, pan balances, calipers, microscopes, cameras, sound recorders, hot plates, magnets, collecting nets).

knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.

knows that to compare and contrast observations and results is an essential skill in science.

uses sketches, diagrams and models to understand scientific ideas. makes predictions and inferences based on observations. uses charts and graphs to understand patterns of change. understands the relationships between science concepts and the history of

science and the contributions of scientists. uses reference materials to obtain information related to science concepts. knows that data are collected and interpreted in order to explain an event or

concept. understands that scientific information can be presented in several ways (for

example, using numbers and mathematics, drawings, words, graphs, tables). understands how scientific discoveries have helped or hindered progress

regarding human health and lifestyles. knows that, through the use of science processes and knowledge, people can

solve problems, make decisions, and form new ideas.

GRADE 4

LANGUAGE ARTS

Reading Process

The student uses the reading process effectively.

• Uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.

• Uses text features to predict content and monitor comprehension (for example, glossary, headings, side-headings, sub-headings; paragraphs; print variations such as italics, bold face, underlines).

• Uses prior knowledge integrated with text features to generate questions and make predictions about content of text.

Phonics/Word Analysis

The student selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues to identify words and construct meaning from various texts, illustrations, graphics, and charts.

• Extends previously learned knowledge and skills of the third grade with increasingly complex reading selections and assignments and tasks (for example, decoding, context clues, predicting, variety of word structure, constructing meaning, purposes of reading).

Vocabulary Development

The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

• Uses a variety of strategies to determine meaning and increase vocabulary (for example, multiple meaning words, antonyms, synonyms, word relationships, root words, homonyms).

• Develops vocabulary by reading independently.

• Develops vocabulary by listening to, reading, and discussing both familiar and conceptually challenging selections.

• Uses resources and references such as dictionary, thesaurus, and context to build word meanings.

Reading Comprehension

The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.

• Uses a variety of strategies to monitor reading in fourth-grade or higher texts (for example, rereading, self-correcting, summarizing, checking other sources, class and group discussions, questioning whether text makes sense, searching for cues, identifying miscues).

• Constructs meaning from a wide range of texts.

• Reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.

• Understands explicit and implicit ideas and information in fourth-grade or higher texts (for example, knowing main idea or essential message, connecting important ideas with corresponding details, making inferences about information, distinguishing between significant and minor details, knowing chronological order of events).

• Identifies and discusses the author’s purpose in text.

• Recognizes text that is written primarily to persuade.

• Distinguishes between informational and persuasive texts.

•Uses knowledge of author’s styles, themes, and genres to choose own reading

• Reads and organizes information (for example, in outlines, timelines, graphic organizers) throughout a single source for a variety of purposes (for example, discovering models for own writing, making a report, conducting interviews, taking a test, performing a task).

• Identifies examples of fact, fiction, or opinion in text.

• Understands a variety of textual organizations (for example, comparison and contrast, cause-and-effect, sequence of events).

• Recognizes comparison or contrast in a text and understands how it impacts the meaning of a text.

Information and Media Literacy

The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts, and photos, to gather information for research projects.

• Uses a variety of reference materials to gather information, including multiple representations of information for a research project (for example, maps, charts, photos).

• Uses a systematic research process (including but not limited to selects a topic, formulates questions, narrows the focus of a topic, and develops a plan for gathering information).

Writing Process

The student uses writing processes effectively. The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.

• Uses a variety of strategies to prepare for writing (for example, brainstorming, making lists, mapping ideas, grouping related ideas, keeping a notebook of ideas, observing surroundings, answering questions posed by others).

• Establishes a purpose for writing (including but not limited to explaining, informing, telling a story, making a request).

The student drafts and revises writing in cursive that:

• Focuses on the topic;

• Has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices;

• Has ample development of supporting ideas;

• Demonstrates a sense of completeness or wholeness;

• Demonstrates a command of language including precision in word choice;

• Generally has correct subject/verb agreement;

• Generally has correct verb and noun forms;

• With few exceptions, has sentences that are complete, except when fragments are used purposefully;

• Uses a variety of sentence structures; and

• Generally follows the conventions of punctuation, capitalization, and spelling.

• Focuses on a central idea or topic (for example, excluding loosely related, extraneous, or repetitious information).

• Uses an organizational pattern appropriate to purpose and audience.

• Uses devices to develop relationships among ideas (for example, transitional devices; paragraphs that show a change in time, idea, or place; cause-and-effect relationships).

• Uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, choosing effective words, sequencing events; using specific details to clarify meaning).

• Generally follows the conventions of punctuation, capitalization, and spelling appropriate at fourth-grade or higher level [see benchmark LA.B.1.2.3 for specifics].

• Revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.

• Revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.

Revising

The student produces final documents that have been edited for:

• Correct spelling;

• Correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks;

• Correct capitalization of proper nouns;

• Correct paragraph indentation;

• Correct usage of subject/verb agreement, verb and noun forms, and sentence structure; and

• Correct formatting according to instruction.

• Uses a variety of strategies (for example, base words and common spelling patterns) and resources (for example, dictionaries and thesauruses) to spell words.

• Uses conventions of punctuation (including but not limited to commas in a series, dates, and addresses; beginning and ending quotation marks).

• Uses conventions of capitalization (including but not limited to proper nouns, titles, first word of a direct quotation).

• Uses various parts of speech correctly in writing (including but not limited to subject and verb agreement, noun and verb forms, demonstrative pronouns, coordinating conjunctions).

• Uses correct paragraph indentation.

• Uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).

Writing

The student writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.

• Writes notes, comments, and observations that reflect comprehension of fourth- grade or higher level content and experiences from a variety of media.

• Uses alphabetical and numerical systems (for example, outlining to organize information).

• Writes for a variety of occasions, audience, and purposes (for example, journals to reflect upon ideas, reports to describe scientific observations).

• Uses electronic technology to create, revise, retrieve, and verify information (including but not limited to word-processing software, electronic encyclopedias).

Writing Applications

The student creates narratives in which ideas, details, and events are in logical order and are relevant to the story line.

• Develops a story line that is easily followed.

• Chooses specific detail and precise word choice to support the story line.

• Creates a logical organizational pattern appropriate to narrative writing (including a beginning, middle, and end).

• Creates a sense of story completeness.

• Attempts to use a variety of sentence structures to support the story.

The student creates expository responses in which ideas and details follow an organizational pattern and are relevant to the purpose.

• Attempts to establish a clear focus with little or irrelevant or repetitious information.

• Develops supporting ideas by presenting facts and information that relate to the focus.

• Develops anecdotes or examples to support and elaborate upon reasons.

• Generally presents facts, examples, and definitions objectively.

• Creates a logical organizational pattern appropriate to expository writing (including beginning, middle, and end).

• Uses a variety of sentence structures to present ideas.

Listening, Viewing, and Speaking

The student uses listening strategies effectively. The student listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, informational speeches.

• Knows personal listening preferences (for example, chapter books/novels, poetry, stories about diverse groups and cultures, nonfiction, drama, informational speeches).

• Interacts with peers in a variety of situations to develop and present familiar ideas (for example, conversations, whole group interactions, discussions).

• Listens attentively to the speaker (including but not limited to making eye contact and facing the speaker).

• Uses strategies to respond to speakers (for example, asking questions, making contributions, summarizing, reflecting on ideas).

• Discusses and reacts to nonverbal cues used in a variety of media, (for example, motion pictures, television, advertisements, and works of art).

• Uses strategies to speak clearly, (for example, rate, volume, tone, projection).

• Asks questions and makes comments and observations (for example, clarifies understanding of content, processes, and experiences; seeks the ideas and opinions of others; supports own opinions).

• Prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to group discussions, informational or dramatic presentations).

• Uses visual aids, technology, or demonstrations to support a presentation.

• Uses eye contact and gestures that engage the audience.

• Uses discussion strategies (for example, acting as participant and leader; volunteering relevant information; responding to opinions and ideas of others; summarizing information heard).

Oral Language & Communication

The student understands the nature of language. The student understands that there are patterns and rules in the syntactic structure, symbols, sounds, and meanings conveyed through the English language.

• Uses elements of grammar in speech (including but not limited present, past, and future verb tenses; subject-verb agreement; pronouns as subjects).

• Uses sentence variety in speech.

• Uses appropriate words to shape reactions, perceptions, and beliefs (for example, synonyms, antonyms, figurative language).

• Uses appropriate available technologies to enhance communication

• Interprets messages conveyed through mass media.

Literature

The student understands the common features of a variety of literary forms. The student identifies the distinguishing features among fiction, drama, and poetry and identifies the major characteristics of nonfiction.

• Understands the distinguishing features of literary texts (for example, fiction, drama, poetry, biography, historical fiction, chapter books).

• Understands the distinguishing features of nonfiction texts (for example, biography, reference materials, magazines, newspapers).

• Reads a variety of literary and informational texts (for example, fiction, drama, poetry, biography, historical fiction, reference materials, chapter books, magazines, newspapers).

• Understands the development of plot in a fourth grade level or higher story.

• Understands how conflicts are resolved in a story, including problem solution or resolution.

• Makes inferences and draws conclusions regarding story elements of a fourth grade or higher level text (for example, the traits, actions, and motives of characters; plot development; setting).

• Knows the similarities and differences of characters, setting, and events presented within and across fourth grade or higher level selections.

• The student knows that the attitudes and values that exist in a time period affect the works that are written during that time period.

• Knows that the attitudes and values that exist in a time period affect stories and informational articles written during that time period.

• Identifies cause-and-effect relationships in literary texts.

• Recognizes the uses of language found in children’s literature (for example, sensory words, rhymes, and choice of vocabulary).

• Understands the effects of text structure used in children’s literature (for example, rhyme schemes in poetry and story patterns).

• Responds to literature by explaining how the motives of the characters compare with those of own life.

• Responds to literature by explaining how the causes of events compare with those of own life.

• Understands the major theme in a story.

• Understands the major information in a nonfiction text.

• Forms ideas about what has been read in a literary text and uses specific information from the text to support these ideas.

GRADE 4

MATH

Number Sense, Concepts, and Operations

The student understands the different ways numbers are represented and used in the real world. The student names whole numbers combining 3-digit numeration (hundreds, tens, ones) and the use of number periods, such as ones, thousands, and millions and associates verbal names, written word names, and standard numerals with whole numbers, commonly used fractions, decimals, and percents.

• Reads, writes, and identifies whole numbers through millions or more.

• Reads, writes, and identifies fractions and mixed numbers with denominators including 2, 3, 4, 5, 6, 8, 10, 12, 20, 25, 100, and 1000.

• reads, writes, and identifies decimals through hundredths

• Uses language and symbols (>, <, =) to compare numbers in the same form and in two different forms such as _ < 1.

• Compares and orders whole numbers through millions or more, using concrete materials, number lines, drawings, and numerals.

• Compares and orders commonly used fractions and decimals to hundredths using concrete materials, drawings, and numerals.

• Locates whole numbers, fractions, mixed numbers, and decimals on a number line.

• Translates problem situations into diagrams and models using whole numbers, fractions, mixed numbers and decimals to hundredths including money notation.

• Uses concrete materials to model equivalent forms of whole numbers, fractions, and decimals.

• Identifies equivalent forms of numbers.

• Knows that two numbers in different forms are equivalent or non-equivalent, using whole numbers, decimals, fractions, and mixed numbers.

• Knows the value of a given digit in numbers from hundredths to millions, including writing and interpreting expanded forms of numbers.

• Explains and demonstrates the multiplication and division of whole numbers using manipulatives, drawings, and algorithms.

• Explains and demonstrates the addition and subtraction of common fractions using concrete materials, drawings, story problems, and algorithms.

• Explains and demonstrates the addition and subtraction of decimals (to hundredths) using concrete materials, drawings, story problems, and algorithms.

• Knows the properties of numbers including the following:

1. the identity, commutative, and associative properties of addition

2. the zero and identity properties of multiplication

3. the commutative, associative, and distributive properties of multiplication.

• Predicts the relative size of solutions in the following:

1. addition, subtraction, multiplication, and division of whole numbers

2. addition and subtraction of common fractions

3. addition and subtraction of decimals to hundredths

• Uses problem-solving strategies to determine the operation(s) needed to solve one- and two-step problems involving addition, subtraction, multiplication, and division of whole numbers, and addition and subtraction of decimals and fractions.

• Solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers, and addition and subtraction of decimals and fractions using an appropriate method (for example, mental math, pencil and paper, calculator).

• Explains the reason for choosing a particular computing method for a particular problem.

• Solves real-world multiplication problems with whole numbers (three digits by one digit) using concrete materials, drawings, and pencil and paper.

• Solves real-world division problems having divisors of one digit and dividends of three digits, with or without remainders.

• Solves real-world problems involving the addition or subtraction of decimals (to hundredths) or common fractions with like or unlike denominators.

• Chooses, describes and explains estimation strategies used to determine the reasonableness of solutions to real-world problems.

• Knows factors and multiples of numbers to 100.

• Multiplies by 10, 100, and 1,000 recognizing and demonstrating patterns.

• Knows rules of divisibility for 2, 3, 5, 9, and 10.

• Knows measurement concepts and can use oral and written language to communicate them.

• Uses a wide variety of models (for example, manipulatives, diagrams) and applies counting procedures to investigate measurements of length, area, volume, and perimeter.

• Knows about varied time intervals, including decades, hours, minutes, and seconds.

• Investigates angle measures using models and manipulatives for the common angles of 45°, 90°, and 180° (straight angle) and uses these angles as reference points for measures of other angles.

• Solves real-world problems involving measurement of the following:

1. length (for example, millimeter, quarter-inch, foot, yard, meter)

2. weight (for example, pounds, ounces, kilograms, grams)

3. capacity (for example, cup, milliliters)

4. temperature (Fahrenheit and Celsius)

5. angles (right and straight)

• Solves real-world problems involving perimeter, area, and volume using concrete, graphic, or pictorial models.

• Uses schedules, calendars, and elapsed time to solve real-world problems.

• Uses customary and metric units to compare length, weight, and capacity or volume.

• Uses multiplication or division to convert units of measure within either the customary or metric system (for example: 100 cm = 1 m).

• Knows an appropriate unit of measure to determine the dimension(s) of a given object (for example, standard - student chooses feet or inches instead of yards to measure a classroom desk; nonstandard - student chooses a pencil or his or her hand to measure a classroom desk).

• Knows an appropriate unit of measure (standard or nonstandard) to measure weight and capacity.

• Knows how to determine whether an accurate or estimated measurement is needed for a solution.

• Using real-world settings, objects, graph paper, or charts, solves problems involving estimated measurements, including the following:

1. length to nearest half-inch, centimeter

2. weight to nearest ounce, gram

3. time to nearest five-minute interval

4. temperature to nearest five-degree interval

5. money to nearest $1.00 (combination of coin and currency) Not in CCSS

• Knows how to estimate the area and perimeter of regular and irregular polygons using graph paper, geo board, or other objects.

• Knows how to estimate the volume of a rectangular prism using manipulatives or graphic representation.

• Selects an appropriate measurement unit for labeling the solution to real-world problems.

• Selects and uses the appropriate tool for situational measures (for example, measuring sticks, scales and balances, thermometers, measuring cups, gauges).

Geometry and Spatial Sense

• Uses appropriate geometric vocabulary to describe properties and attributes of two- and three-dimensional figures (for example, faces, edges, vertices, diameter).

• Draws and classifies two-dimensional figures having up to eight or more sides

• Uses manipulatives to solve problems requiring spatial visualization.

• Knows symmetry, congruency, and reflections in geometric figures using drawings and concrete materials (for example, pattern blocks, and mirrors).

• Knows and creates congruent and similar figures.

• Identifies and performs flips, slides, and turns given angle (90 direction clockwise or counterclockwise) of turn, using concrete and graphic materials (for example, pattern blocks, geo boards, grid paper).

• Knows the effect of a flip, slide, or turn (90

• Explores tessellations

• Compares the concepts of area and perimeter using concrete materials (for example, color tiles, grid paper) and real-world situations (for example, carpeting a floor, fencing a yard).

• Applies the concepts of area and perimeter to solve real-world and mathematical problems.

• Knows how area and perimeter are affected when geometric figures are combined.

• Knows how to identify, locate, and plot ordered pairs of whole numbers on a graph or on the first quadrant of a coordinate system.

Algebraic Thinking

• Poses, solves, and explains problems by identifying a predictable visual or numerical pattern

• Knows mathematical relationships in patterns (for example, the second shape is the first shape turned 90

• Analyzes number patterns and states rules for relationships (for example, 2, 4, 7, 9, 12, …; the rule is: +2, +3, +2, +3, …).

• Discusses, explains, and analyzes the rule that applies to the pattern.

• Applies the appropriate rule to complete a table or a chart

• Uses a variable to represent a given verbal expression (for example, seven times a number is 7n).

• Translates problem-solving situations into expressions and equations using a variable for the unknown.

• Uses physical or pictorial models and graphs (for example, cubes, number lines) to solve equations or inequalities.

• Uses information from physical models, graphs, or tables to solve problems.

GRADE 4

SCIENCE

The Nature of Matter

• Uses a variety of measurements to compare and contrast the physical properties of matter.

• Understands that heating or cooling of matter will speed up or slow down, respectively, the motion of the small particles within matter and that this is what causes a phase change.

• Uses a variety of tools (hand lens, microscope) to observe and study minute details of objects.

Energy

• Knows that most living things use energy from the sun to live and grow.

• Knows how to trace the flow of energy in a system (for example, in an ecosystem).

• Knows that there are a variety of sources for electricity (for example, hydroelectric, geothermal, windmills).

• Knows that most objects that emit light also emit heat.

• Knows ways that energy can be transformed (for example, electricity to light, light to heat, and mechanical to heat).

• Knows that moving electric charges produce magnetic forces and moving magnets produce electric currents.

• Extends and refines use of a variety of tools to measure the gain or loss of energy

• Understands the reasons for energy conservation.

• Knows the risk factors associated with the use of nonrenewable energy sources (for example, economic factors and health factors).

• Understands the processes that created fossil fuels and why they are nonrenewable.

Force and Motion

• Understands how simple machines are used to make tasks possible.

•The student knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on

• Uses tools to measure changes in position, direction, and speed of an object after a push or pull has been applied upon by an outside force.

• Understands how friction affects an object in.

Processes that Shape the Earth

• Understands the stages of the rock cycle.

• Knows the properties of different types of soil.

• Understands how the water cycle is influenced by temperature and land features.

• Understands how processes of weathering and erosion constantly change the surface of the Earth. (For example, mountains, and volcanic islands).

• Understands the need for protection of the natural systems on Earth.

• Knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life.

• Knows ways misuse of natural resources affects the quality of life for all species

Earth and Space

• Knows that the tilt of the Earth causes the change of seasons, length of day, and the amount of energy available.

• Understands the cause of the phases of the Moon (for example, the movement patterns of the Earth and Moon relative to the Sun).

• Knows how the energy of the Sun can be captured as a source of heat and light on Earth (for example, plants, and solar panels).

• Knows that the planets differ in size, characteristics, and composition and that they orbit the Sun in our Solar System.

• Knows characteristics of Jupiter, Saturn, Uranus, Neptune, and Pluto

• Understands the arrangement of planets in our Solar System.

• Knows that gravity is the one of the forces that keeps planets arranged in orbits around the Sun and the Moon in orbit around the Earth.

• Understands that the Sun is a medium-sized star located near the edge of a galaxy containing billions of other stars, which in turn is one of innumerable galaxies in the Universe.

Processes of Life

• Knows that complex animals have specialized organs to carry out life processes.

• Knows the major organ systems of the human body.

• Knows that living things are composed of cells.

• Knows that processes needed for life are carried out by the cells

How Living Things Interact with Their Environment

• Knows how plants and animals interact with one another in an ecosystem (for example, organization of communities, and flow of energy through food webs).

• Understands the relationship among organisms in aquatic and terrestrial food chains (for example, the role of producers, consumers, and decomposers).

• Knows organisms that act as decomposers.

• Understands the need for nutrients and minerals for living organisms.

• Understands the process of decay (for example, the stages of decay, the organisms that help the decay process, the nonliving factors that influence the rate of decay, the products of decay).

• Understands that energy is transferred to living organisms through the food they eat.

• Knows examples of living things that are classified as producers, consumers, carnivores, herbivores, and omnivores.

• Knows that organisms are growing, dying, and decaying and that new organism are being produced.

• Knows that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem.

• Knows characteristics that allow members within a species to survive and reproduce.

• Understands patterns of interdependency in ecological systems.

• Understands that what benefits one organism may be harmful to other organisms.

• Understands that changes in an ecological system usually affect the whole system.

•Compares plant and animal cells, and describes different types of microorganisms.

• Defines and compares the kingdoms of living things.

•Explains the processes of photosynthesis and respiration, describes the functions of roots, stems and leaves.

• Describes pollination in flowering plants and understands the life cycle of a flowering plant.

Scientific Investigation

• Knows that scientists make the results of their investigations public, and they describe the investigations in ways that enable others to repeat the investigation.

• Works collaboratively to collect, share, and record information for a scientific investigation.

• Knows that comparisons between experiments can be made when conditions are the same.

• Knows that a model of something is different from the real thing, but can be used to learn something about the real thing.

• Makes predictions based on data from picture graphs, bar graphs, and line graphs.

• Knows basic patterns, sequences, and cycles occurring in nature.

• Understands that science, technology, and society are interwoven and interdependent.

• Knows that technologies often have costs, as well as benefits, and can have an enormous effect on people and other living things.

• Researches and reports on a science topic.

• Constructs and analyzes graphs, tables, maps, and charts to organize, examine, and evaluate information.

• Uses criteria to understand and analyze the impact of scientific discoveries (for example, determines whether or not scientific claims are backed by sufficient evidence and logical arguments).

• Knows ways that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.

GRADE 4

SOCIAL STUDIES

People, Places, and Environments [Geography]

• Uses maps, globes, charts, graphs and other geographic tools to gather and interpret data and draw conclusions about physical patterns

• Knows how regions in United States the world are constructed according to physical criteria and human criteria

• Locates and describes the physical and features of the United States regions of the world.

• Knows different ways people view and relate to places and regions throughout the world.

• Understands varying perceptions of regions throughout the United States world.

• Understands the interactions of people and the physical environment.

• Understands reasons certain areas of the United States world are more densely populated than others.

• Understands ways the physical environment supports and constrains human activities in the world United States.

• Understands ways human activity has affected the physical environment in various places and times in the world United States.

• Understands how factors such as population growth, human migration, improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

Government and the Citizen [Civics and Government]

• Understands the functions of government in St Maarten under the framework of the United States Constitution.

• Knows the branches of St Maarten US state government.

• Understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of St Maarten US government.

• Understands ways all three branches of government promote the common good and protect individual rights.

• Knows possible consequences of the absence of government, rules, and laws.

• Understands the benefits of the development of government.

• Knows basic things St Maarten United States government does in one’s school, community, state, and nation.

• Understands the role of the citizen in St Maarten American democracy.

• Understands the importance of participation through community service, civic improvement, and political activities.

• Extends and refines understanding of ways personal and civic responsibility are important.

St. Maarten History and Geography

• Knows and understands the reasons that people came to St. Maarten and their contribution towards the developing of the island’s history. (The Arawak Indians.)

• Understands and discusses the several different explorers that landed on St. Maarten and the importance they played in its founding.

• Understands how the French and Dutch countries decided to share the island and how that came about.

• Learns what year St. Maarten was established. Learns about the St. Maarten flag, national bird, national flower, and the national landmarks.

• Learns how many square miles make up the Dutch and French sides of the island.

•Learns the natural resources

• Understands the various cultures contributed to the unique social, cultural, economical, and political features found in St. Maarten.

• Learns the geographical features of St. Maarten and the islands that surround it.

• Learns about all islands found within the Netherland-Antilles (Sint Maarten, St. Eustatius, Saba, Bonaire, and Curacao.)

Elementary ArtGrades 1-5

Basic Assumptions:

Develop and strengthen students’ artistic skills, awareness, and knowledge of art.

Encourage their work as a means of self-expression. Units are theme based and incorporate four areas of inquiry: studio production,

art history, aesthetics, and art critique.

Major Concepts/Content:

Students develop their visual art skills through a variety of art experiences with emphasis upon technique, expression, and historical and multicultural influences. Art concepts and techniques covered in class include: drawing, portraits, figures, landscape,

light, texture, the color wheel, clay, painting, and collage. In order to help students overcome stereotypical visual concepts, they are encouraged to find ways to vary their interpretations of subject and theme. Increasing attention is given to the expressive use of design elements: line, color, space, shape, texture, form, and principles: balance, rhythm, unity, variety and perspective. Personal self-expression continues to be the primary function of art for students.

The content should include, but not be limited to, the following:

Effective and accurate use of tools and materials Be introduced to elements of art: line, shape, color and texture.

Use line as a design element, in pictorial representation, as well as non-objective.

Be introduced to line qualities including circular, zigzag, and broken lines.

Develop an awareness of two kinds of shapes: free form and geometric. Begin to discriminate among a variety of shapes in regards to length, position,

and direction.

Organize shapes to form a geometric composition.

Be introduced to spatial relationships using the fundamentals of linear perspective such as foreground, middle ground, background and objects above and below the horizon line.

Identify primary and secondary colors as well as be able to mix secondary and tertiary colors.

Manipulate various textured materials.

Be introduced to principles of design: repetition, balance and symmetry.

Be introduced to informal balance (asymmetrical)

Be introduced to creating patterns through repetition.

Be introduced to formal balance (symmetry).

Be exposed to the tactile qualities of modeling material such as clay, play dough, etc.

Be exposed to the beginning printing techniques such as sponge and stamp.

Become aware of, exposed to, and begin to use appropriate art vocabulary.

Continue to utilize drawing media such as pencil, crayons, markers, pastels, charcoal, and colored pencils.

Be introduced to the technique of pencil sketching.

Have the opportunity to paint in a variety of methods such as finger paint, sponge paint, and with brushes in watercolor and tempera.

Be introduced to value such as tints or shades.

Be introduced to the techniques of combining various media such as crayon resist.

Be exposed to the realm of three dimensional space.

Be exposed to visual examples of works of art by various artists through books, slides, film, reproductions, museums, the internet, and age appropriate narratives.

Be introduced to positive and negative space in 2-D art work.

After successfully completing this course, the student will:

Use the skills acquired to produce finished works of art as a concrete expression of the artistic concepts taught in class.

Learn how artists discover ideas for their art.

Be able to express and respond to the visual arts through criticism and discuss their own work.

Perceive and describe works of art

Discover ideas of art in personal experiences.

Begin to identify and respond to different art forms and styles such as realism, fauvism, impressionism, expressionism, abstract or non-objective art.

Respect their art work and the work of others.

Communicate through the visual arts by use of personal expression and production.

Critique art work using the fundamental composition and design elements learned in class.

Grades K-5Physical Education

Major Content/ContentPhysical Education for Grades K-5 consists of building basic skills for individual success at team and individual activities.

The Content Should Include But Is Not Limited To:

K-2

Physical Education Literacy

The student demonstrates competency in many movement forms and proficiency in a few forms of physical activity.

o Kicks stationary and rolled balls with strong force while maintaining balance.

o Adapts movement to changing environmental conditions.o Chases, flees, and dodges to avoid or catch others and maneuver around

obstacles.o Consistently strikes lightweight objects with body parts and with

lightweight implements.o Knows ways to manage own body weight in a variety of situations (e.g.,

hanging and climbing and balancing in symmetrical and asymmetrical shapes on a variety of body parts on mats.

o Demonstrates basic loco-motor skills (e.g., hop, walk, run, jump, leap, gallop, skip, and slide).

o Uses an overhand throwing pattern with accuracy.o Knows various techniques for catching thrown objects.

The student applies concepts and principles of human movement to the development of motor skills and the learning of new skills.

o Knows how to absorb force by establishing a base of support to receive the force of the oncoming object.

o Knows ways to establish bases of support using various body parts and fundamental principles of balance.

o Knows various techniques for landing safely.o Uses movement control to run, hop, and skip in different ways in a large

group without bumping into others or falling.o Knows the characteristics of a mature throw.

The student analyzes the benefits of regular participation in physical activity. o Identifies changes in the body during physical activity.

o Knows that the heart is a muscle that will become stronger as a result of physical activity.

o Understands that physical activity produces feelings of pleasure.o Knows ways in which physical activity promotes muscular strength.

Responsible Physical Activity

Behaviors

The student works to achieves and maintains a health-enhancing level of physical fitness.

o Knows how to move each joint through a functional range of motion.o Understands the changes that occur in respiration during vigorous

physical activity.o Knows various warm-up and cool-down exercises.o Participates in health-related fitness assessment.

The student demonstrates responsible personal and social behavior in physical activity.

o Understands the importance of being aware of one’s surroundings and acting in a safe manner while participating in physical activity settings.

o Follows directions given by instructor or group leader.o Understands the difference between compliance and noncompliance

with game rules and fair play.o Identifies appropriate behaviors for participating with others in physical

activity settings.

Advocate and Promote Physically

Active Lifestyles

The student understands how participating in physical activity promotes inclusion and an understanding of the abilities and cultural diversity of people.

o Knows the importance of demonstrating consideration of others in physical activity settings.

The student understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication.

o Identifies the feelings resulting from challenges, successes, and failures in physical activity.

o Knows various ways to use the body and movement activities to communicate ideas and feelings (e.g., creative movement).

o Recognizes the benefits that accompany cooperation and sharing.

Grades 3-5

Physical Education Literacy

The student demonstrates competency in many movement forms and proficiency in a few forms of physical activity.

o Knows various techniques for throwing or catching different objects.o Knows how to design and modify sequences thato Show changes in direction and speed.o Knows how to demonstrate functional patterns of striking, dribbling,

throwing, and catching in dynamic situations.o Understands that games consist of people, boundaries, equipment,

purpose, and rules which all interrelate during game play.o Knows how to create, explore, and devise game strategies.

The student applies concepts and principles of human movement to the development of motor skills and the learning of new skills.

o Recognizes the proper techniques of performing an overhand throw.o Understands and applies basic movement concepts (e.g., space

awareness, body awareness, and transfer of weight) to games.o Knows the reasons that appropriate practice improves performance.

The student analyzes the benefits of regular participation in physical activity. o Describes healthful benefits that result from regular participation in

vigorous physical activity.o Understands how a healthy body contributes to positive self-concepts.

Responsible Physical Activity Behaviors

The student achieves and maintains a health-enhancing level of physical fitness.

o Knows how to maintain continuous aerobicactivity for a specified period of time in order toimprove endurance.

o Knows activities that promote a faster heart rate.o Knows how proper stretching increases flexibility

and understands why flexibility is important.o Knows how exercise helps control obesity.o Understands that correct body position and proper

use of muscles are necessary to improve strength

and flexibility.

The student demonstrates responsible personal and social behavior in physical activity.

o Knows potential risks associated with physical activities.o Applies and follows rules while playing sports and games.o Knows the importance of seeking out, participating with, and showing

respect for people of like and different physical abilities.

Advocate and Promote Physically

Active Lifestyles

The student understands how participating in physical activity promotes inclusion and an understanding of the abilities and cultural diversity of people

o Recognizes the differences and similarities in the physical activity choices of others.

The student understands that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication.

Knows the positive benefits of exercising at home.o Designs and performs games that allow for group creativity and

discussion.

In addition: Puberty education (physical and mental development through adolescents) for

Grade 5 performed throughout the year.

Grade 5MATH

The fifth grade student:

Number Sense, Concepts, and Operations

Reads, writes, and identifies whole numbers, fractions, mixed numbers, and decimals through thousandths.

Reads, writes, and identifies common percents including 10%, 20%, 25%, 30%, 40%, 50%, 60%, 70%, 75%, 80%, 90%, and 100%.

Compares and orders whole numbers, commonly used fractions, percents, and decimals to thousandths using concrete materials, number lines, drawings, numerals, and symbols (>, <, =).

Translates problem situations into diagrams, models, and numerals using whole numbers, fractions, mixed numbers, decimals, and percents.

Knows that numbers in different forms are equivalent or nonequivalent, using whole numbers, decimals, fractions, mixed numbers, and percents.

Knows that place value relates to powers of 10. Expresses numbers to millions or more in expanded form using powers of ten,

with or without exponential notation. Explains the similarities and differences between the decimal (base 10) number

system and other number systems that do or do not use place value. Explains and demonstrates the multiplication of common fractions using

concrete materials, drawings, story problems, symbols, and algorithms. Explains and demonstrates the multiplication of decimals to hundredths using

concrete materials, drawings, story problems, symbols, and algorithms. Predicts the relative size of solutions in the following: Addition, subtraction, multiplication, and division of whole numbers Addition, subtraction, and multiplication of fractions, decimals, and mixed

numbers, with particular attention given to fraction and decimal multiplication (for example, when two numbers less than one are multiplied, the result is a number less than either factor)

Explains and demonstrates the inverse nature of multiplication and division, with particular attention to multiplication by a fraction (for example, multiplying by _ yields the same result as dividing by 4).

Explains and demonstrates the commutative, associative, and distributive properties of multiplication.

Uses problem-solving strategies to determine the operation(s) needed to solve one- and two-step problems involving addition, subtraction, multiplication, and division of whole numbers, and addition, subtraction, and multiplication of decimals and fractions.

Solves real-world problems involving addition, subtraction, multiplication, and division of whole numbers, and addition, subtraction, and multiplication of decimals, fractions, and mixed numbers using an appropriate method (for example, mental math, pencil and paper, calculator). chooses, describes, and explains estimation strategies used to determine the reasonableness of solutions to real-world problems.

Estimates quantities of objects to 1000 or more and justifies and explains the reasoning for the estimate (for example, using benchmark numbers, unitizing).

Finds factors of numbers to 100 to determine if they are prime or composite. An express a whole number as a product of its prime factors. Determines the greatest common factor or the least common multiple of two

numbers up to 100 or more. Multiply by powers of 10 (100, 1,000, and 10,000) demonstrating patterns. Identifies and applies rules of divisibility for 2, 3, 4, 5, 6, 9, and 10. Uses models to identify perfect squares to 144.

Measurement

Knows measurement concepts and uses oral and written language to communicate them.

Knows varied units of time that include centuries and seconds and uses schedules, calendars, and elapsed time to solve real-world problems.

Classifies angle measures as acute, obtuse, right, or straight. Investigates measures of circumference using concrete materials (for example,

uses string or measuring tape to measure the circumference of cans or bottles). Solves real-world problems involving measurement of the following: Length (for example, eighth-inch, kilometer, mile) Weight or mass (for example, milligram, ton) Temperature (comparing temperature changes within the same scale using

either a Fahrenheit or a Celsius thermometer) Angles (acute, obtuse, straight) Solves real-world problems involving perimeter, area, capacity, and volume,

using concrete, graphic or pictorial models and extends conceptual experiences into patterns to develop formulas for determining perimeter, area, and volume.

Finds the length or height of “hard-to-reach” objects by using the measure of a portion of the objects (for example, find the height of a room or building by finding the height of one block or floor and multiplying by the number of blocks or floors).

Uses customary and metric units to compare length, weight or mass, and capacity or volume.

Can use multiplication and division to convert units of measurement within the customary or metric system.

Can determine an appropriate unit of measure (standard or nonstandard) to measure length, weight, and capacity.

Can determine whether an accurate or estimated measurement is needed for a solution.

Solves real-world problems involving estimated measurements, including the following:

Length to nearest quarter-inch, centimeter Weight to nearest ounce, gram Time to nearest one-minute interval Temperature to nearest five-degree interval Money to nearest $1.00. Knows how to estimate the area and perimeter of regular and irregular polygons

and how to estimate the volume of a rectangular prism. Selects an appropriate measurement unit for labeling the solution to real-world

problems. Selects and uses the appropriate tool for situational measures (for example,

measuring sticks, scales and balances, thermometer, measuring cups, gauges, protractors).

Geometry and Spatial Sense

Uses appropriate geometric vocabulary to describe properties and attributes of two- and three-dimensional figures (for example, obtuse and acute angles, radius, equilateral, scalene, and isosceles triangles.).

Draws and classifies two-dimensional figures having ten or more sides and three-dimensional figures (cubes, rectangular prisms, pyramids).

Recognizes the characteristics of and relationships among points, lines, line segments, rays, and planes.

Uses manipulative to solve problems requiring spatial visualization. Knows symmetry, congruency, and reflection in geometric figures. Knows how to justify that two figures are similar or congruent. Knows the effect of a flip, slide or turn (90o, 180o, 270 o) on a geometric figure. Explores tessellations. Compares the concepts of area, perimeter, and volume using concrete materials

(for example, geo boards and grid paper) and real-world situations (for example, tiling a floor, bordering a room, packing a box).

Applies the concepts of area, perimeter, and volume to solve real-world and mathematical problems using student-developed formulas.

Knows how area and perimeter are affected when geometric figures are combined, rearranged, enlarged, or reduced (for example, What happens to the area of a square when the sides are doubled?).

Identifies, locates, and plots ordered pairs of whole numbers on a graph or on the first quadrant of a coordinate system.

Algebraic Thinking

Describes, extends, creates, predicts, and generalizes numerical and geometric patterns using a variety of models (for example, lists, tables, graphs, charts, diagrams, calendar math).

Poses and solves problems by identifying a predictable visual or numerical pattern

Explains and expresses numerical relationships and pattern generalizations, using algebraic symbols (for example, in the problem above, the number of calls on the nth day can be expressed as 3n+1).

Analyzes and generalizes number patterns and states the rule for relationships (for example, 1, 4, 9, 16, …; the rule: +3, +5, +7, …; or “squares of the whole numbers”).

Applies the appropriate rule to complete a table or a chart, such as: IN 1 2 39 OUT1 4 9?

Solves problems involving simple equations or inequalities using concrete or pictorial models, symbolic expressions, or written phrases.

Uses a variable to represent a given verbal expression (for example, 5 more than a number is n + 5).

Translates equations into verbal and written problem situations.

Data Analysis and Probability

Knows which types of graphs are appropriate for different kinds of data (for example, bar, line, or circle graphs).

Interprets and compares information from different types of graphs including graphs from content-area materials and periodicals.

Generates questions, collects responses, and displays data on a graph. Creates an appropriate graph to display data, including titles, labels, scales, and

interval

Interprets and completes circle graphs using common fractions or percents. Analyzes and explains orally or in writing the implications of graphed data. Uses a stem-and-leaf plot from a set of data to identify the range, median, mean, and

mode. Uses range and measures of central tendency in real-world situations. Uses a calculator to determine the range and mean of a set of data. Determines the number of possible combinations of given items and displays them in an

organized way. Designs a survey to collect data.

Grade 5

LANGUAGE ARTS

Reading Process

Phonics/Word Analysis The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text.

The student will: Understand spelling patterns; Recognize structural analysis; and Use language structure to read multi-syllabic words in text.

Fluency The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression.The student will:

Demonstrate the ability to read grade level text; and Adjust reading rate based on purpose, text difficulty, form, and style.

Vocabulary Development

The student uses multiple strategies to develop grade appropriate vocabulary.

The student will: Use new vocabulary that is introduced and taught directly; Listen to, read, and discuss familiar and conceptually challenging text; Use context clues to determine meanings of unfamiliar words; Categorize key vocabulary and identify salient features; Relate new vocabulary to familiar words; Identify “shades of meaning” in related words (e.g., blaring, loud); Use meaning of familiar base words and affixes to determine meanings of unfamiliar Complex words;

Use knowledge of antonyms, synonyms, homophones, and homographs to determine

Meanings of words;

Determine the correct meaning of words with multiple meanings in context;

Determine meanings of words, pronunciation, parts of speech, etymologies, and alternate

Word choices by using a dictionary, thesaurus, and digital tools; and

Use meaning of familiar roots and affixes derived from Greek and Latin to determine meanings of unfamiliar complex words.

Reading Comprehension

The student uses a variety of strategies to comprehend grade level text.

The student will:

Explain the purpose of text features (e.g., format, graphics, diagrams, illustrations, charts, maps), use prior knowledge to make and confirm predictions, and establish a purpose for reading;

Identify the author’s purpose (e.g., to persuade, inform, entertain, explain) and how an author’s perspective influences text;

Determine the main idea or essential message in grade-level text through inferring,paraphrasing, summarizing, and identifying relevant details;

Identify cause-and-effect relationships in text; Identify the text structure an author uses (e.g., comparison/contrast, cause/effect,

sequence of events) and explain how it impacts meaning in text; Identify themes or topics across a variety of fiction and nonfiction selections; Compare and contrast elements in multiple texts; and Use strategies to repair comprehension of grade-appropriate text when self-monitoring

indicates confusion, including but not limited to rereading, checking context clues, predicting, note-making, summarizing, using graphic and semantic organizers, questioning, and clarifying by checking other sources.

The student uses a variety of strategies to comprehend grade level text.

Literary Analysis

Fiction The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection.

The student will: Demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction,

short story, dramatic literature) as forms with distinct characteristics and purposes;

Locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction;

Demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem;

Identify an author’s theme, and use details from the text to explain how the authordeveloped that theme;

Demonstrate an understanding of a literary selection, and depending on the selection, include evidence from the text, personal experience, and comparison to other text/media;

Write a book report, review, or critique that identifies the main idea, character(s), setting, sequence of events, conflict, crisis, and resolution;

Identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects;

Explain changes in the vocabulary and language patterns of literary texts written across historical periods; and

Use interest and recommendations of others to select a balance of age and ability appropriate fiction materials to read (e.g., novels, historical fiction, mythology, poetry) to expand the core foundation of knowledge necessary to function as a fully literate member of a shared culture.

The student identifies, analyzes, and applies knowledge of the elements of a variety of

fiction and literary texts to develop a thoughtful response to a literary selection. Nonfiction The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

The student will: Locate, explain, and use information from text features (e.g., table of contents, glossary,

index, transition words/phrases, headings, subheadings, charts, graphs, illustrations);

Use information from the text to answer questions related to explicitly stated main ideas or relevant details;

Organize information to show understanding (e.g., representing main ideas within textthrough charting, mapping, paraphrasing, or summarizing);

Use interest and recommendations of others to select a balance of age and ability appropriate nonfiction materials to read (e.g., biographies and topical areas, such as animals, science,history) to continue building a core foundation of knowledge.

Writing Process

Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.

The student will prewrite by:

Generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) based upon teacher-directed topics and personal interests);

Determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece.

Organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).

Drafting Standard:The student will write a draft appropriate to the topic, audience, and purpose.

The student will draft writing by:

Using a prewriting plan to focus on the main idea with ample development of supportingdetails, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood;

Organizing information into a logical sequence and combining or deleting sentences toenhance clarity; and

Creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene).

Revising Standard:The student will revise and refine the draft for clarity and effectiveness.

The student will revise by:

Evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation;

Creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure;

Creating precision and interest by expressing ideas vividly through varied languagetechniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g. dictionary, thesaurus); and

Applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics).

Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions.\

The student will edit for correct use of:

Spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary;

Capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places;

Punctuation, including commas in clauses, hyphens, and in cited sources, includingquotations for exact words from sources;

The four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns; and

Subject/verb and noun/pronoun agreement in simple and compound sentences. Publishing Standard: The student will write a final product for the intended audience.

The student will: Prepare writing using technology in a format appropriate to audience and purpose (e.g.,

manuscript, multimedia);

Use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate; and

Share the writing with the intended audience. Writing Applications

Creative Standard: The student develops and demonstrates creative writing.

The student will: Write narratives that establish a situation and plot with rising action, conflict, and

resolution; and Write a variety of expressive forms (e.g., fiction, short story, autobiography, science

fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia,personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriateformat.

Informative Standard: The student develops and demonstrates technical writing that provides information related to real-world tasks.

The student will: Write in a variety of informational/expository forms (e.g., summaries, procedures,

instructions, experiments, rubrics, how-to manuals, assembly instructions); Record information (e.g., observations, notes, lists, charts, map labels, legends) related

to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate;

Write informational/expository essays that state a thesis with a narrow focus, containintroductory, body, and concluding paragraphs;

Write a variety of communications (e.g., friendly letters, thank-you notes, formal letters,

messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and

write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map.

Persuasive Standard:The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

The student will:

Write persuasive text (e.g., essay, written communication) that establish and develop acontrolling idea and supporting arguments for the validity of the proposed idea with detailed evidence; and

Include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).

Communication

Penmanship Standard: The student engages in the writing process and writes to communicate ideas and experiences.The student will demonstrate fluent and legible cursive writing skills. Listening and Speaking Standard: The student effectively applies listening and speaking strategies.

The student will: Listen and speak to gain and share information for a variety of purposes, including

personal interviews, dramatic and poetic recitations, and formal presentations; and

Make formal oral presentations for a variety of purposes and occasions, demonstratingappropriate language choices, body language, eye contact and the use of gestures, the use of supporting graphics (charts, illustrations, images, props), and available technologies.

Information and Media LiteracyInformational Text Standard: The student comprehends the wide array of informational text that is part of our day to day experiences.The student will read and interpret informational text and organize the information (e.g., use outlines, timelines, and graphic organizers) from multiple sources for a variety of purposes (e.g., multi-step directions, problem solving, performing a task, supporting opinions, predictions, and conclusions). Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information.

The student will:

Select a topic for inquiry, formulate a search plan, and apply evaluative criteria (e.g.,usefulness, validity, objectivity) to select and use appropriate resources;

Read and record information systematically, evaluating the validity and reliability ofinformation in text by examining several sources of information;

Write an informational report that includes a focused topic, appropriate facts, relevantdetails, a logical sequence, and a concluding statement; and

Record basic bibliographic data and present quotes using ethical practices (e.g., avoidsplagiarism).

Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

The student will: Examine how ideas are presented in a variety of print and non-print media and

recognize differences between logical reasoning and propaganda; and Use a variety of reliable media sources to gather information effectively and to transmit

information to specific audiences. Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

The student will: Select and use appropriate available technologies to enhance communication and

achieve a purpose (e.g., video, presentations); and Determine and use the appropriate digital tools (e.g., word processing, multimedia

authoring, web tools, graphic organizers) for publishing and presenting a topic.

Grade 5SOCIAL STUDIES

Time, Continuity, and Change

The student understands U.S. history to 1880.o Understands the geographic, economic, political, and cultural factors that

characterized early exploration of the Americas.o Understands why Colonial America was settled in regions.o Knows significant social and political events that led to and characterized the

American Revolution.o Knows significant historical documents and the principal ideas expressed in them

(e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights).

People, Places, and Environments

The student understands the world in spatial terms.o Uses maps, globes, charts, graphs, and other geographic tools including map

keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

o Knows how regions are constructed according to physical criteria and human criteria.

o Locates and describes the physical and cultural features of major world political regions.

o Knows how changing transportation and communication technology have affected relationships between locations.

o Knows ways in which people view and relate to places and regions differently. The student understands the interactions of people and the physical environment.

o Understands why certain areas of the world are more densely populated than others.

o Understands how the physical environment supports and constrains human activities.

o Understands how human activity affects the physical environment.o Understands how factors such as population growth, human migration,

improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

Government and the Citizen

The student understands the structure, functions, and purposes of government and how the principles and values of American democracy are reflected in American constitutional government.

o Identifies the structure and function of local, state, and federal governments under the framework of the Constitutions of Florida and the United States.

o Understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of governments and understands how all three

branches of government promote the common good and protect individual rights.

o Understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861.

o Knows the causes, key events, and effects of the

Civil War and Reconstruction

The student understands U.S. history from 1880 to the present day. o Knows that after the Civil War, massive immigration, big business, and

mechanized farming transformed American life.o Knows the social and political consequences of industrialization and urbanization

in the United States after 1880.o Knows the political causes and outcomes of World War I.o Understands social and cultural transformations of the 1920s and 1930s.o Understands the social and economic impact of the Great Depression on

American society.o Understands the political circumstances leading to the involvement of the U.S. in

World War II and the significant military events and personalities that shaped the course of the war.

o Knows the economic, political, and social transformations that have taken place in the United States since World War II.

o Knows the political and military aspects of United States foreign relations since World War II.

The student understands the history of St. Maarten and its people

o Understands reasons that immigrants came to St. Maarten and the contributions of immigrants to the island’s history.

o Understands the influence of geography on the history of St. Maarten.o Knows the significant individuals, events, and social, political, and economic

characteristics of different periods in St. Maarten’s history.o Understands the perspectives of diverse cultural, ethnic, and economic groups

with regard to past and current events in St. Maarten‘s history.o Knows how various cultures contributed to the unique social, cultural, economic,

and political features of St. Maarten.o Understands how the salt industry has played a major role in the history of St.

Maarten and the neighboring islands.o Knows the names of St. Maarten’s representatives at the local level, (e.g., leader

of government, governor and political leaders)o Knows possible consequences of the absence of government, rules, and laws.o Knows the basic purposes of government in the United States and St. Maarten

and knows the basic things governments do in one’s school, community, state, and nation.

The student understands the role of the citizen in American democracy. o Understands the importance of participation through community service, civic

improvement, and political activities.

o Understands why personal responsibility (e.g.,taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

o Knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g.,privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries).

o Knows examples of the extension of the privileges and responsibilities of citizenship.

o Knows what constitutes personal, political, and economic rights and why they are important and knows examples of contemporary issues regarding rights.

Economics

The student understands how scarcity requires individuals and institutions to make choices about how to use resources.

o Understands that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

o Understands that scarcity of resources requires choices on many levels, from the individual to societal.

o Understands the basic concept of credit.o Understands that any consumer (e.g., an individual, a household, or a

government) has certain rights.o Understands the concept of earning income and the basic concept of a budget.

The student understands the characteristics of different economic systems and institutions.

o Understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

o Understands the roles that money plays in a market economy.o Understands the services that banks and other financial institutions in the

economy provide to consumers, savers, borrowers, and businesses.o Knows that the government provides some of the goods and services that we

use and that the government pays for the goods and services it provides through taxing and borrowing.

Grade 5SCIENCE

The Nature of Matter

The student understands that all matter has observable, measurable properties. o Determines that the properties of materials (e.g., density and volume) can be

compared and measured (e.g., using rulers, balances, and thermometers).o Knows that common materials (e.g., water) can be changed from one state to

another by heating and cooling. o Knows that the weight of an object always equals the sum of its parts.o Knows that different materials are made by physically combining substances and

that different objects can be made by combining different materials. o Knows that materials made by chemically combining two or more substances

may have properties that differ from the original materials.

The student understands the basic principles of atomic theory. o Knows that materials may be made of parts too small to be seen without

magnification.

Energy

The student recognizes that energy may be changed in form with varying efficiency. o Knows how to trace the flow of energy in a system (e.g., as in an ecosystem).o Recognizes various forms of energy (e.g., heat, light, and electricity).o Knows that most things that emit light also emit heat.o Knows the many ways in which energy can be transformed from one type to

another.o Knows that various forms of energy (e.g., mechanical, chemical, electrical,

magnetic, nuclear, and radiant) can be measured in ways that makeo It possible to determine the amount of energy that is transformed.o Knows ways that heat can move from one object to another.

The student understands the interaction of matter and energy. o Knows that some source of energy is needed for organisms to stay alive and

grow.o Recognizes the costs and risks to society and the environment posed by the use

of nonrenewable energy.o Knows that the limited supply of usable energy sources (e.g., fuels such as coal or

oil) places great significance on the development of renewable energy sources.

Force and Motion

The student understands that types of motion may be described, measured, and predicted.

o Understands that the motion of an object can beo Described and measured.o Knows that waves travel at different speeds through different materials.

The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted.

o Recognizes that forces of gravity, magnetism, and electricity operate simple machines.

o Knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

o Knows that the more massive an object is, the less effect a given force has.o Knows that the motion of an object is determined by the overall effect of all of

the forces acting on the object.

Processes that Shape the Earth

The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth

o Knows that larger rocks can be broken down into smaller rocks, which in turn can be broken down to combine with organic material to form soil.

o Knows that 75 percent of the surface of the Earth is covered by water.

o Knows that the water cycle is influenced by temperature, pressure, and the topography of the land.

o Knows that the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features.

o Knows that some changes in the Earth’s surface are due to slow processes and some changes are due to rapid processes.

The student understands the need for protection of the natural systems on Earth. knows that using, recycling, and reducing the use of natural resources improve and protect the quality of life.

Earth and Space

The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth.

o Knows that the tilt of the Earth on its own axis as it rotates and revolves around the sun causes changes in season, length of day, and energy available.

o Knows that the combination of the Earth’s movement and the moon’s own orbit around the Earth results in the appearance of cyclical phases of the moon.

o Knows that the sun is a star and that its energy can be captured or concentrated to generate heat and light for work on Earth.

o Knows that the planets differ in size, characteristics, and composition and that they orbit the sun in our Solar System.

o Understands the arrangement of planets in our Solar System.o The student recognizes the vastness of the universe and the Earth’s place in it. o Knows that, in addition to the sun, there are many other stars that are far away.

Processes of Life

The student describes patterns of structure and function in living things. o Knows that the human body is made of systems with structures and functions

that are related.o Knows how all animals depend on plants.o Knows that living things are different but share similar structures.o Knows that similar cells form different kinds of structures.

The student understands the process and importance of genetic diversity. o Knows that many characteristics of an organism are inherited from the parents

of the organism, but that other characteristics are learned from an individual’s interactions with the environment.

How Living Things Interact with Their Environment

The student understands the competitive, interdependent, cyclic nature of living things in the environment.

o Knows ways that plants, animals, and protests interact.

o Knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment.

o Knows that green plants use carbon dioxide, water, and sunlight energy to turn minerals and nutrients into food for growth, maintenance, and reproduction.

o Knows that some organisms decompose dead plants and animals into simple minerals and

o Nutrients for use by living things and thereby recycle matter.o Knows that animals eat plants or other animals to acquire the energy they need

for survival.o Knows that organisms are growing, dying, and decaying and that new organisms

are being produced from the materials of dead organisms.o Knows that variations in light, water, temperature, and soil content are largely

responsible for the existence of different kinds of organisms and population densities in an ecosystem.

The student understands the consequences of using limited natural resources. o Knows that all living things must compete for Earth’s limited resources;

organisms best adapted to compete for the available resources will be successful and pass their adaptations (traits) to their offspring.

o Knows that the size of a population is dependent upon the available resources within its community.

o Understands that changes in the habitat of ano Organism may be beneficial or harmful.

The Nature of Science

The student uses the scientific processes and habits of mind to solve problems. o Knows that it is important to keep accurate records and descriptions to provide

information and clues on causes of discrepancies in repeated experiments.o Knows that a successful method to explore the natural world is to observe and

record, and then analyze and communicate the results.o Knows that to work collaboratively, all team members should be free to reach,

explain, and justify their own individual conclusions.o Knows that to compare and contrast observations and results is an essential skill in

science.o Knows that a model of something is different from the real thing, but can be used to

learn something about the real thing.

The student understands that most natural events occur in comprehensible, consistent patterns.

o Knows that natural events are often predictable and logical.

The student understands that science, technology, and society are interwoven and interdependent.

o Understands that people, alone or in groups, invent new tools to solve problems and do work that affects aspects of life outside of science.

o Knows that data are collected and interpreted in order to explain an event or concept.

o Knows that before a group of people build something or try something new, they should determine how it may affect other people.

o Knows that through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas

Grades 1-5

Technology

Grade 1:

Using a variety of websites and programs, students have gained mouse control and becoming comfortable with using the keyboard. Students have now mastered the concept of right-clicking, minimizing and maximizing their windows and how to navigate Windows Explorer. In this class we do activities that coincide with what they are learning in other subjects to cultivate their core education while laying the foundation of computer skills.

In this class we have also done group interactive activities, like reading a poem and then creating a picture of the poem in Paint. Students also have had an opportunity to use Paint on the SmartBoard to create a large class image, seen below.

Some of the activities we have done are on the links below:

Math:

http://www.turtlediary.com/grade-1-games/math-games/billing-counter.html

http://www.turtlediary.com/grade-1-games/math-games/time-zone.html

http://www.turtlediary.com/grade-1-games/math-games/graph-and-tally.html

Language:

http://www.turtlediary.com/grade-1-games/ela-games/picture-sequencing.html

http://www.turtlediary.com/grade-1-games/ela-games/jobs-and-occupations.html

http://www.turtlediary.com/grade-1-games/ela-games/picture-labeling.html

http://www.abcya.com/dolch_sight_word_bingo.htm

http://www.abcya.com/uppercase_lowercase_letter_matching.htm

Science:

http://www.turtlediary.com/grade-1-games/science-games/the-five-senses.html

http://www.turtlediary.com/grade-1-games/science-games/animal-quiz.html

http://www.turtlediary.com/grade-2-games/science-games/personal-hygiene.html

Typing and Computer Technology:

http://www.abcya.com/typing_rocket_junior.htm

http://www.abcya.com/cup_stack_typing_game.htm

http://www.abcya.com/computer_vocabulary.htm

http://www.bbc.co.uk/schools/typing/levels/level1.shtml

Grade 2:

Using a variety of websites and programs, students have improved mouse control and are becoming comfortable with using the keyboard. Students have now mastered the concept of right-clicking, minimizing and maximizing their windows and how to navigate Windows Explorer. Students are learning how to use functions like Copy/Paste by being given a poem out of order, they need to use copy/paste to put the poem in the correct order. We are also learning how to properly search the internet and to use the back button and refresh button. Other key strokes that this class has mastered are Ctrl+Alt+DEL to log themselves into the computers, and Shift+ to capitalize letters.

In this class we do activities that coincide with what they are learning in other subjects to cultivate their core education while laying the foundation of computer skills.

In this class we have also done group interactive activities, like reading a poem and then creating a picture of the poem in Paint. Students also have had an opportunity to use Paint on the SmartBoard to create a large class image, seen below.

Some of the activities we have done are on the links below:

Math:

http://www.turtlediary.com/grade-2-games/math-games/time-zone.html

http://www.turtlediary.com/grade-2-games/math-games/billing-counter.html

Language:

http://www.turtlediary.com/grade-1-games/ela-games/compound-words-g1.html

http://www.turtlediary.com/grade-1-games/ela-games/comprehension-g1.html

http://www.turtlediary.com/grade-1-games/ela-games/picture-sequencing.html

http://www.turtlediary.com/grade-1-games/ela-games/picture-labeling.html

http://www.abcya.com/dolch_sight_word_bingo.htm

Science:

http://www.sciencekids.co.nz/gamesactivities/plantanimaldif.html

http://www.sciencekids.co.nz/gamesactivities/teetheating.html

http://www.sciencekids.co.nz/gamesactivities/plantsgrow.html

http://www.turtlediary.com/grade-2-games/science-games/human-body.html

http://www.turtlediary.com/grade-2-games/science-games/personal-hygiene.html

Typing and Computer Technology:

http://www.abcya.com/computer_vocabulary.htm

http://www.abcya.com/keyboard_invasion.htm

http://www.abcya.com/cup_stack_typing_game.htm

http://www.abcya.com/keyboard.htm

http://www.abcya.com/typing_rocket_junior.htm

http://www.bbc.co.uk/schools/typing/levels/level1.shtml

Grade 3:

Using a variety of websites and programs, students have improved mouse control and are becoming comfortable with using the keyboard. Students have now mastered the concept of right-clicking, minimizing and maximizing their windows and how to navigate Windows Explorer. Students are learning how to use functions like Copy/Paste by being given a poem out of order, they need to use copy/paste to put the poem in the correct order. Other key strokes that this class has mastered are Ctrl+Alt+DEL to log themselves into the computers, and Shift+ to capitalize letters. Another activity students completed in Microsoft Word was they were given a copy of “The Wumpaloons” which uses many color words, they had to locate each color word and change the text to match that color.

In this class we have also done interactive activities, like, reading a poem and then creating a picture to represent the poem in Paint as well stimulating critical thinking by solving a puzzle on the SmartBoard as a class. We are currently involved in a Pen Pal Project with students at Marie Durand Elementary School in Vineland, New Jersey. The students each have their own pen pal that they correspond with, which is helping them improve typing skills and learn the structure of a letter. On the following page you will see an illustration done in Paint by a 3rd grader. This activity consisted of the students independently listening to an audiobook with a pair of headsets, while they listened to the story they drew a picture in Paint to represent what they heard. This activity helped students navigate the tool bar and understand its different functions, along with managing to multitask.

In this class we do activities that coincide with what they are learning in other subjects to cultivate their core education while laying the foundation of computer skills.

Some of the activities we have done are on the links below:

Science:http://www.neok12.com/Volcanoes.htmhttp://www.neok12.com/Ecosystems.htmhttp://www.neok12.com/diagram/Types-of-Rocks-01.htmhttp://www.neok12.com/Natural-Disasters.htm

Language:http://www.readwritethink.org/files/resources/interactives/acrostic/http://www.scholastic.com/teachers/story-starters/http://www.abcya.com/dolch_sight_word_bingo.htm

Typing and Computer Technology:http://www.abcya.com/friendly_letter_maker.htmhttp://www.abcya.com/computer_vocabulary.htmhttp://www.abcya.com/keyboard.htmhttp://www.bbc.co.uk/schools/typing/levels/level1.shtml

Picture by Princess Ozkan for the story, “The Ape and The Firefly”

The Wumpaloons, Which Never Were by Jack Prelutsky The Wumpaloons, which never were, had scales and silver fur, purple their wings were alabaster, whitetheir manes as black as anthracite, their legs were and pink, indigowith toes of bright, pistachiotheir noses were a bottle, greentheir antlers tan and tangerine The Wumpaloons had lips, crimson their tails were, with flaxen tips, tealtheir eyes were flecked with dots lilac as gold as summer, apricotstheir necks were, striped with lemon, bluetheir ears were of a hue. ruby How nice to think they might occur, the Wumpaloons, which never were.

Grade 4:

In this class students are beginning to learn to type using the Home Keys rather than finding each individual key one at a time. We are using a variety of resources to achieve proper typing technique.

Students are mastering basic computer functions such as Cut/Copy & Paste, Ctrl+Alt+Delete to log themselves into the computers, using Shit+ to form a capital letter and navigating through Windows Explorer. A big achievement for students in last quarter, was understanding how to properly save work using Save As and then Save, and then opening projects without losing any data. For Halloween, students created their very own scary story, they were able to experiment with the tools of Microsoft Word to insert fun fonts and clip art. In this class we also introduced the procedure of creating tables in Word by creating Trading Cards of their favorite celebrities. This project also helped them improve their internet searching abilities as well as using Copy & Paste to insert images into their tables. You can see an example on the next page.

Just in the last two weeks, we have covered a variety of terms associated with the internet and computers such as: browser, search engine, software, hard-drive, and USB.

We are currently involved in a Pen Pal Project with students at Marie Durand Elementary School in Vineland, New Jersey. The students each have their own pen pal that they correspond with, which is helping them improve typing skills and learn the structure of a letter.

The following are some helpful websites we use:

Typing and Technology:

http://www.abcya.com/computer_vocabulary.htmhttp://www.abcya.com/keyboard.htmhttp://activities.macmillanmh.com/reading/treasures/stories/teachcls.html

http://

activities.macmillanmh.com/Techknowledge/data/_shell/_global/files/_swf/tk.php?level=01&unit=02&lesson=17http://www.bbc.co.uk/schools/typing/levels/level3.shtmlMath:http://www.abcya.com/math_match.htmhttp://www.neok12.com/Multiplication.htmScience:http://www.neok12.com/Ecosystems.htmhttp://www.neok12.com/diagram/Types-of-Rocks-01.htmhttp://www.neok12.com/States-of-Matter.htmLanguage:http://www.readwritethink.org/files/resources/interactives/acrostic/http://www.scholastic.com/teachers/story-starters/http://teacher.scholastic.com/activities/scrapbook/

Name: percy jackson

Home town:Beverly hills California U.S.

Date of birth: January 19 1992

What made him famous?

His acting made him famous.

Why did you pick this person?

I picked this person because he his my favorite actor.

Fun fact!

He played in a lot of movies.

The legend of the evil witch

In a little town there was a school with a girl with no friends. She loved being alone because she could play evil spells on anyone and no one will know when or where it will happen. Then she got a friend but that friend is evil also. Those evil witches played a lot of spells. One day they decided to turn everyone into monsters and rule the world . It took them four days to make the potion. After they both went to school and gave everyone the drink. After an hour everyone was a monster, and they ruled.

THE END BY : REVA

Grade 5:

In this class we are mastering key functions and shortcuts such as; CTRL+ALT+DELETE, CTRL+X/C/V/B/U/I to cut, copy, paste, underline, bold and italicize. Students are learning the various tools available in Microsoft Word to successfully create tables, charts, change fonts and improve typing skills. We regularly practice typing technique and the use of the Home Keys through internet resources, found below.

http://10fastfingers.com/typing-test/english

http://www.bbc.co.uk/schools/typing/levels/level4.shtml

Just in the last two weeks, we have covered a variety of terms associated with the internet and computers such as: browser, search engine, software, hard-drive, and USB. A big achievement for students last quarter, was understanding how to properly save work using Save As and then Save, and then opening projects without losing any data

The project we are currently on is the Career Quest PowerPoint. Students had to choose a career path and research information using the internet to find out how to achieve their goal and what life would be like in that profession. They had to meet certain criteria in the slideshow, such as; including photos, slide transitions and a consistent theme. A follow up project in this quarter is to create a business card using Word Templates for the job they researched.

In this class we also introduced the procedure of creating tables in Word by creating Trading Cards of their favorite celebrities. This project also helped them improve their internet searching abilities as well as using Copy & Paste to insert images into their tables.

Below is an example:

1. Trading Card 2. Business Card

Name :Justin beiber

Date of Birth: March 1st 1994

Hometown: Stratford ,ontario

Profession: singer,songwriter,record produce ,actor, dancer ,and investor

Summer Jean MortonTeacher

Tell:544-5232summerjeanmorton@gmail

What made him famous youtube

Why I picked him :he has a nice voice and he is talented

Fun Fact: he play drums ,guitar, piano, vocals, and trumpet.