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Academy School District 20Third-Grade Colorado Academic Standards

This document contains the third-grade standards in reading writing and communicating mathematics science and social studies These standards contain all of the concepts that third-

grade students should master by the end of third grade

The highlighted grade level expectations (GLEs) andor evidence outcomes (EOs) are concepts found on the third-

grade SBRC All other concepts are taught evaluated and communicated to students and parents outside of the SBRC

1 Oral Expression and ListeningLearning of word meanings occurs rapidly from birth through adolescence within communicative relationships Everyday interactions with parents teachers peers friends and community members shape speech habits and knowledge of language Language is the means to higher mental functioning that which is a species-specific skill unique to humans as a generative means for thinking and communication Through linguistic oral communication logical thinking develops and makes possible critical thinking reasoning development of information literacy application of collaboration skills self-direction and invention

Oral language foundation and written symbol systems concretize the way a student communicates Thus students in Colorado develop oral language skills in listening and speaking and master the written language skills of reading and writing Specifically holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics cognitive psychology human information processing brain-behavior relationships and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state region and nation well

Prepared Graduate CompetenciesThe preschool through grade 12 concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

Prepared Graduate Competencies in the Oral Expression and Listening Standard

Collaborate effectively as group members or leaders who listen actively and respectfully pose thoughtful questions acknowledge the ideas of others and contribute ideas to further the grouprsquos attainment of an objective

Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening

ASD20s Learning Services Department 2012-13 of 48

Content Area Reading Writing and CommunicatingStandard 1 Oral Expression and ListeningPrepared Graduates

Use language appropriate for purpose and audienceGrade Level Expectation Third GradeConcepts and skills students master

1 Oral communication is used both informally and formallyEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Report on a topic or text tell a story or recount an

experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace (CCSS SL34)

b Distinguish different levels of formalityc Speak clearly using appropriate volume and pitch for

the purpose and audienced Select and organize ideas sequentially or around major

points of information that relate to the formality of the audience

e Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace add visual displays when appropriate to emphasize or enhance certain facts or details (CCSS SL35)

f Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification (CCSS SL36)

g Use grammatically correct language for the audience and specific vocabulary to communicate ideas and supporting details

Inquiry Questions1 Do children talk differently to their friends than to their teachers Why2 Could presenters speak passionately about a topic if their back was

turned to the audience3 When people talk to someone who speaks a different language how do

they know that the person is happy sad scared or mad4 Why is it important to speak clearly with appropriate volume and pitch

Relevance and Application1 Participate in group discussions around a topic of interest (Actors in a

group scene must communicate the appropriate thoughts and feelings for the audience to understand their intent)

2 Speak at a rate and volume others can understand (Television reporters demonstrate expertise in clearly presenting to an audience)

3 Use correct grammatical structures to clearly express new ideas to a group

4 Collaborate with a group for a presentation (such as a book report or dramatic reading)

5 Electronic tools visual mapping tools can be used to organize ideas

Nature of Reading Writing and Communicating1 Good communicators make changes to their presentations based on

the interests of different audiences

ASD20s Learning Services Department 2012-13 Page 2 of 48



Grade Level Expectation Third GradeConcepts and skills students master

2 Successful group activities need the cooperation of everyoneEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Engage effectively in a range of collaborative discussions (one-on-one

in groups and teacher-led) with diverse partners on grade 3 topics and texts building on othersrsquo ideas and expressing their own clearly (CCSS SL 31)

i Come to discussions prepared having read or studied required material explicitly draw on that preparation and other information known about the topic to explore ideas under discussion (CCSS SL31a)

ii Follow agreed-upon rules for discussions (eg gaining the floor in respectful ways listening to others with care speaking one at a time about the topics and texts under discussion) (CCSS SL31b)

iii Ask questions to check understanding of information presented stay on topic and link their comments to the remarks of others (CCSS SL31c)

iv Explain their own ideas and understanding in light of the discussion (CCSS SL31d)

v Use eye contact volume and tone appropriate to audience and purpose

vi Use different types of complete sentences to share information give directions or request information

b Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats including visually quantitatively and orally (CCSS SL 32)

c Ask and answer questions about information from a speaker offering appropriate elaboration and detail (CCSS SL 33)

Inquiry Questions1 What are the different kinds of roles people have when

working in a group2 Do rules help people or hold them back3 What characteristics do good group leaders have

Relevance and Application1 Express and support ideas with others (Filmmakers

select the most exciting and meaningful scenes from a movie to use in trailers)

2 Drivers need to follow the rules of the road to keep themselves and others safe

3 Interact with others by sharing knowledge stories and interests to build positive relationships (Dancers in an ensemble work together to present a dance performance for others to enjoy)

4 Online shared workspaces can be used to enhance collaboration

Nature of Reading Writing and Communicating1 Good communicators work collaboratively with others to

have the desired effect on their audience


2 Reading for All PurposesLiteracy skills are essential for students to fully participate in and expand their understanding of todayrsquos global society Whether they are reading functional texts (voting ballots a map a train schedule a driverrsquos test a job application a text message product labels) reference materials (textbooks technical manuals electronic media) or print and non-print literary texts students need reading skills to fully manage evaluate and use the myriad information available in their day-to-day lives


Prepared Graduate Competencies in the Reading for All Purposes Standard

Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary

Demonstrate comprehension of a variety of informational literary and persuasive texts

Evaluate how an author uses words to create mental imagery suggest mood and set tone

Read a wide range of literature (American and world literature) to understand important universal themes and the human experience

Seek feedback self-assess and reflect on personal learning while engaging with increasingly more difficult texts

Engage in a wide range of nonfiction and real-life reading experiences to solve problems judge the quality of ideas or complete daily tasks


From the Common Core State Standards for English Language Arts amp Literacy in HistorySocial Studies Science and Technical Subjects (Pages 31 and 57)


Content Area Reading Writing and CommunicatingStandard 2 Reading for All PurposesPrepared Graduates

Demonstrate comprehension of a variety of informational literary and persuasive textsGrade Level Expectation Third GradeConcepts and skills students master

1 Strategies are needed to make meaning of various types of literary genresEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Use Key Ideas and Details to

i Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers (CCSS RL31)

ii Use a variety of comprehension strategies to interpret text (attending searching predicting checking and self-correcting)

iii Recount stories including fables folktales and myths from diverse cultures determine the central message lesson or moral and explain how it is conveyed through key details in the text (CCSS RL32)

iv Describe and draw inferences about the elements of plot character and setting in literary pieces poems and plays

v Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events (CCSS RL33)

b Use Craft and Structure toi Determine the meaning of words and phrases as they are used in a text distinguishing

literal from nonliteral language (CCSS RL34)ii Use signal words (such as before after next) and text structure (narrative chronology) to

determine the sequence of major eventsiii Refer to parts of stories dramas and poems when writing or speaking about a text using

terms such as chapter scene and stanza describe how each successive part builds on earlier sections (CCSS RL35)

iv Distinguish their own point of view from that of the narrator or those of the characters (CCSS RL36)

c Use Integration of Knowledge and Ideas toi Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the

words in a story (eg create mood emphasize aspects of a character or setting) (CCSS RL37)

ii Summarize central ideas and important details from literary textiii Compare and contrast the themes settings and plots of stories written by the same author

about the same or similar characters (eg in books from a series) (CCSS RL39)d Use Range of Reading and Complexity of Text to

i By the end of the year read and comprehend literature including stories dramas and poetry at the high end of the grades 2ndash3 text complexity band independently and proficiently (CCSS RL310)

e Read grade level text accurately and fluently attending to phrasing intonation and punctuation

Inquiry Questions1 How do readers use different reading strategies

to better understand a variety of texts2 How is accuracy in reading like accuracy in

mathematics3 What would reading be like if readers had no

signal words to assist them4 What was one prediction that you made that

changed after you read the text

Relevance and Application1 The skills used in reading comprehension

transfer to readersrsquo ability to understand and interpret information

2 Poets give readers literature with specific structure for styled meaning

3 School plays require a plot and settings to be interesting

4 Publishing podcasts online provide an authentic audience for students to help them in practicing fluency

Nature of Reading Writing and Communicating1 Using what they know about phrasing and

punctuation helps readers read proficiently and get more meaning from a text

2 Reading helps people understand themselves and makes connections to the world

Content Area Reading Writing and CommunicatingStandard 2 Reading for All Purposes


Prepared Graduates Engage in a wide range of nonfiction and real-life reading experiences to solve problems judge the quality of ideas or

complete daily tasksGrade Level Expectation Third GradeConcepts and skills students master

2 Comprehension strategies are necessary when reading informational or persuasive textEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Use Key Ideas and Details to

i Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers (CCSS RI31)

ii Determine the main idea of a text recount the key details and explain how they support the main idea (CCSS RI32)

iii Describe the relationship between a series of historical events scientific ideas or concepts or steps in technical procedures in a text using language that pertains to time sequence and causeeffect (CCSS RI33)

b Use Craft and Structure toi Determine the meaning of general academic and domain-specific words

and phrases in a text relevant to a grade 3 topic or subject area (CCSS RI34)

ii Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently (CCSS RI35)

iii Distinguish their own point of view from that of the author of a text (CCSS RI36)

iv Use semantic cues and signal words (because although) to identify causeeffect and comparecontrast relationships

c Use Integration of Knowledge and Ideas toi Use information gained from illustrations (eg maps photographs) and the

words in a text to demonstrate understanding of the text (eg where when why and how key events occur) (CCSS RI37)

ii Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) (CCSS RI38)

iii Compare and contrast the most important points and key details presented in two texts on the same topic (CCSS RI39)

d Use Range of Reading and Complexity of Text toi By the end of the year read and comprehend informational texts including

historysocial studies science and technical texts at the high end of the grades 2ndash3 text complexity band independently and proficiently (CCSS RI310)

ii Adjust reading rate according to type of text and purpose for reading

Inquiry Questions1 How do readers use different reading strategies to

better understand a variety of texts (science social studies nonfiction)

2 Looking at our list of comprehension strategies which one supported your thinking the most as you read this genre today (eg I used monitoring because this text had many details and technical terms)

3 How does cause and effect work in peoplersquos lives4 When does punctuation change the entire meaning of

a sentenceRelevance and Application

1 The skills used in reading comprehension transfers to readersrsquo ability to understand and interpret events

2 Throughout life people will be asked to retell or recount events that have occurred

3 Signal words are used to assist readers in describing key events

4 Summarizing is a life skill that will be used every day as people read express opinions about a topic or retell an event

5 Readers must organize details from informational text as they read (using a graphic organizer two-column notes outline etc)

6 Reading and preparing for commenting on classroom blogs gives students practice in locating information to support opinions make predictions and draw conclusions

Nature of Reading Writing and Communicating1 Readers read for enjoyment and information2 Reading helps people understand themselves and

make connections to the world3 Readers use comprehension strategies automatically

without thinking about using them


Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabularyASD20s Learning Services Department 2012-13 Page 7 of 48


3 Increasing word understanding word use and word relationships increases vocabularyEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Know and apply grade-level phonics and word analysis skills in decoding words (CCSS RF33)

i Identify and know the meaning of the most common prefixes and derivational suffixes (CCSS RF33a)

ii Decode words with common Latin suffixes (CCSS RF33b)iii Decode multisyllable words (CCSS RF33c)iv Read grade-appropriate irregularly spelled words (CCSS RF33d)

b Read with sufficient accuracy and fluency to support comprehension (CCSS RF34)i Read grade-level text with purpose and understanding (CCSS34a)ii Read grade-level prose and poetry orally with accuracy appropriate rate and expression

(CCSS34b)iii Use context to confirm or self-correct word recognition and understanding rereading as

necessary (CCSS34c)c Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on

grade 3 reading and content choosing flexibly from a range of strategies (CCSS L34)i Use sentence-level context as a clue to the meaning of a word or phrase (CCSS L34a)ii Determine the meaning of the new word formed when a known affix is added to a known

word (eg agreeabledisagreeable comfortableuncomfortable carecareless heatpreheat) (CCSS L34b)

iii Use knowledge of word relationships to identify antonyms or synonyms to clarify meaningiv Use a known root word as a clue to the meaning of an unknown word with the same root

(eg company companion) (CCSS L34c)v Use glossaries or beginning dictionaries both print and digital to determine or clarify the

precise meaning of key words and phrases (CCSS L34d)d Demonstrate understanding of figurative language word relationships and nuances in word

meanings (CCSS L35)i Distinguish the literal and nonliteral meanings of words and phrases in context (eg take

steps) (CCSS L35a)ii Identify real-life connections between words and their use (eg describe people who are

friendly or helpful) (CCSS L35b)iii Distinguish shades of meaning among related words that describe states of mind or degrees

of certainty (eg knew believed suspected heard wondered) (CCSS L35c)e Acquire and use accurately grade-appropriate conversational general academic and domain-

specific words and phrases including those that signal spatial and temporal relationships (eg After dinner that night we went looking for them) (CCSS L36)

Inquiry Questions1 How do prefixes (un- re-) and suffixes (-ness -

ful) change the meaning of a word (happy happiness help helpful)

2 How are prefixes and suffixes useful in oral and written communication

3 How are prefixes and suffixes similar How are they different

Relevance and Application1 Readers recognize common words that do not

fit regular spelling patterns (TV and magazines use common words that do not fit regular spelling patterns)

2 The spelling of a base word can change when adding suffixes (hop hopping hope hoping)

3 Decoding words is a skill that is useful throughout life

4 Animated graphic organizers can assist with the task of word categorization

Nature of Reading Writing and Communicating1 Readers use phonemes graphemes (letters)

and morphemes (suffixes prefixes) in an alphabetic language

2 Readers can decode words with ease and notice if words have a prefix or suffix and simply see the base word

3 Writing and CompositionWriting is a fundamental component of literacy Writing is a means of critical inquiry it promotes problem solving and mastering new concepts Adept writers can work through various ideas while producing informational persuasive and narrative or literary texts In other words writing can be used as a medium for reasoning and


making intellectual connections As students arrange ideas to persuade describe and inform they engage in logical critique and they are likely to gain new insights and a deeper understanding of concepts and content

From the Common Core State Standards Expectations for EACH grade levelldquoWrite routinely over extended time frames (time for research reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks purposes and audiencesrdquo


Prepared Graduate Competencies in the Writing and Composition standard

Write with a clear focus coherent organization sufficient elaboration and detail

Effectively use content-specific language style tone and text structure to compose or adapt writing for different audiences and purposes

Apply standard English conventions to effectively communicate with written language

Implement the writing process successfully to plan revise and edit written work

Master the techniques of effective informational literary and persuasive writing


Content Area Reading Writing and CommunicatingStandard 3 Writing and CompositionPrepared Graduates

Implement the writing process successfully to plan revise and edit written workGrade Level Expectation Third GradeConcepts and skills students master

1 A writing process is used to plan draft and write a variety of literary genresEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Write opinion pieces on topics or texts supporting a point of

view with reasons (CCSS W31)i Introduce the topic or text they are writing about

state an opinion and create an organizational structure that lists reasons (CCSS W31a)

ii Provide reasons that support the opinion (CCSS W31b)

iii Use linking words and phrases (eg because therefore since for example) to connect opinion and reasons (CCSS W31c)

iv Provide a concluding statement or section (CCSS W31d)

v Brainstorm ideas for writingb Write narratives to develop real or imagined experiences or

events using effective technique descriptive details and clear event sequences (CCSS W33)

i Establish a situation and introduce a narrator andor characters organize an event sequence that unfolds naturally (CCSS W33a)

ii Use dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations (CCSS W33b)

iii Use temporal words and phrases to signal event order (CCSS W3c)

iv Provide a sense of closure (CCSS W33d)c Write descriptive poems using figurative language

Inquiry Questions1 How can thoughts and ideas be organized to prepare for writing2 When are transition words appropriate to use in writing3 What is a primary use of a graphic organizer4 When people brainstorm why do they write down all ideas without

judgment

Relevance and Application1 Authors choose graphic organizers appropriate for the purpose of

their writing and utilize the information to create a well-written piece

2 Writersauthors present points of view to inform entertain and communicate a variety of ideas and opinions and to understand that language has a clear beginning middle and end

3 Ghost stories and mysteries often are written with the outcome in mind

Nature of Reading Writing and Communicating1 Writers know that a story needs a beginning middle and end

Content Area Reading Writing and CommunicatingStandard 3 Writing and Composition


Prepared Graduates Implement the writing process successfully to plan revise and edit written work


2 A writing process is used to plan draft and write a variety of informational textsEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Write informativeexplanatory texts to examine a topic

and convey ideas and information clearly (CCSS W32)i Introduce a topic and group related information

together include illustrations when useful to aiding comprehension (CCSS W32a)

ii State main ideas and include sufficient details or facts for appropriate depth of information (naming describing explaining comparing use of visual images)

iii Develop the topic with facts definitions and details (CCSS W32b)

iv Use linking words and phrases (eg also another and more but) to connect ideas within categories of information (CCSS W3c)

v Provide a concluding statement or section (CCSS W32d)

Inquiry Questions1 How do transitions support fluent writing2 Why is it necessary to connect ideas when writing3 How do authors know what information is accurate4 How do authors know what information is credible5 Why would it be important for authors to label illustrations photos

graphs charts or other media6 What forms of writing assist writers in sharing information

Relevance and Application1 Reporters and journalists will sometimes write about one topic from

different points of view2 Today there is so much information people need skills to help them

sort the information and make sense of it so it can be useful

Nature of Reading Writing and Communicating1 Writers can describe events or people fluently2 Writers summarize information by using only the important details



Prepared Graduates Apply standard English conventions to effectively communicate with written language


3 Correct grammar capitalization punctuation and spelling are used when writingEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana With guidance and support from adults produce writing in which the development and

organization are appropriate to task and purpose (CCSS W34)b With guidance and support from peers and adults develop and strengthen writing as needed

by planning revising and editing (CCSS W35)c With guidance and support from adults use technology to produce and publish writing (using

keyboarding skills) as well as to interact and collaborate with others (CCSS W36)d Use knowledge of language and its conventions when writing speaking reading or listening

(CCSS L33)i Choose words and phrases for effect (CCSS L33a)ii Recognize and observe differences between the conventions of spoken and written

standard English (CCSS L33b)e Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking (CCSS L31)i Explain the function of nouns pronouns verbs adjectives and adverbs in general and

their functions in particular sentences (CCSS L31a)ii Form and use regular and irregular plural nouns (CCSS L31b)iii Use abstract nouns (eg childhood) (CCSS L31c)iv Form and use regular and irregular verbs (CCSS L31d)v Form and use the simple (eg I walked I walk I will walk) verb tenses (CCSS L31e)vi Ensure subject-verb and pronoun-antecedent agreement (CCSS L31f)vii Form and use comparative and superlative adjectives and adverbs and choose between

them depending on what is to be modified (CCSS L31g)viii Use coordinating and subordinating conjunctions (CCSS L31h)ix Produce simple compound and complex sentences (CCSS L31i)x Vary sentence beginnings and use long and short sentences to create sentence fluency

in longer textsf Demonstrate command of the conventions of standard English capitalization punctuation and

spelling when writing (CCSS L32)i Capitalize appropriate words in titles (CCSS L32a)ii Use commas in addresses (CCSS L32b)iii Use commas and quotation marks in dialogue (CCSS L32c)iv Form and use possessives (CCSS L32d)v Use conventional spelling for high-frequency and other studied words and for adding

suffixes to base words (eg sitting smiled cries happiness) (CCSS L32e)vi Use spelling patterns and generalizations (eg word families position-based spellings

syllable patterns ending rules meaningful word parts) in writing words (CCSS L32f)vii Consult reference materials including beginning dictionaries as needed to check and

correct spellings (CCSS L32g)

Inquiry Questions1 How does punctuation help people understand

what they read and write2 What resources can be used to help spell words

correctly

Relevance and Application1 Desktop tools spell-check and grammar-check

are used to edit written work2 Newspapers newsletter and Internet web

pages rely on precise and descriptive writing to inform or entertain

Nature of Reading Writing and Communicating1 Written symbols show both meaning and

expression2 Writers know that words can have identical

pronunciations but differ in spelling and meaning (youewe eyeI)

4 Research and ReasoningASD20s Learning Services Department 2012-13 Page 12 of 48

Research and Reasoning skills are pertinent for success in a postsecondary and workforce setting Students need to acquire these skills throughout their schooling This means students need to be able to distinguish their own ideas from information created or discovered by others understand the importance of creating authentic works and correctly cite sources to give credit to the author of the original work


Prepared Graduate Competencies in the Research and Reasoning standard

Discriminate and justify a position using traditional lines of rhetorical argument and reasoning

Articulate the position of self and others using experiential and material logic

Gather information from a variety of sources analyze and evaluate the quality and relevance of the source and use it to answer complex questions

Use primary secondary and tertiary written sources to generate and answer research questions

Evaluate explicit and implicit viewpoints values attitudes and assumptions concealed in speech writing and illustration

Demonstrate the use of a range of strategies research techniques and persistence when engaging with difficult texts or examining complex problems or issues

Exercise ethical conduct when writing researching and documenting sources


Content Area Reading Writing and CommunicatingStandard 4 Research and ReasoningPrepared Graduates



1 Researching a topic and sharing findings are often done with othersEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Conduct short research projects that

build knowledge about a topic (CCSS W37)

b Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories (CCSS W38)

c Interpret and communicate the information learned by developing a brief summary with supporting details

d Develop supporting visual information (charts maps illustrations models)

e Present a brief report of the research findings to an audience

Inquiry Questions1 What if research was always done alone2 Why are visuals part of social studies science and other textbooks3 Why is summarizing an important skill for all in a group

Relevance and Application1 People who build bridges and buildings work together to research and share ideas2 Sports teams work together to discover the other teamsrsquo weaknesses3 The members of a play recognize and present information using visuals and

narrative tone4 Researchers summarize information about a topic using reference materials5 Researchers organize and present information using visuals and narrative6 Compare and contrast Wikipedia with the content in library encyclopedia and

resources7 Using a collaborative online tool to share your work with others

Nature of Reading Writing and Communicating1 Researchers scan visuals before they read text to help them focus their thinking2 Researchers summarize information from different resources3 Researchers look for evidence or supporting details to prepare for questions that

others may ask after their presentation or during discussion

Content Area Reading Writing and Communicating


Standard 4 Research and ReasoningPrepared Graduates



2 Inferences and points of view existEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Recognize that different sources may

have different points of viewb Assess points of view using fairness

relevance and breadthc Determine the clarity relevance and

accuracy of informationd Recognize that all thinking contains

inferences from which we draw conclusions and give meaning to data and situations

e Assess inferences for accuracy and fairness

f Recognize what they know and donrsquot know (intellectual humility)

Inquiry Questions1 How and why can points of view differ2 What are the relevant points of view3 How does one personrsquos point of view compare to others4 What information will support an inference5 What happens if people use information that in not accurate6 Why is useful to have many points of view on a topic7 When is it difficult to have different points of view

Relevance and Application1 People use research to help support their ideas2 Different sources have different points of view3 People learn many things when they listen to others4 Readers must learn to draw conclusions and make inferences because they help to

improve comprehension

Nature of Reading Writing and Communicating1 Researchers understand that points of view are based on the interpretation of the

reader2 Researchers understand reasoning is done from a point of view based on data

information and evidence and contains inferences by which they draw conclusions and give meaning to data


Standard 1Number Sense Properties and OperationsNumber sense provides students with a firm foundation in mathematics Students build a deep understanding of quantity ways of representing numbers relationships among numbers and number systems Students learn that numbers are governed by properties and understanding these properties leads to fluency with operations

Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

Prepared Graduate Competencies in the Number Sense Properties and Operations Standard are

Understand the structure and properties of our number system At their most basic level numbers are abstract symbols that represent real-world quantities

Understand quantity through estimation precision order of magnitude and comparison The reasonableness of answers relies on the ability to judge appropriateness compare estimate and analyze error

Are fluent with basic numerical and symbolic facts and algorithms and are able to select and use appropriate (mental math paper and pencil and technology) methods based on an understanding of their efficiency precision and transparency

Make both relative (multiplicative) and absolute (arithmetic) comparisons between quantities Multiplicative thinking underlies proportional reasoning

Understand that equivalence is a foundation of mathematics represented in numbers shapes measures expressions and equations

Apply transformation to numbers shapes functional representations and data


Content Area MathematicsStandard 1 Number Sense Properties and OperationsPrepared Graduates



1 The whole number system describes place value relationships and forms the foundation for efficient algorithms

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Use place value and properties of operations to perform multi-digit

arithmetic (CCSS 3NBT)i Use place value to round whole numbers to the nearest 10 or 100

(CCSS 3NBT1)ii Fluently add and subtract within 1000 using strategies and

algorithms based on place value properties of operations andor the relationship between addition and subtraction (CCSS 3NBT2)

iii Multiply one-digit whole numbers by multiples of 10 in the range 10ndash90 using strategies based on place value and properties of operations 1 (CCSS 3NBT3)

Inquiry Questions1 How do patterns in our place value system assist in

comparing whole numbers2 How might the most commonly used number system be

different if humans had twenty fingers instead of ten

Relevance and Application1 Knowledge and use of place value for large numbers

provides context for distance in outer space prehistoric timelines and ants in a colony

2 The building and taking apart of numbers provide a deep understanding of the base 10 number system

Nature of Mathematics1 Mathematicians use numbers like writers use letters to

express ideas2 Mathematicians look for and make use of structure (MP)3 Mathematicians look for and express regularity in

repeated reasoning (MP)





2 Parts of a whole can be modeled and represented in different waysEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Develop understanding of fractions as numbers (CCSS 3NF)

i Describe a fraction 1b as the quantity formed by 1 part when a whole is partitioned into b equal parts describe a fraction ab as the quantity formed by a parts of size 1b (CCSS 3NF1)

ii Describe a fraction as a number on the number line represent fractions on a number line diagram2 (CCSS 3NF2)

iii Explain equivalence of fractions in special cases and compare fractions by reasoning about their size (CCSS 3NF3)1 Identify two fractions as equivalent (equal) if they are the

same size or the same point on a number line (CCSS 3NF3a)

2 Identify and generate simple equivalent fractions Explain3 why the fractions are equivalent4 (CCSS 3NF3b)

3 Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers5 (CCSS 3NF3c)

4 Compare two fractions with the same numerator or the same denominator by reasoning about their size (CCSS 3NF3d)

5 Explain why comparisons are valid only when the two fractions refer to the same whole (CCSS 3NF3d)

6 Record the results of comparisons with the symbols gt = or lt and justify the conclusions6 (CCSS 3NF3d)

Inquiry Questions1 How many ways can a whole number be represented2 How can a fraction be represented in different

equivalent forms3 How do we show part of unit

Relevance and Application1 Fractions are used to share fairly with friends and family

such as sharing an apple with a sibling and splitting the cost of lunch

2 Equivalent fractions demonstrate equal quantities even when they are presented differently such as knowing that 12 of a box of crayons is the same as 24 or that 26 of the class is the same as 13

Nature of Mathematics1 Mathematicians use visual models to solve problems2 Mathematicians make sense of problems and persevere

in solving them (MP)3 Mathematicians reason abstractly and quantitatively

(MP)





3 Multiplication and division are inverse operations and can be modeled in a variety of waysEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Represent and solve problems involving multiplication and division (CCSS

3OA)i Interpret products of whole numbers7 (CCSS 3OA1)ii Interpret whole-number quotients of whole numbers8 (CCSS 3OA2)iii Use multiplication and division within 100 to solve word problems in

situations involving equal groups arrays and measurement quantities9 (CCSS 3OA3)

iv Determine the unknown whole number in a multiplication or division equation relating three whole numbers10 (CCSS 3OA4)

v Model strategies to achieve a personal financial goal using arithmetic operations (PFL)

b Apply properties of multiplication and the relationship between multiplication and division (CCSS 3OA)i Apply properties of operations as strategies to multiply and divide11

(CCSS 3OA5)ii Interpret division as an unknown-factor problem12 (CCSS 3OA6)

c Multiply and divide within 100 (CCSS 3OA)i Fluently multiply and divide within 100 using strategies such as the

relationship between multiplication and division13 or properties of operations (CCSS 3OA7)

ii Recall from memory all products of two one-digit numbers (CCSS 3OA7)

d Solve problems involving the four operations and identify and explain patterns in arithmetic (CCSS 3OA)i Solve two-step word problems using the four operations (CCSS 3OA8)ii Represent two-step word problems using equations with a letter standing

for the unknown quantity (CCSS 3OA8)iii Assess the reasonableness of answers using mental computation and

estimation strategies including rounding (CCSS 3OA8)iv Identify arithmetic patterns (including patterns in the addition table or

multiplication table) and explain them using properties of operations14 (CCSS 3OA9)

Inquiry Questions1 How are multiplication and division related2 How can you use a multiplication or division fact to find a

related fact3 Why was multiplication invented Why not just add4 Why was division invented Why not just subtract

Relevance and Application1 Many situations in daily life can be modeled with multiplication

and division such as how many tables to set up for a party how much food to purchase for the family or how many teams can be created

2 Use of multiplication and division helps to make decisions about spending allowance or gifts of money such as how many weeks of saving an allowance of $5 per week to buy a soccer ball that costs $32

Nature of Mathematics1 Mathematicians often learn concepts on a smaller scale before

applying them to a larger situation2 Mathematicians construct viable arguments and critique the

reasoning of others (MP)3 Mathematicians model with mathematics (MP)4 Mathematicians look for and make use of structure (MP)


Standard 1 Number Sense Properties and OperationsThird Grade

eg 9 times 80 5 times 60 (CCSS 3NBT3)2 Represent a fraction 1b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts Recognize that each part has size 1b and that the endpoint of the part based at 0 locates the number 1b on the number line (CCSS 3NF2a)Represent a fraction ab on a number line diagram by marking off a lengths 1b from 0 Recognize that the resulting interval has size ab and that its endpoint locates the number ab on the number line (CCSS 3NF2b)3 eg 12 = 24 46 = 23) (CCSS 3NF3b)4 eg by using a visual fraction model(CCSS 3NF3b)5 Examples Express 3 in the form 3 = 31 recognize that 61 = 6 locate 44 and 1 at the same point of a number line diagram (CCSS 3NF3c)6 eg by using a visual fraction model (CCSS 3NF3d)7 eg interpret 5 times 7 as the total number of objects in 5 groups of 7 objects each (CCSS 3OA1)For example describe a context in which a total number of objects can be expressed as 5 times 7 (CCSS 3OA1)8 eg interpret 56 divide 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each (CCSS 3OA2)For example describe a context in which a number of shares or a number of groups can be expressed as 56 divide 8 (CCSS 3OA2)9 eg by using drawings and equations with a symbol for the unknown number to represent the problem (CCSS 3OA3)10 For example determine the unknown number that makes the equation true in each of the equations 8 times = 48 5 = 1048781 divide 3 6 times 6 = (CCSS 3OA4)11 Examples If 6 times 4 = 24 is known then 4 times 6 = 24 is also known (Commutative property of multiplication) 3 times 5 times 2 can be found by 3 times 5 = 15 then 15 times 2 = 30 or by 5 times 2 = 10 then 3 times 10 = 30 (Associative property of multiplication) Knowing that 8 times 5 = 40 and 8 times 2 = 16 one can find 8 times 7 as 8 times (5 + 2) = (8 times 5) + (8 times 2) = 40 + 16 = 56 (Distributive property) (CCSS 3OA5)12 2 For example find 32 divide 8 by finding the number that makes 32 when multiplied by 8 (CCSS 3OA6)1312 eg knowing that 8 times 5 = 40 one knows 40 divide 5 = 8 (CCSS 3OA7)14 For example observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends (CCSS 3OA9)


Standard 2Patterns Functions and Algebraic Structures

Pattern sense gives students a lens with which to understand trends and commonalities Being a student of mathematics involves recognizing and representing mathematical relationships and analyzing change Students learn that the structures of algebra allow complex ideas to be expressed succinctly

Prepared Graduates The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must have to ensure success in a postsecondary and workforce setting

Prepared Graduate Competencies in the 2 Patterns Functions and Algebraic Structures Standard are



Make sound predictions and generalizations based on patterns and relationships that arise from numbers shapes symbols and data

Make claims about relationships among numbers shapes symbols and data and defend those claims by relying on the properties that are the structure of mathematics

Use critical thinking to recognize problematic aspects of situations create mathematical models and present and defend solutions


Content Area MathematicsStandard 2 Patterns Functions and Algebraic StructuresPrepared Graduates

Grade Level Expectation PRESCHOOL THROUGH THIRD GRADEConcepts and skills students master

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

Expectations for this standard are integrated into the other standards at preschool through third grade

Inquiry Questions

Relevance and Application

Nature of Mathematics

Standard 3ASD20s Learning Services Department 2012-13 Page 22 of 48

Data Analysis Statistics and ProbabilityData and probability sense provides students with tools to understand information and uncertainty Students ask questions and gather and use data to answer them Students use a variety of data analysis and statistics strategies to analyze develop and evaluate inferences based on data Probability provides the foundation for collecting describing and interpreting data

Prepared GraduatesThe prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

Prepared Graduate Competencies in the 3 Data Analysis Statistics and Probability Standard are

Recognize and make sense of the many ways that variability chance and randomness appear in a variety of contexts

Solve problems and make decisions that depend on understanding explaining and quantifying the variability in data

Communicate effective logical arguments using mathematical justification and proof Mathematical argumentation involves making and testing conjectures drawing valid conclusions and justifying thinking



Content Area MathematicsStandard 3 Data Analysis Statistics and ProbabilityPrepared Graduates



1 Visual displays are used to describe dataEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Represent and interpret data (CCSS 3MD)

i Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories (CCSS 3MD3)

ii Solve one- and two-step ldquohow many morerdquo and ldquohow many lessrdquo problems using information presented in scaled bar graphs15 (CCSS 3MD3)

iii Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch Show the data by making a line plot where the horizontal scale is marked off in appropriate unitsmdash whole numbers halves or quarters (CCSS 3MD4)

Inquiry Questions1 What can data tell you about your class or school2 How do data displays help us understand information

Relevance and Application1 The collection and use of data provides better

understanding of people and the world such as knowing what games classmates like to play how many siblings friends have or personal progress made in sports

Nature of Mathematics1 Mathematical data can be represented in both static and

animated displays2 Mathematicians model with mathematics (MP)3 Mathematicians use appropriate tools strategically (MP)4 Mathematicians attend to precision (MP)

For example draw a bar graph in which each square in the bar graph might represent 5 pets (CCSS 3MD3)


Standard 4Shape Dimension and Geometric Relationships

Geometric sense allows students to comprehend space and shape Students analyze the characteristics and relationships of shapes and structures engage in logical reasoning and use tools and techniques to determine measurement Students learn that geometry and measurement are useful in representing and solving problems in the real world as well as in mathematics


Prepared Graduate Competencies in the 4 Shape Dimension and Geometric Relationships standard are



Apply transformation to numbers shapes functional representations and data Make claims about relationships among numbers shapes symbols and data and defend

those claims by relying on the properties that are the structure of mathematics Use critical thinking to recognize problematic aspects of situations create mathematical

models and present and defend solutions


Content Area MathematicsStandard 4 Shape Dimension and Geometric RelationshipsPrepared Graduates



1 Geometric figures are described by their attributesEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Reason with shapes and their attributes (CCSS 3G)

i Explain that shapes in different categories16 may share attributes17 and that the shared attributes can define a larger category18 (CCSS 3G1)

1 Identify rhombuses rectangles and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories (CCSS 3G1)

ii Partition shapes into parts with equal areas Express the area of each part as a unit fraction of the whole19 (CCSS 3G2)

Inquiry Questions1 What words in geometry are also used in daily life2 Why can different geometric terms be used to name the

same shape

Relevance and Application1 Recognition of geometric shapes allows people to

describe and change their surroundings such as creating a work of art using geometric shapes or design a pattern to decorate

Nature of Mathematics1 Mathematicians use clear definitions in discussions with

others and in their own reasoning2 Mathematicians construct viable arguments and critique

the reasoning of others (MP)3 Mathematicians look for and make use of structure (MP)





2 Linear and area measurement are fundamentally different and require different units of measure

Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Use concepts of area and relate area to multiplication and to addition

(CCSS 3MD)i Recognize area as an attribute of plane figures and apply

concepts of area measurement20 (CCSS 3MD5)ii Find area of rectangles with whole number side lengths using a

variety of methods21 (CCSS 3MD7a)iii Relate area to the operations of multiplication and addition and

recognize area as additive22 (CSSS 3MD7)b Describe perimeter as an attribute of plane figures and distinguish

between linear and area measures (CCSS 3MD)c Solve real world and mathematical problems involving perimeters of

polygons (CCSS 3MD8)i Find the perimeter given the side lengths (CCSS 3MD8)ii Find an unknown side length given the perimeter (CCSS 3MD8)iii Find rectangles with the same perimeter and different areas or

with the same area and different perimeters (CCSS 3MD8)

Inquiry Questions1 What kinds of questions can be answered by measuring2 What are the ways to describe the size of an object or

shape3 How does what we measure influence how we measure4 What would the world be like without a common system

of measurement

Relevance and Application1 The use of measurement tools allows people to gather

organize and share data with others such as sharing results from science experiments or showing the growth rates of different types of seeds

2 A measurement system allows people to collaborate on building projects mass produce goods make replacement parts for things that break and trade goods

Nature of Mathematics1 Mathematicians use tools and techniques to accurately

determine measurement2 People use measurement systems to specify attributes of

objects with enough precision to allow collaboration in production and trade

3 Mathematicians make sense of problems and persevere in solving them (MP)

4 Mathematicians model with mathematics (MP)





3 Time and attributes of objects can be measured with appropriate toolsEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents cana Solve problems involving measurement and estimation of intervals of

time liquid volumes and masses of objects (CCSS 3MD)i Tell and write time to the nearest minute (CCSS 3MD1)ii Measure time intervals in minutes (CCSS 3MD1)iii Solve word problems involving addition and subtraction of

time intervals in minutes23 using a number line diagram (CCSS 3MD1)

iv Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l) (CCSS 3MD2)

v Use models to add subtract multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units24 (CCSS 3MD2)

Inquiry Questions1 Why do we need standard units of measure2 Why do we measure time

Relevance and Application1 A measurement system allows people to collaborate on

building projects mass produce goods make replacement parts for things that break and trade goods

Nature of Mathematics1 People use measurement systems to specify the

attributes of objects with enough precision to allow collaboration in production and trade

2 Mathematicians use appropriate tools strategically (MP)3 Mathematicians attend to precision (MP)


Standard 4 Shape Dimension and Geometric RelationshipsThird Grade

eg rhombuses rectangles and others (CCSS 3G1)2 eg having four sides (CCSS 3G1)3 eg quadrilaterals (CCSS 3G1)4 For example partition a shape into 4 parts with equal area and describe the area of each part as 14 of the area of the shape (CCSS 3G2)5 A square with side length 1 unit called ldquoa unit squarerdquo is said to have ldquoone square unitrdquo of area and can be used to measure area (CCSS 3MD5a)A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units (CCSS 3MD5b)6 A square with side length 1 unit called ldquoa unit squarerdquo is said to have ldquoone square unitrdquo of area and can be used to measure area (CCSS 3MD5a)A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units (CCSS 3MD5b)Measure areas by counting unit squares (square cm square m square in square ft and improvised units) (CCSS 3MD6)Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths (CCSS 3MD7a) Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems and represent whole-number products as rectangular areas in mathematical reasoning (CCSS 3MD7b)7 Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts applying this technique to solve real world problems (CCSS 3MD7d)Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a times b and a times c Use area models to represent the distributive property in mathematical reasoning (CCSS 3MD7c)8 eg by representing the problem on a number line diagram (CCSS 3MD1)9eg by using drawings (such as a beaker with a measurement scale) to represent the problem (CCSS 3MD2)


Standard 1Physical Science

Students know and understand common properties forms and changes in matter and energy

Prepared GraduatesThe preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting

Prepared Graduate Competencies in the Physical Science standard

Observe explain and predict natural phenomena governed by Newtons laws of motion acknowledging the limitations of their application to very small or very fast objects

Apply an understanding of atomic and molecular structure to explain the properties of matter and predict outcomes of chemical and nuclear reactions

Apply an understanding that energy exists in various forms and its transformation and conservation occur in processes that are predictable and measurable


Content Area ScienceStandard 1 Physical SciencePrepared Graduates


Grade Level Expectations Third GradeConcepts and skills students master

1 Matter exists in different states such as solids liquids and gases and can change from one state to another by heating and cooling


a Analyze and interpret observations about matter as it freezes and melts and boils and condenses (DOK 1-2)

b Use evidence to develop a scientific explanation around how heating and cooling affects states of matter (DOK 1-3)

c Identify the state of any sample of matter (DOK 1)

Inquiry Questions How can the state of matter of any object be decided Where around the school would snow take the longest to melt Why

Relevance and Application Water is distributed on Earth in different forms such as vapor ice or glaciers rivers

and freshwater or saltwater oceans There is only a certain amount of water available for human use

Nature of Science Ask a testable question about the heating and cooling of a substance design a

method to find the answer collect data and form a conclusion Demonstrate the importance of keeping accurate observations and notes in science Share results of experiments with others and respectfully discuss results that are

not expected


Standard 2Life Science

Students know and understand the characteristics and structure of living things the processes of life and how living things interact with each other and their environment


Prepared Graduate Competencies in the Life Science standard

Analyze the relationship between structure and function in living systems at a variety of organizational levels and recognize living systemsrsquo dependence on natural selection

Explain and illustrate with examples how living systems interact with the biotic and abiotic environment

Analyze how various organisms grow develop and differentiate during their lifetimes based on an interplay between genetics and their environment

Explain how biological evolution accounts for the unity and diversity of living organisms


Content Area ScienceStandard 2 Life SciencePrepared Graduates



1 The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species


a Use evidence to develop a scientific explanation regarding the stages of how organisms develop and change over time (DOK 1-3)

b Analyze and interpret data to generate evidence that different organisms develop differently over time (DOK 1-2)

c Use a variety of media to collect and analyze data regarding how organisms develop (DOK 1-2)

Inquiry Questions How are life cycles from a variety of organisms similar and different How does an organism change throughout its life cycle

Relevance and Application Living things may have different needs at different points in their life cycles

Nature of Science Ask a testable question about the life cycles of a variety of organisms Compare what is done in class to the work of scientists

o Scientists evaluate and use data generated by other scientists to further their own ideas just like students compare data in class

o A community of scientists weaves together different evidence and ideas to deepen understanding similar to how students do investigations and read books to deepen understanding about a concept


Standard 3Earth Systems Science

Students know and understand the processes and interactions of Earths systems and the structure and dynamics of Earth and other objects in space


Prepared Graduate Competencies in the Earth Systems Science standard

Describe and interpret how Earths geologic history and place in space are relevant to our understanding of the processes that have shaped our planet

Evaluate evidence that Earthrsquos geosphere atmosphere hydrosphere and biosphere interact as a complex system

Describe how humans are dependent on the diversity of resources provided by Earth and Sun


Content Area ScienceStandard 3 Earth Systems SciencePrepared Graduates



1 Earthrsquos materials can be broken down andor combined into different materials such as rocks minerals rock cycle formation of soil and sand ndash some of which are usable resources for human activity


a Investigate and identify two or more ways that Earths materials can be broken down andor combined in different ways such as minerals into rocks rock cycle formation of soil and sand (DOK 1-2)

b Use evidence to develop a scientific explanation about one or more processes that break down andor combine Earth materials (DOK 1-3)

c Utilize a variety of media sources to collect and analyze data around Earths materials and the processes by which they are formed (DOK 1-2)

Inquiry Questions What are some of the ways that Earthrsquos materials are formed Where do these different materials such as soil sand rocks and oil come from

What is the process by which the materials were formed How is Earths surface changing How do rocks ldquocyclerdquo

Relevance and Application Many of Earthrsquos materials are usable building or energy resources Extended

processes and time are required to convert fossil fuels and soil into useful material

Nature of Science Ask testable questions about the composition and formation of rocks Use models to demonstrate the rock cycle or other ways Earthrsquos materials are

broken down or combined


Standard 1History

The study of history prepares students to develop critical thinking skills in an effort to explain the human experience through events of the past Discerning clarity from the jumble of conflicting facts and sources students get a clearer picture of how individuals communities and the world connect both past and present History develops moral understanding defines identity and creates an appreciation of how things change while building judgment and decision-making skills History enhances the ability to read varied sources and develop the skills necessary to analyze interpret and communicate

History inspires by exposing students to the wonders and beauty of the past The historical perspective prepares for an ever-changing future by helping to understand changes in the past It allows students to gain perspective and develop better judgment by discovering and uncovering the complexity of human beings This allows students to better understand themselves as individuals and their place in a complex and often confusing society History provides examples of ethical behavior and the context for change and illustrates the importance of responsible members of society in both our country and our world

History is a critical component in the future success of a student in the 21st century world Inquiry is the central component of historical thinking Students learn the skills of reading interpreting and analyzing historical sources and develop the ability to craft a well-constructed and communicated historical argument History teaches the interpretive analytical and critical thinking skills that will allow students to become productive citizens in the future

Prepared Graduates (High School through Pre-K)The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting


Prepared Graduate Competencies in the History Standards are Develop an understanding of how people view construct and interpret history Analyze key historical periods and patterns of change over time within and across nations

and cultures

Content Area Social StudiesStandard 1 HistoryPrepared Graduates

Develop an understanding of how people view construct and interpret historyGrade Level Expectation Third GradeConcepts and skills students master

1 Use a variety of sources to distinguish historical fact from fictionEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Compare factual historical sources with works of fiction about the same topic identifying items on topics to include but not limited to historical fact and opinion (DOK 1-2)

b Use a variety of historical sources including artifacts pictures and documents to help define factual historical evidence (DOK 1-2)

c Compare information from multiple sources recounting the same event (DOK 1-2)

Inquiry Questions How do historical fact opinion and fiction uniquely influence an individualrsquos

understanding of history How do historical thinkers determine the accuracy of history What types of questions do historians ask about the past Why do historians use multiple sources in studying history

Relevance and Application The ability to distinguish fact from fiction is used to make informed decisions For

example consumers must critically analyze advertisements for facts and nonfiction writers must verify historical accuracy

The ability to distinguish historical fact from fiction allows local museums and other tourist attractions to relate truthful accounts of the past

Nature of History Historical thinkers evaluate historical sources for purpose and context Historical thinkers use sources to distinguish fact from fiction



Analyze key historical periods and patterns of change over time within and across nations and culturesGrade Level Expectation Third GradeConcepts and skills students master

2 People in the past influence the development and interaction of different communities or regions


a Compare past and present situations and events (DOK 1-2)

b Chronologically sequence important events in a community or region (DOK 1)

c Give examples of people and events and developments that brought important changes to a community or region (DOK 1-2)

d Describe the history interaction and contribution of the various peoples and cultures that have lived in or migrated to a community or region (DOK 1-2)

Inquiry Questions How have different groups of people both lived together and interacted with each

other in the past What types of questions do people ask to learn about the past How has the region changed and yet remained the same over time

Relevance and Application The context and information from the past is used to make connections and inform

decisions in the present For example the development and traditions of various groups in a region affect the economic development tourist industry and the cultural make-up of a community

Technological developments continue to evolve and affect the present and permit innovation in a region For example Hispanics influence the culture in Pueblo the military affects the culture in the Pikes Peak region and the ski industry and mining affect the mountains

Nature of History Historical thinkers ask questions to guide their research into the past Historical thinkers analyze the interaction patterns and contributions of various

cultures and groups in the past


Standard 2Geography

[]The study of geography creates an informed person with an understanding of spatial perspective and technologies for spatial analysis and an awareness of the interdependence of the world regions and resources and how places are connected at the local national and global scales Students understand the complexity and interrelatedness of people places and environments Geography helps students appreciate the dynamic relationships and complexity of the world

The skills concepts and knowledge acquired in geography are fundamental literacy components for a 21st century student Use of critical thinking information literacy collaboration self-direction and invention are apparent in every facet of geographic education Geography helps students develop a framework for understanding the world ultimately contributing to the creation of informed citizens


Prepared Graduate Competencies in the Geography Standard are Develop spatial understanding perspectives and personal connections to the world Examine places and regions and the connections among them


Content Area Social StudiesStandard 2 GeographyPrepared Graduates

Develop spatial understanding perspectives and personal connections to the worldGrade Level Expectation Third GradeConcepts and skills students master

1 Use various types of geographic tools to develop spatial thinkingEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Read and interpret information from geographic tools and formulate geographic questions (DOK 1-2)

b Find oceans and continents major countries bodies of water mountains and urban areas the state of Colorado and neighboring states on maps (DOK 1)

c Locate the community on a map and describe its natural and human features (DOK 1)

d Identify geography-based problems and examine the ways that people have tried to solve them (DOK 1-2)

Inquiry Questions What questions do geographers ask How does the geography of where we live influence how we live How do physical features provide opportunities and challenges to regions How have the cultural experiences of groups in different regions influenced practices

regarding the local environment

Relevance and Application Individuals and businesses use geographic tools to answer questions about places

and locations such as where to locate a business or park and how to landscape a yard

Spatial thinking involves analysis problem-solving and pattern prediction Individuals develop spatial thinking to organize and make connections such as

reading a map and understanding where you are where you want to go and how to get to the destination

Nature of Geography Spatial thinkers use and interpret information from geography tools to investigate

geographic questions Spatial thinkers analyze connections among places

Content Area Social StudiesASD20s Learning Services Department 2012-13 Page 40 of 48

Prepared Graduates Examine places and regions and the connections among them


2 The concept of regions is developed through an understanding of similarities and differences in places


a Observe and describe the physical characteristics and the cultural and human features of a region (DOK 1-2)

b Identify the factors that make a region unique including cultural diversity industry and agriculture and land forms (DOK 1-2)

c Give examples of places that are similar and different from a local region (DOK 1-2)

d Characterize regions using different types of features such as physical political cultural urban and rural (DOK 1-3)

Inquiry Questions Are regions in the world more similar or different Why do people describe regions using human or physical characteristics What are geographic characteristics of a region How do cultures lead to similarities and differences between regions

Relevance and Application Individuals compare and contrast characteristics of regions when making decisions

and choices such as where to send children to school what part of town to live in what type of climate suits personal needs and what region of a country to visit

Individuals and businesses make economic political and personal decisions such as where to farm where to locate industry and where to plant a garden based on geographic characteristics of a region

Individuals and business understand how geography influences the development of rural urban and suburban areas

Nature of Geography Spatial thinkers create and use spatial representations of Earth Spatial thinkers evaluate geographic data and represent it visually


EconomicsEconomics and personal financial literacy teach students the skills knowledge and habits that they must master in order to contribute in a positive manner to society Economics and personal financial literacy teach how to understand personal responsibility set goals create plans evaluate choices value entrepreneurship comprehend globalization and international connections and learn to make rational decisions through critical analysis

Economics teaches students how society manages its scarce resources how people make decisions how people interact in the domestic and international markets and how forces and trends affect the economy as a whole Personal financial literacy applies the economic way of thinking to help understand how to manage scarce resources using a logical decision-making process that involves prioritization based on analysis of the costs and benefits of every choice

Economics and personal financial literacy are essential to function effectively in personal lives as participants in a global economy and as citizens contributing to a strong national economy As citizens workers consumers savers and investors members of society must have a level of economic and personal financial literacy that enables them to understand how economies function and to apply economic analysis in their own lives



Prepared Graduate Competencies in the Economics Standard are Understand the allocation of scarce resources in societies through analysis of individual

choice market interaction and public policy Acquire the knowledge and economic reasoning skills to make sound financial decisions

Content Area Social StudiesStandard 3 EconomicsPrepared Graduates

Understand the allocation of scarce resources in societies through analysis of individual choice market interaction and public policy


1 Describe producers and consumers and how goods and services are exchangedEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Describe the difference between producers and consumers and explain how they need each other (DOK 1-2)

b Describe and give examples of forms of exchange topics to include but not limited to trade and barter (DOK 1-2)

c Describe how the exchange of goods and services between businesses and consumers affects all parties (DOK 1-2)

d Recognize that different currencies and forms of exchange that exist and list the functions of money to include but not limited to such topics as medium of exchange store of value and measure of value (DOK 1-2)

e Give examples of how trade benefits individuals and communities and increases interdependency (DOK 1-2)

Inquiry Questions How does an individual know when an exchange benefits both parties What would happen if there was no such item as money Would you rather be a producer consumer or a mix of both What happens when a producer cannot make enough to meet consumer demand What would happen if consumers did not want what a producer made What would the world look like if there were no transportation that could move goods

more than 50 miles

Relevance and Application Production and consumption are essential components of markets and affect

everyday life For example not enough high-demand toys are produced during Christmas meaning the prices will be higher Not enough clean drinking water causes higher prices for bottled water

Goods and services are exchanged in multiple ways and are a part of everyday life such as purchasing or trading items

Production consumption and the exchange of goods and services are interconnected in the world For example vegetables from California are sold at a Colorado markets and an ice storm in Florida affects orange juice supplies for the world ingredients from different areas of the United States are shipped to one area for a business to create a candy bar which is then shipped throughout the world

Nature of Economics Economic thinkers analyze trade and the use of money Economic thinkers describe and study the importance of exchange in a community

Content Area Social Studies


Standard 3 EconomicsPrepared Graduates

Acquire the knowledge and economic reasoning skills to make sound financial decisions (PFL)Grade Level Expectation Third GradeConcepts and skills students master

2 Describe how to meet short term financial goals (PFL)Evidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Identify sources of income including gifts allowances and earnings (DOK 1)

b Recognize that there are costs and benefits associated with borrowing to meet a short-term financial goal (DOK 1-2)

c Identify jobs children can do to earn money for personal philanthropic or entrepreneurial goals (DOK 1)

d Create a plan for a short-term financial goal (DOK 1-3)

e Describe the steps necessary to reach short-term financial goals (DOK 1-2)

Inquiry Questions What would happen if an individual spent all earning on entertainment Why do individuals give away money How would an individual decide between purchasing a want or a need

Relevance and Application Personal financial goal setting is a lifelong activity and short-term goal setting is

essential to that process For example students save for a fish aquarium or skateboard

Analysis of various options and creating short- and long-term goals for borrowing is a lifelong skill For example adults borrow to buy a car or a vacation

Nature of Economics Financially responsible individuals create goals and work toward meeting them Financially responsible individuals understand the cost and the accountability

associated with borrowing


CivicsCivics has an impact on every individual daily through the work of city councils state legislatures Congress and school boards Civics teaches students the complexity of the origins structure and functions of governments the rights roles and responsibilities of ethical citizenship the importance of law and the skills necessary to participate in all levels of government Civics is a foundational component of the educational experience and critical to the continued success of our society A democratic and free society relies on the skills intelligence engagement and virtue of its citizens Our students will one day be responsible for strengthening our civic culture based on the knowledge they learn at school their own values and their choices for action Democracy demands that they have these tools to be responsible contributors to civic culture


Prepared Graduate Competencies in the Civics Standard are Analyze and practice rights roles and responsibilities of citizens Analyze the origins structure and functions of governments and their impacts on

societies and citizens


Content Area Social StudiesStandard 4 CivicsPrepared Graduates

Analyze and practice rights roles and responsibilities of citizensGrade Level Expectation Third GradeConcepts and skills students master

1 Respecting the views and rights of others is a key component of a democratic societyEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Identify and apply the elements of civil discourse elements to include but not limited to listening with respect for understanding and speaking in a respectful manner (DOK 1-3)

b Identify important economic and personal rights and how they relate to others (DOK 1-2)

c Give examples of the relationship between rights and responsibilities (DOK 1-2)

Inquiry Questions Why might an individual make a choice to participate in the community What are the essential elements of compromise that enable conflict to be

transformed into agreement Why is personal advocacy important in a community with diverse views What would a community be like if individuals from various groups did not respect

each otherrsquos rights and views

Relevance and Application Respect for the views of others helps to learn and understand various perspectives

thoughts and cultures For example environmentalists industry and government work together to solve issues around energy and other resources

Technology provides the opportunity to research multiple views on issues to better understand the evolution of rights For example lawyers research court findings and individuals engage in civic discourse regarding issues of the day through the Internet

Nature of Civics Responsible community members take the opportunity to make positive changes in

their community Responsible community members recognize the value of respecting the rights and

views of others



Analyze origins structure and functions of governments and their impacts on societies and citizensGrade Level Expectation Third GradeConcepts and skills students master

2 The origins structure and functions of local governmentEvidence Outcomes 21st Century Skills and Readiness CompetenciesStudents can

a Identify the origins structure and functions of local government (DOK 1)

b Identify and explain the services local governments provide and how those services are funded (DOK 1-2)

c Identify and explain a variety of roles leaders citizens and others play in local government (DOK 1-2)

Inquiry Questions How are local governments and citizens interdependent How do individuals get involved in their local government How do local governments and citizens help each other Why do people create governments How do people places and events help us understand the ideals of democratic

government

Relevance and Application Knowledge of the origins structure and functions of local government enables

participation in the democratic process For example groups and governments work together to create a safe environment in the community

Nature of Civics Responsible community members are involved in their local government Responsible community members know how personal advocacy and involvement

can lead to change in communities Responsible community members use negotiation as an inherent part of decision-

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3 Writing and Composition


1 Oral Expression and ListeningLearning of word meanings occurs rapidly from birth through adolescence within communicative relationships Everyday interactions with parents teachers peers friends and community members shape speech habits and knowledge of language Language is the means to higher mental functioning that which is a species-specific skill unique to humans as a generative means for thinking and communication Through linguistic oral communication logical thinking develops and makes possible critical thinking reasoning development of information literacy application of collaboration skills self-direction and invention

Oral language foundation and written symbol systems concretize the way a student communicates Thus students in Colorado develop oral language skills in listening and speaking and master the written language skills of reading and writing Specifically holding Colorado students accountable for language mastery from the perspectives of scientific research in linguistics cognitive psychology human information processing brain-behavior relationships and socio-cultural perspectives on language development will allow students to master 21st century skills and serve the state region and nation well


Prepared Graduate Competencies in the Oral Expression and Listening Standard


Deliver organized and effective oral presentations for diverse audiences and varied purposes

Use language appropriate for purpose and audience

Demonstrate skill in inferential and evaluative listening























































































































































































judgment











































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Standard 1History







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Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabularyASD20s Learning Services Department 2012-13 of 48

























































judgment











































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judgment











































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correctly







4 Research and ReasoningASD20s Learning Services Department 2012-13 of 48































































































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Inquiry Questions



Standard 3ASD20s Learning Services Department 2012-13 of 48









































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Inquiry Questions












































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Content Area Social StudiesASD20s Learning Services Department 2012-13 of 48

































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