Core Standards of the CourseDomain: Operations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.12. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.Understand and apply properties of operations and the relationship between addition and subtraction. 3. Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.Add and subtract within 20. 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).Work with addition and subtraction equations. 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.Domain: Number and Operations in Base TenExtend the counting sequence. 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.Understand place value. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:10 can be thought of as a bundle of ten ones — called a “ten.”The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.Use place value understanding and properties of operations to add and subtract. 4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.Domain: Measurement and DataMeasure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.Tell and write time. 3. Tell and write time in hours and half-hours using analog and digital clocks.Represent and interpret data. 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Domain: GeometryReason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.33. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.1 See Glossary, Table 1.2 Students need not use formal terms for these properties.3 Students do not need to learn formal names such as "right rectangular prism." Core Standards of the CourseStandard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.Objective 1 Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions)Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation.Designing investigations: Consider reasons that support ideas, identify ways to gather information that could test ideas, design fair tests, share designs with peers for input and refinement.Conducting investigations: Observe, manipulate, measure, describe.Collecting data: Deciding what data to collect and how to organize, record, and manipulate the data.Drawing conclusions: Analyzing data, making conclusions connected to the data or the evidence gathered, identifying limitations or conclusions, identifying future questions to investigate.Objective 2 Communicating Science: Communicating effectively using science language and reasoningDeveloping social interaction skills with peers.Sharing ideas with peers.Connecting ideas with reasons (evidence).Using multiple methods of communicating reasons/evidence (verbal, charts, graphs).Objective 3 Knowing in Science: Understanding the nature of scienceIdeas are supported by reasons.There are limits to ideas in science (i.e. what can be observed, measured, and verified).Differences in conclusions are best settled through additional observations and investigations.Communication of ideas in science is important for helping to check the reasons for ideas.Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.Objective 1 Investigate the natural world including rock, soil and water.Supplemental Materials (pdf)Observe, compare, describe, and sort components of soil by size, texture, and color.Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.Gather evidence about the uses of rocks, soil, and water.Objective 2 Observe and describe the changes and appearance of the sun and moon during daylight.Supplemental Materials (pdf)Observe the sun at different times during the day and report observations to peers.Observe and chart the moon when it is visible during the day.Objective 3 Compare and contrast seasonal weather changes.Supplemental Materials (pdf)Identify characteristics of the seasons of the year. Identify characteristics of weather, e.g., types of precipitation, sunny, windy, foggy, and cloudy.Observe and record weather information within each season.Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials.Objective 1 Analyze changes in the movement of nonliving things.Supplemental Materials (pdf)Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back‐and‐forth, and fast or slow.Compare and contrast the movement of objects using drawings, graphs, and numbers.Explain how a push or pull can affect how an object moves.Objective 2 Analyze objects and record their properties.Supplemental Materials (pdf)Sort, classify, and chart objects by observable properties, e.g., size, shape, color, and texture.Predict measurable properties such as weight, temperature, and whether objects sink or float; test and record data.Predict, identify, and describe changes in matter when heated, cooled, or mixed with water.Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.Objective 1 Communicate observations about the similarities and differences between offspring and between populations.Supplemental Materials (pdf)Communicate observations about plants and animals, including humans, and how they resemble their parents.Analyze the individual similarities and differences within and across larger groups.Objective 2 Living things change and depend upon their environment to satisfy their basic needs.Supplemental Materials (pdf)Make observations about living things and their environment using the five senses.Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life.Describe and model life cycles of living things.Core Standards of the CourseStandard 1 (Culture): Students will recognize and describe how schools and neighborhoods are both similar and different.Objective 1 Recognize and describe examples of differences within school and neighborhood.Recognize differences within their school and neighborhood.Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions.Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships).Recognize and describe the importance of schools and neighborhoods.Objective 2 Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time.Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff).Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools).Social Studies Vocabulary Students Should Know and Use: neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friendStandard 2 (Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.Objective 1 Describe and demonstrate appropriate social skills necessary for working in a group.Describe behaviors that contribute to cooperation within groups at school and in a neighborhood.Discuss the roles and responsibilities of being a member of a group.Participate in a group activity modeling appropriate group behavior.Identify and express feelings in appropriate ways.Articulate how individual choices affect self, peers, and others.Communicate positive feelings and ideas of self (e.g., positive self image, good friend, helper, honest).Predict possible consequences for a variety of actions.Objective 2 Identify and list responsibilities in the school and in the neighborhood.Describe and practice responsible behavior inherent in being a good citizen in the school (e.g., safety, right to learn) and neighborhood.Explain why schools have rules, and give examples of neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and signals).Demonstrate respect for others in the neighborhood (e.g., the "Golden Rule" - elements include fair play, respect for rights and opinions of others, and respect for rules).Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhood dangers).Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks, and documents.Identify school symbols and landmarks (i.e., mascot, songs, events).Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall, churches, other landmarks, city festivals).Identify Utah state symbols, documents, and landmarks.Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument).Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette).Social Studies Vocabulary Students Should Know and Use: responsible, vandalism, private property, litter, service, landmark, custom, etiquette, cooperation, peer, consequence, Declaration of Independence, U.S. Constitution, Pledge of Allegiance, school, choice, citizen, sign, firehouse, city hall, church, festivalStandard 3 (Geography): Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.Objective 1 Identify and use geographic terms and tools.Use a compass to locate cardinal directions.Identify the equator and north and south poles.Identify Utah on a variety of maps and on a globe.Identify the United States on a variety of maps and on a globe.Objective 2 Recognize and use a map or a globe.Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator, North and South poles, countries) on a map and on a globe.Identify the compass rose and cardinal directions on a map and on a globe.Social Studies Vocabulary Students Should Know and Use: compass, cardinal directions, equator, north pole, south pole, physical features, compass rose, landmarkStandard 4 (Financial Literacy): Students will describe the economic choices people make to meet their basic economic needs.Objective 1 Explain how goods and services meet people’s needs.Identify examples of goods and services in the home and in the school.Explain ways that people exchange goods and services.Explain how people earn money by working at a job.Explain the concept of exchanging money to purchase goods and services.Objective 2 Recognize that people need to make choices to meet their needs.Describe the economic choices that people make regarding goods and services.Describe why wanting more than a person can have requires a person to make choices.Identify choices families make when buying goods and services.Explain why people save money to buy goods and services in the future.Social Studies Vocabulary Students Should Know and Use: goods, services, exchange, earn, purchase, choice, saveCore Standards of the CourseLevel 1: Goal 1: Communicate in Languages Other Than EnglishLevel 1: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Participate in brief guided conversations related to needs, interests, likes, and dislikes. (e.g. State what you like to do on the weekend; Talk about what you like to eat and don't like to eat).b. Understand and use culturally appropriate responses and non-verbal gestures. (e.g. Greet and take leave; Respond with an appropriate wish or comment in a variety of interpersonal situations).c. Make introductions, present classmates, adults, family members, and friends. (e.g. Introduce yourself to a new classmate; Introduce yourself to your new teacher or the parents of a friend).d. Ask and answer simple questions (e.g. Ask simple questions to solve problems; Find out what time it is).e. Make routine requests in the classroom and in public places. (e.g. Ask permission to go to the restroom, to sharpen a pencil, etc.; Ask for help in a store; Ask for directions).f. Describe state of being in simple phrases. (e.g. Ask and respond appropriately to questions about emotional and physical state of being; Ask and respond to questions about hunger, thirst and health).g. Express basic agreement and disagreement. (e.g. Agree or disagree with others' preferences; Disagree with statements made by your partner about the weather).Level 1: Standard 2 Students understand and interpret written and spoken language on a variety of topics. (Interpretive)a. Respond to routine requests in the classroom and in public places. (e.g. Respond through physical action to classroom commands; Follow simple directions given by the teacher or another student).b. Read, comprehend and respond to words and phrases in a variety of situations. (e.g. Read and order from a menu; Read a train schedule and plan your departure and return time).c. Exchange descriptions of people and products through oral and written descriptions. (e.g. Write a brief description of a friend or classmate and present it to the class; Describe what you are wearing; Write a list of the things you have in your bedroom).d. Identify ideas and topics from simple texts. (e.g. Identify important dates and holidays found on a calendar from the target culture; Read and present weather reports about the target country; Read a letter from a pen pal and respond to simple comprehension questions; Read a TV guide from the target country to determine the viewing day and times of shows).e. Read short narrative texts on simple topics. (e.g. Read "books" written and illustrated by classmates on familiar topics such as home life, families, favorite foods and activities; Read newspaper headlines in the target language and identify what the topic is; Read a simple poem, identify and discuss the themes).Level 1: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)a. Write and share familiar words, phrases and sentences. (e.g. Write a post card to a pen pal; Write and present a skit with classmates; Write and present a dialogue on a scene at a restaurant).b. b. Give short oral presentations. (e.g. Memorize and present a poem in the target language; Present an artist from the target culture; Sings songs in the target language; Present your family tree with names and ages of each member of the family).Level 1: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 1: Standard 4 Standard 4: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture.a. Demonstrate culturally appropriate behaviors for introductions, greetings and leave-taking in a variety of social situations. (e.g. Participate in a simulated first day of school in the target culture; Role-play introductions, employing appropriate social register).b. Use appropriate courtesy expressions. (e.g. Match correct expressions for "thank you, you are welcome, please and excuse me" with the correct illustration in the book; Show a mastery of the correct courtesy expressions by using them regularly in the classroom).c. Make simple polite requests. (e.g. Participate in a survey of classmates to find out how many of them have telephone numbers with the same prefix; List questions that could be asked to find out about a classmate's likes and dislikes).d. Examine cultural differences (e.g. Identify similar holidays, foods and customs that the two cultures share and then identify some differences in celebration; Examine the correct notation for time and dates in the target culture; Show the appropriate method of counting with one's fingers in the target culture).Level 1: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify major products of the target culture. (e.g. Create a map illustrating products of a target country; Collect samples of magazine and movie ads, product labels, or newspaper articles from the target culture).Level 1: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 1: Standard 6 Students reinforce and further their knowledge of other disciplines through the world language.a. Identify the major geographical features of countries or regions where the target language is spoken. (e.g. Create a topographical map; List major cities, capitals and regions of a country where the target language is spoken).b. Identify key historical events in target cultures. (e.g. Name important leaders who carried out political or social reforms; Draw a timeline of important historical events of countries where the target language is spoken).c. Apply mathematical skills in the world language. (e.g. Use math skills to estimate costs for travel and lodging in target language countries; Use math skills to convert dollars to the currency of a target language country).d. Identify typical cuisine and the variation of cuisines in the different cultures that use the target language. (e.g. Share a recipe from the target culture; Prepare food from the target culture using metric measurements).e. Demonstrate an awareness of music and art from the target cultures. (e.g. Learn popular children's songs from the target culture; Learn a dance from the target culture; Present a virtual art tour from the target culture).f. Identify parts of speech and sentence structure comparable to the English language. (e.g. Make a chart comparing parts of speech in both languages; Listen to comparable speech samples from both languages).g. Apply technology in the target language. (e.g. Prepare visual presentations such as children's books or travel brochures; Listen to pod casts recorded in the target language).Level 1: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through studying the target language and its culture.a. Examine authentic literature. (e.g. Collect selections from children's literature, poetry, folktales and songs; Read newspaper headlines and predict content of the article).b. Study authentic media in order to recognize different cultural viewpoints. (e.g. Examine authentic movie ads and TV guides).Level 1: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 1: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Identify and use borrowed words and cognates in the students' own language and in the target language. (e.g. Study maps and identify place names that originated in the target language; Identify and compare cognates in both languages).b. Identify basic idiomatic expressions in the students' own language and use some of them in the target language. (e.g. Express state of being and age; Discuss likes and dislikes).c. Recognize differences in the writing systems among languages. (e.g. Write a paragraph demonstrating appropriate punctuation and structure; Compare formal and informal discourse).d. Recognize that other languages and/or dialects may be spoken by people within the target culture. (e.g. Listen to samples of different dialects in the target language).e. Recognize and use the appropriate register. (e.g. Participate in a skit or simulation presenting formal and informal language; Identify different registers while watching video clips).Level 1: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Identify similar and different behavioral patterns, including the use of non-verbal gestures, between the target culture and the student's own culture. (e.g. Identify similarities and differences in teacher-student relationships in the target culture; Describe similarities and differences in behaviors such as greetings, attire, shopping and ordering food).b. Identify the similarities and differences in cultural reaction to local and world issues. (e.g. Read newspaper articles in both languages about current events).c. Recognize cultural stereotyping. (e.g. Discuss students' impressions of the target culture; Identify problems associated with stereotyping).Level 1: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 1: Standard 10 Standard 10: Students use the language both within and beyond the school setting.a. Identify uses for the target language within both local and national communities. (e.g. Identify occupations in want ads and Internet job searches for which the target language would be helpful; Identify news stories about the target cultures).b. Practice the target language with family, peers, or community members. (e.g. Share the target language with parents or siblings, specific to class vocabulary or assignments; Outside of class, initiate a conversation or respond to questions from the teacher in the target language).c. Share with the school or community an event or product from the target culture. (e.g. Organize language club activities, which benefit the school or community).Level 1: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Demonstrate interest in and appreciation of the target language. (e.g. Identify art, architecture, cuisine, music and business products, etc., representative of the target culture in the community; Read or view information about the target culture from a variety of media sources).b. Use the target language beyond the school setting. (e.g. Participate in language club activities which benefit the school or the community).Level 2: Goal 1: Communication – Communicate in languages other than EnglishLevel 2: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Ask questions regarding routine activities. (e.g. Ask your partner about leisure time activities; Ask about a typical school day).b. Participate in conversations on a variety of familiar and everyday topics. (e.g. Role-play a telephone conversation about plans for the weekend; Interview a classmate about weather conditions in your region; Conduct a class survey about sport preferences).c Give and respond to oral directions and commands. (e.g. Use a map to give and respond to directions; Reorder scrambled instructions; Role-play a street scene in the target culture asking for information on how to use public transportation).d. Interact in a variety of situations for basic survival and to meet personal needs. (e.g. Role-play a situation in a world post office and make appropriate requests for stamps and envelopes, cost of mailing a post card or letter to the US via air mail, etc.; Express basic needs and problems such as I don't have any paper. Do you have some paper; Role-play a restaurant situation, using a menu and target culture currency).Level 2: Standard 2 Students understand and interpret written and spoken language on a variety of topics. (Interpretive)a. Understand and interpret authentic writing, video and music. (e.g. Read ads in target culture newspapers; View videos about the target culture in the target language; Research products from the target culture via the Internet; Listen to and sing music from the target culture).b. Understand and interpret written messages and announcements on topics of interest. (e.g. Read about sporting events in newspapers and magazines in the target language; Follow oral and written directions for daily classroom activities; Read daily television schedules in the target language).c. Understand and interpret simple personal written communication such as notes, invitations, and letters. (e.g. Exchange letters or emails with a pen pal in the target language; Write an appropriate engagement announcement, wedding invitation and birth announcement for the target culture; Analyze plots, characters and themes in target culture literary works).Level 2: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)a. Write and share short texts at the paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share simple texts such as dialogues, simple plays and skits; Write and present a poem in the target language; Record daily activities in a journal in the target language).Level 2: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 2: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. Identify significant cultural practices and behaviors in the target culture. (e.g. Find information about a wedding in the target culture; Learn and use everyday or traditional expressions unique to the target culture).b. Identify similarities and differences for everyday life in the United States and the target culture. (e.g. List the similarities and differences in dining practices of the two cultures; View and discuss clips of movies from the target culture that show family life).Level 2: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify and describe various products or symbols of the target culture. (e.g. Study samples of food products found in the students' culture influenced by the target culture; Study the differences in education between the two cultures).b. Identify and describe examples of artistic expression in the target culture. (e.g. Compare and contrast architectural styles; Examine and present the work of an artist from the target culture).c. Study current events from the target culture. (e.g. Read target cultural newspapers about current events; Listen to a newscast from a target culture).d. Study the geography and history of the target culture. (e.g. Complete a world map illustrating all countries using the target language; Identify and make a timeline of significant historical events of the target culture).Level 2: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 2: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Demonstrate knowledge of key historical and current events in the target culture. (e.g. Identify important dates relating to the political or economic development of the target country).b. Apply more advanced mathematical skills in the target language. (e.g. Convert Fahrenheit and Celsius temperatures; Simulate major purchases such as automobiles, homes and stocks).c. Continue to demonstrate an awareness of music and art in the target culture. (e.g. Listen to examples of folk music and name the instruments used; Discuss a picture of contemporary art).d. Apply composition techniques learned in English class to writing in the target language. (e.g. Write a simple, well-organized paragraph in the target language; Write a letter to a pen pal).e. Transfer technology skills to the target language classroom. (e.g. Exchange e-mail with students from the target culture; Use clip art to practice and review vocabulary and grammar; Prepare reports in the target language using a word processing program).Level 2: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Examine and discuss authentic literature. (e.g. Present a memorized poem to an audience; Create a schedule for a typical school day).b. Access media from the target culture to gain information and to identify different perspectives. (e.g. Analyze and compare views of current world events in the target culture; Explain different perceptions of beauty represented in popular media).Level 2: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 2: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Recognize cognates. (e.g. Identify cognates and their meanings as a listening or reading comprehension strategy).b. Recognize idiomatic expressions. (e.g. Identify idiomatic expressions in a variety of simple texts).c. Recognize and use differences in grammatical structures among languages. (e.g. Write a simple composition demonstrating good use of punctuation and structure).d. Recognize differences in pronunciation within the target language. (e.g. Read aloud in the target language with appropriate intonation and pronunciation; Compare and contrast different dialects in both languages).Level 2: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Understand and use appropriate verbal and non-verbal communication of the target language. (e.g. Create dialogues using both familiar and polite forms of speech; Use appropriate verbal and non-verbal forms of greetings).b. Analyze the similarities and differences in cultural reaction to local and world issues. (e.g. Read and respond to current events; Write an editorial for the school newspaper).c. Recognize contributions and influences on the target culture to the United States. (e.g. Collect and prepare recipes of the target culture; Compare and contrast holiday celebrations of both cultures).Level 2: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 2: Standard 10 Students use the language both within and beyond the school setting.a. Practice the target language with family, peers, or community members. (e.g. Write and illustrate a simple story and present it to others; Teach a mini-grammar or culture lesson to others; Correspond with a pen pal by email or letter).b. Participate in school and community events related to the target cultures. (e.g. Prepare food representative of the target cultures to be presented at a target culture event; Perform in the target language for a school or community celebration; Participate in a language club activity).c. Identify community resources to expand student awareness of the target cultures. (e.g. Investigate various professions and careers available to speakers of the target language; Compile a list of community individuals with expertise in the target language and/or about the target cultures; Interview native speakers in the community).d. Identify examples of the interdependence of the world's communities. (e.g. Discuss international business relations in the community).Level 2: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Demonstrate interest in and appreciation of the target language. (e.g. Travel with family to countries of the target language; Attend a film, play, concert, or festival related to the target culture in the community).b. Use the target language beyond the school setting. (e.g. Exchange information about topics of personal interest).Level 3: Goal 1: Communication – Communicate in languages other than EnglishLevel 3: Standard 1 Students engage in conversations, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal)a. Interact in a variety of social situations beyond the classroom. (e.g. Give basic directions to a visitor or exchange student from the target country; Extend, accept, and refuse invitations, formal and informal, oral and written, using appropriate expressions and behavior).b. Provide and exchange detailed information on familiar topics. (e.g. Describe food and leisure time preferences to a native speaker of the language such as a host family member; Inquire about price, size, and availability of items while simulating shopping in the target culture; Use the target language to greet one another and engage in conversation about everyday topics, such as weather, friends, school and family).c. Describe and explain state of being and feelings (e.g. Share opinions, preferences and feelings in the target language with classmates; Compare and contrast opinions about sporting events, films or popular music in the target culture; Exchange information about personal events and memorable experiences).d. Express agreement and disagreement, and support opinions with simple reasoning. (e.g. Use culturally appropriate expressions to manage conversations, such as expressions used to interrupt a conversation, to apologize, or to express agreement or disagreement; Use the target language to support opinions and individual perspectives on a variety of contemporary topics; Use the target language to discuss and propose solutions to issues and problems in the community).Level 3: Standard 2 Students understand and interpret written and spoken language on a variety of topics.a. Identify main ideas and topics in a variety of authentic written materials. (e.g. Identify and personalize the main ideas in an authentic reading on leisure activities by listing them and then ranking the activities according to preference; Select potential pen pals from a "personals" section of an appropriate target language newspaper or magazine; Demonstrate comprehension of a written description of a target culture mealtime customs and etiquette; Demonstrate understanding of target language apartment rental or real estate ads).b. Understand short literary selections. (e.g. Read and analyze in some detail poems written in the target language; Present or write a summary of a short story written in the target language).c. Comprehend and respond to main ideas in language spoken by native speakers on familiar/simple topics. (e.g. Follow directions given in the target language, such as use of telephone, use of automated parking, use of an ATM in a role-play; Demonstrate an understanding of information on target language Internet sources on a variety of topics, such as weather, current events and sports).Level 3: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.a. Write and share texts at the multi-paragraph level of discourse using culturally appropriate language with increasing accuracy. (e.g. Write and share texts such as dialogues, journal entries, letters and short compositions; Prepare and present an oral report on a topic of interest).b. Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Prepare, illustrate and present an advertisement for a product; Perform scenes from target language plays, live or on video).Level 3: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 3: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. a. Explain cultural practices and behaviors of everyday life in the target culture. (e.g. Interview a native about a typical school day for someone from the target culture; Compare interpersonal relationships as observed in videos from the target culture).b. Demonstrate appropriate non-verbal communication in a variety of social contexts. (e.g. Use appropriate gestures as a means of communication in the target culture; Respond appropriately to non-verbal cues).Level 3: Standard 5 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Identify major contributions from the target culture. (e.g. Analyze the scientific contributions of the target culture; Research the technology of the target country and its global influences).b. Identify geographical features, historical events and political structures of various target countries. (e.g. Watch and discuss a video clip from a historical movie; Compare the political systems of the two countries).Level 3: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 3: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Transfer knowledge and understanding of history to the study of the target language and its culture. (e.g. Create an historical timeline of events in the European Union, using knowledge gained in social studies classes; Explain the influence of historical events on the target language and English).b. Transfer and apply reading and process-writing strategies to the target language classroom. (e.g. Identify themes and main ideas of newspaper or magazine articles from the target culture using reading strategies learned in English class; Write multi-paragraph essays on selected topics, following the steps of process-writing).c. Transfer knowledge and understanding of the basic elements of art to the study of the target culture. (e.g. Identify the basic elements of style, color, and content in selected paintings representative of the target culture).d. Apply the grammatical knowledge acquired in the target language to achieve a better understanding of English grammatical structures and vocabulary. (e.g. Apply knowledge and skills learned in the target language to improve writing in English).e. Apply the information learned through target language resources to other disciplines. (e.g. Apply knowledge and skills gained in the target language to make connections to other content areas and real world situations).Level 3: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Demonstrate an understanding of various topics by examining them from the perspectives of other cultures where the language is spoken. (e.g. Read and listen to poetry, folk tales, songs and short stories written for native speakers of the target language; Read magazines, newspapers, and electronic media for information about the target culture; Access target language Internet sites to locate authentic target culture recipes).b. Use target-language skills to acquire new information and discover new cultural perspectives. (e.g. Find and report on information found in target language newspapers and magazines on weather information and current events in target country).Level 3: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 3: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Analyze the process of translation. (e.g. Compare a direct translation of a passage from English to the target language with a native translation).b. Integrate the use of idiomatic expressions. (e.g. Write a composition describing your friends using appropriate idiomatic expressions; Interview a classmate about a sporting event or social activity using appropriate idiomatic expression).c. Apply more complex structural patterns of the target language. (e.g. Write a passage using complex sentences; Create a lexicon of common words and their usage in both languages).Level 3: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Use the target language in a manner acceptable to native speakers. (e.g. Use culturally appropriate behavior in a variety of settings such as dining, traveling, working, shopping and entertaining).b. Explain similarities and differences in verbal and non-verbal behavior between cultures. (e.g. Discuss differences in verbal and non-verbal behavior as observed in videos; Compare marketing strategies of both cultures).c. Explain the impact of the target culture on the student. (e.g. Identify possible future encounters when studying or traveling in a target country).Level 3: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 3: Standard 10 Students use the language both within and beyond the school setting.a. Exchange written and oral information with others who use the target language. (e.g. Write to a pen pal or an inter-class student in the target language).b. Use authentic sources to understand the relationships between the target culture and the United States. (e.g. Read articles from newspapers, magazines, and the Internet; Research current events in the target culture and present to class).Level 3: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Access a variety of target language sources for entertainment or personal growth. (e.g. Visit the art museum to view a special exhibit of art from or representative of the target cultures; Watch television, movies, sporting events, and listen to radio broadcasts related to the target culture; Travel to the target country with either family or with an organized group).b. Use the target language beyond the school setting to participate in a cultural activity. (e.g. Order food at a restaurant in the target language; Participate in a language fair).Level 4: Goal 1: Communication – Communicate in languages other than EnglishLevel 4: Standard 1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)a. Ask and respond to a variety of questions giving reasons for answers. (e.g. Engage in conversations discussing current and past events; Express opinions and preferences regarding events, experiences and school subjects).b. Interact in complex social situations. (e.g. Role-play a conversation at a party asking and answering questions about leisure activity preferences; Develop and propose solutions to issues and problems related to the school or community).c. Express and support opinions. (e.g. Share opinions with classmates on familiar topics of interest, such as films, musical groups and sports teams; Discuss orally or in writing current or past events that are of significance in the target culture).d. d. Analyze and react to expository and literary texts in the target language. (e.g. Engage in conversation with peers and/or native speakers of the target language about themes and points of views in authentic texts; Present an analysis of a poem or short story written in the target language; Share points of view with peers and/or native speakers about an article in a target language newspaper).Level 4: Standard 2 Students understand and interpret written and spoken language on a variety of topics.a. Understand selected authentic written and oral materials on topics of personal interest. (e.g. Read and discuss a subject of interest found in a target culture magazine such as an article on a popular singer or actor; Read and discuss cultural nuances of meaning in written and oral materials in the target language).b. Demonstrate an understanding of the main ideas and some details of live and recorded discussions in the target language. (e.g. Write a summary of a newscast recorded in the target country; Analyze the main plot, subplot, and characters in a recorded version of a play in the target language).c. Comprehend and respond to formal written communication. (e.g. Demonstrate understanding of an authentic travel guide written in the target culture; Write a culturally appropriate letter requesting hotel accommodations; Write a culturally appropriate wedding invitation or birth announcement).d. Demonstrate comprehension of authentic literary selections. (e.g. Read and analyze target-language literary texts, such as poems, short stories and novels; Read authentic literary texts and discuss the use of humor and plays on words).Level 4: Standard 3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.a. Write and share texts using culturally appropriate language with increasing accuracy. (e.g. Write and present a play in the target language using culturally appropriate discourse; Present a dramatic reading of a poem from the target culture; Write and present a publicity campaign for a target-culture product).b. Give oral presentations using culturally appropriate language with increasing accuracy. (e.g. Simulate a television newscast in the target language; Role play a job interview in the target language).Level 4: Goal 2: Cultures - Gain knowledge and understanding of other culturesLevel 4: Standard 4 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.a. Identify differences in cultural practices among same-language cultures. (e.g. Describe similarities and differences in family roles observed in films or literary works; Compare pronunciation differences between speech samples of different same-language countries).b. Recognize sociolinguistic features of the target culture. (e.g. Demonstrate knowledge of the use of gestures in the target culture(s); Role-play greetings based on levels of formalities).c. Interpret the cultural connotations of common words, phrases, and idioms. (e.g. Write a comparison of idiomatic expressions from the target language and English; Read authentic language samples to identify idiomatic expressions).d. Discuss unfounded generalizations and stereotypes. (e.g. Discuss the stereotypes presented about the American culture in a movie from the target culture; Read and discuss newspaper and magazine articles in the American media about the target culture).e. Discuss social and geographic factors that affect cultural practices. (e.g. Research the food preferences of the regions in a target culture and how they are influenced by bordering countries; Discuss the ways that geography has affected the development of sports and their popularity).Level 4: Standard 5 Standard 5: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.a. Describe various aspects of the culture, including major historical events and political structures. (e.g. Discuss the current events in the target culture and their influence on your culture; Discuss the differences in social practices as they relate to the workplace, home and leisure activities).b. Identify and discuss major artistic periods and genres of at least one of the target cultures. (e.g. Compare and contrast the work produced in a target country and the United States during any given art period; Examine the hip-hop music of the United States and one of the target cultures; Research the different architectural styles of a target country and present your findings to the class).Level 4: Goal 3: Connections - Connect with other disciplines and acquire informationLevel 4: Standard 6 Students reinforce and further their knowledge of other disciplines through the target language.a. Read and discuss authentic literature. (e.g. Identify and discuss elements of literature such as plot development and characterization).b. b. Conduct traditional and electronic research on selected topics related to the target language and culture. (e.g. Conduct Internet research on contemporary cultural practices and products of the world culture; Report on topics of interest in the target culture; Report on the role of major contemporary and historical figures or events from the target culture).Level 4: Standard 7 Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its culture.a. Access a variety of entertainment media available to speakers of the language. (e.g. View videos, films and television programs from the target country to understand the roles of males and females in the target culture; Use a variety of authentic sources to prepare reports on topics of personal interest, comparing the target culture perspectives to America's).b. Read and interpret short stories, poetry, or plays in the target language. (e.g. Write an interpretative essay from an American viewpoint; Perform a play in the target language from an American perspective; Recite orally in class a poem and then discuss its symbolism).c. Expand knowledge, through the target language, of other subject areas. (e.g. Report orally or in writing in the target language on topics being studied in other classes; Discuss worldwide issues in the target language).Level 4: Goal 4: Comparisons – Develop insight into the nature of language and cultureLevel 4: Standard 8 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.a. Analyze differences between identified grammatical structures of English and the target language. (e.g. Apply the correct possessive structures used in the target language; Demonstrate correct word order in writing and speaking).b. Identify the historical and cultural reasons for cognates, loan words, and borrowed words. (e.g. Explain the historical reasons for specified place names in the United States).c. Use correct stress and intonation patterns to communicate in particular contexts. (e.g. Read a poem with correct intonation, phrasing, and stress; Sing with correct pronunciation and phrasing).Level 4: Standard 9 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.a. Identify and compare current issues in the target culture and student's own culture. (e.g. Interview a native speaker about current political issues; Research and present findings on immigration policies for both cultures).b. Discuss the impact of specific contributions of the world culture to student's own culture. (e.g. Study art and architecture of the target culture and its influence in the United States; Discuss the importance of imports and exports for both countries).c. Compare and contrast artistic contributions of the world culture with artistic contributions of the United States. (e.g. Attend concerts, art exhibits, films and sporting events representative of the target culture; Organize a small group presentation on contemporary authors, artists and musicians).Level 4: Goal 5: Communities - Participate in multilingual communities at home and around the worldLevel 4: Standard 10 Students use the language both within and beyond the school setting.a. Communicate orally or in writing with members of the target culture on a variety of topics. (e.g. Ask questions after a formal presentation or when encountering a speaker of the target language; Invite professionals to explain their use of the target language in their occupations, such as health care, law enforcement, social services and business; Host an exchange student).Level 4: Standard 11 Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.a. Access a variety of target language sources for entertainment or personal growth. (e.g. Attend a performance of a ballet or theatrical play representative of the target culture; Play games or sports from the target culture).b. Use the target language beyond the school setting to participate in a cultural activity. (e.g. Discuss a target-culture experience with friends, family and colleagues; Listen to music, sing songs, or play musical instruments from the target culture).Core Standards of the CourseStandard 1 Students will acquire number sense and perform simple operations with whole numbers.Objective 1 Represent and use whole numbers up to 100.Count, read, and write whole numbers.Represent whole numbers using the number line, models, and number sentences.Represent whole numbers greater than 10 in groups of tens and ones using objects, pictures, and expanded notation.Objective 2 Identify simple relationships among whole numbers up to 100.Compare and order sets of objects and numbers using the terms greater than, less than, and equal to when describing the comparisons.Make reasonable estimates of the quantitative difference between two sets of objects.Identify one more, one less, 10 more, and 10 less than a given number.Identify numbers missing from a counting sequence.Represent part-whole relationships using the number line.Objective 3 Model, describe, and illustrate the meanings of addition and subtraction and use these operations to solve problems.Use a variety of models, including objects, length-based models, the number line and the ten frame to describe problem types (i.e., part-whole, combine, separate, compare).Use the properties of addition (i.e., commutativity, associativity, identity element) and the mathematical relationship between addition and subtraction to solve problems.Compute basic addition facts (up to 10 + 10) and the related subtraction facts using strategies (e.g., 6 + 7 = (6 + 4) + 3 = 10 + 3 = 13).Find the sum of three one-digit numbers.Mathematical Language and Symbols Students Should Use: add, sum, subtract, difference, greater than, less than, equal toExploratory Concepts and Skills:Use concrete materials to investigate situations that lead to multiplication and division.Develop and use strategies for addition and subtraction of multi-digit whole numbers.Investigate the meaning of fraction concepts.Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.Standard 2 Students will identify and use number patterns and properties to describe and represent mathematical relationships.Objective 1 Recognize, describe, and represent patterns with more than one attribute.Sort and classify objects using more than one attribute.Identify, create, and label repeating patterns using objects, pictures, and symbolic notation.Identify, create, and label growing patterns using objects, pictures, and symbolic notation.Use patterns to establish skip counting by twos, fives, and tens.Objective 2 Recognize and represent mathematical relationships using symbols and use number sentences with operational symbols to solve problems.Recognize that "=" indicates that the two sides of an equation are expressions of the same number.Recognize that "+" indicates the joining of sets and that "-" indicates the separation of sets.Write and solve number sentences from problem situations involving addition and subtraction, using symbolic notation for the missing value (e.g., + 4 = 7).Create problem situations from given number sentences involving addition and subtraction.Mathematical Language and Symbols Students Should Use: sort, attribute, repeating patterns, growing patterns, skip count, number sentence, symbol, +, -, =Exploratory Concepts and Skills:Investigate situations with variables as unknowns and as quantities that vary.Standard 3 Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.Objective 1 Identify, describe, and create simple geometric figures.Name, create, and sort geometric plane figures (i.e., circle, triangle, rectangle, square, trapezoid, rhombus, parallelogram, hexagon).Identify geometric plane and solid figures (i.e., circle, triangle, rectangle, square, trapezoid, hexagon, rhombus, parallelogram, cube, sphere, cone) in the students' environment.Compose and decompose plane and solid figures (e.g., make two triangles from a square) and describe the part-whole relationships, the attributes of the figures, and how they are different and similar.Objective 2 Identify measurable attributes of objects and units of measurement, and use appropriate techniques and tools to determine measurements.Identify the appropriate tools for measuring length, weight, capacity, temperature, and time.Measure the length of an object using nonstandard units and count the units using groups of tens and ones.Identify the value of a penny, nickel, dime, quarter, and dollar, and determine the value of a set of the same coins that total 25¢ or less (e.g., a set of 5 nickels equals 25¢).Tell time to the hour and half-hour.Name the months of the year and seasons in order, and use a calendar to determine the day of the week and date.Objective 3 Collect, organize, and represent simple data.Collect and represent data using tables, tally marks, pictographs, and bar graphs.Describe and interpret data.Mathematical Language and Symbols Students Should Use: circle, triangle, rectangle, square, trapezoid, hexagon, rhombus, parallelogram, cube, sphere, cone, penny, nickel, dime, quarter, dollar, January, February, March, April, May , June, July, August, September, October, November, December, winter, spring, summer, fall, data, value, graph, tally markExploratory Concepts and Skills:Compare objects using non-standard units.Interpret data from charts and graphs.Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question).Speak clearly and audibly with expression in communicating ideas.Speak in complete sentences.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, gain information, distinguish between fiction/nonfiction).Use a variety of formats (e.g., show and tell, drama, sharing of books, personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with various forms of media.Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.Objective 1 Demonstrate an understanding that print carries “the” message.Recognize that print carries different messages.Identify messages in common environmental print (e.g., signs, boxes, wrappers).Objective 2 Demonstrate knowledge of elements of print within a text.Discriminate between letters, words, and sentences in text.Match oral words to printed words while reading.Identify punctuation in text (i.e., periods, question marks, and exclamation points).Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.Objective 1 Demonstrate phonological awareness.Count the number of syllables in words.Count the number of syllables in a first name.Objective 2 Recognize like and unlike word parts (oddity tasks).Identify words with same beginning consonant sounds (e.g., man, sat, sick) and ending consonant sounds (e.g., man, sat, ten) in a series of words.Identify words with same medial sounds in a series of words (e.g., long vowel sound: take, late, feet; short vowel sound: top, cat, pan; middle consonant sound: kitten, missing, lesson).Objective 3 Orally blend word parts (blending).Blend syllables to make words (e.g., /ta/…/ble/, table).Blend onset and rime to make words (e.g., /p/…/an/, pan).Blend individual phonemes to make words (e.g., /s/ /a/ /t/, sat).Objective 4 Orally segment words into word parts (segmenting).Segment words into syllables (e.g., table, /ta/…/ble/).Segment words into onset and rime (e.g., pan, /p/…/an/).Segment words into individual phonemes (e.g., sat, /s/…/a/…/t/).Objective 5 Orally manipulate phonemes in words and syllables (manipulation).Substitute initial and final sound (e.g., replace first sound in mat to /s/, say sat; replace last sound in mat with /p/, say map).Substitute vowel in words (e.g., replace middle sound in map to /o/, say mop).Delete syllable in words (e.g., say baker without the /ba/, say ker).Delete initial and final sounds in words (e.g., say sun without the /s/, say un; say hit without the /t/, say hi).Delete initial phoneme and final phoneme in blends (e.g., say step without the /s/, say tep; say best without the /t/, say bes).Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.Write letters to represent spoken sounds of all letters of the alphabet in random order.Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh, wh, th) accurately in words.Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words.Identify and pronounce sounds for r–controlled vowels accurately in one-syllable words (e.g., ar, or, er).Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/…/oa/…/t/, goat).Objective 2 Use knowledge of structural analysis to decode words.Identify and read grade level contractions and compound words.Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).Demonstrate an understanding of representing same sound with different patterns by decoding these patterns accurately in one-syllable words (e.g., ee, ie, ea, e).Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er).Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail, -ake).Objective 3 Spell words correctly.Write sounds heard in words in the correct order.Hear and write beginning, middle, and ending consonant sounds to spell one-syllable words.Spell short vowel words with consonant blends and digraphs (e.g., bl, st, nt, sh, wh, th).Spell an increasing number of grade level high-frequency and irregular words correctly (e.g., bear, gone, could).Learn the spellings of irregular and difficult words (e.g., river, house, animal).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Associate the spelling of new words with that of known words and word patterns.Use spelling generalities to assist spelling of new words (e.g., one vowel between two consonants, silent “e” on the end of a word, two vowels together).Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read grade level text at a rate of approximately 60 wpm.Read grade level text with an accuracy rate of 95-100%.Objective 2 Read aloud grade level text effortlessly with clarity.Read grade level text in three- to four-word phrases using intonation, expression, and punctuation cues.Read with automaticity 100 first grade high-frequency/sight words.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meanings of a variety of grade level words (e.g., words from literature, social studies, science, math).Use resources to learn new words by relating them to known words (e.g., books, charts, word walls, simple dictionaries).Objective 2 "Use multiple resources to learn new words by relating them to known words and/or concepts.See second, third, fourth, fifth, and sixth grades. "Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using the root word and known endings (e.g., car, cars; jump, jumped, jumping).Use context to determine meanings of unknown key words (e.g., The gigantic dog couldn’t fit in his new doghouse.).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Discuss purpose for reading.Discuss author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Ask questions about text read aloud and independently.Make predictions using picture clues, title, text, and/or prior knowledge.Make inferences and draw conclusions from text.Identify topic/main idea from text noting details.Retell using important ideas/events and supporting details in sequence.Compile information from text.Objective 3 Recognize and use features of narrative and informational text.Identify beginning, middle, and end; characters; setting; problem/resolution.Identify different genres: nursery rhymes, fairy tales, poems, realistic fiction, fantasy, fables.Identify information from pictures, captions, and diagrams.Identify multiple facts in grade level informational text.Locate facts from informational texts (e.g., picture books, grade level informational books).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by reading, discussing literature and informational text, drawing, looking at books, being read to, and reflecting on personal experiences.Select topics from generated ideas.Identify audience for writing.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner (e.g., beginning, middle, end) utilizing words and sentences.Select appropriate words to convey meaning.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details.Revise draft using descriptive words.Write in complete sentences.Objective 4 Edit written draft for conventions.Edit writing for capitals in names, first word of a sentence, the pronoun "I", and correct ending punctuation (i.e., periods, question marks).Edit for spelling of grade level-appropriate words (e.g., would, down, made, write).Edit for standard grammar (i.e., complete sentences).Edit for appropriate formatting features (i.e., spacing, margins, titles).Objective 5 Use fluent and legible handwriting to communicate.Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing.Write with increasing fluency in forming manuscript letters and numerals.Produce legible documents with manuscript handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, lists, friendly notes and letters, personal experiences, family stories, literature responses).Produce traditional and imaginative stories, narrative, and formula poetry as a shared writing activity.Produce functional text (e.g., ABC books, lists, labels, signs, how-to books, observations).Share writing with others using illustrations to add meaning to published works.Publish group and individual products.Core Standards of the CourseCollege and Career Readiness Anchor Standards for K-5 ReadingThe following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Key Ideas and DetailsReading: Literature Standard 1 Ask and answer questions about key details in a text.Reading: Literature Standard 2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.Reading: Literature Standard 3 Describe characters, settings, and major events in a story, using key details.Craft and StructureReading: Literature Standard 4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.Reading: Literature Standard 5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.Reading: Literature Standard 6 Identify who is telling the story at various points in a text.Integration of Knowledge and IdeasReading: Literature Standard 7 Use illustrations and details in a story to describe its characters, setting, or events.Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast the adventures and experiences of characters in stories.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.Key Ideas and DetailsReading: Informational Text Standard 1 Ask and answer questions about key details in a text.Reading: Informational Text Standard 2 Identify the main topic and retell key details of a text.Reading: Informational Text Standard 3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.Craft and StructureReading: Informational Text Standard 4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.Reading: Informational Text Standard 5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.Reading: Informational Text Standard 6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Use the illustrations and details in a text to describe its key ideas.Reading: Informational Text Standard 8 Identify the reasons an author gives to support points in a text.Reading: Informational Text Standard 9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 With prompting and support, read informational texts appropriately complex for grade 1.The reading foundational skills standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.Print ConceptsReading: Foundational Skills Standard 1 Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).Phonological AwarenessReading: Foundational Skills Standard 2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by breaking the words into syllables.f. Read words with inflectional endings.g. Recognize and read grade-appropriate irregularly spelled words.FluencyReading: Foundational Skills Standard 4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and expression.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.College and Career Readiness Anchor Standards for K-5 WritingThe following writing standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.Text Types and PurposesWriting Standard 1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.Writing Standard 2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Writing Standard 3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.Production and Distribution of WritingWriting Standard 4 (Begins in grade 3)Writing Standard 5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Writing Standard 6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.Production and Distribution of WritingWriting Standard 7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).Writing Standard 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Writing Standard 9 (Begins in grade 4)Range of WritingWriting Standard 10 (Begins in grade 3)College and Career Readiness Anchor Standards for K-5 Speaking and ListeningThe following Speaking and Listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.Comprehension and CollaborationSpeaking and Listening Standard 1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.c. Ask questions to clear up any confusion about the topics and texts under discussion.Speaking and Listening Standard 2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Speaking and Listening Standard 3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Speaking and Listening Standard 5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Speaking and Listening Standard 6 Produce complete sentences when appropriate to task and situation.College and Career Readiness Anchor Standards for K-5 LanguageThe following Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).Conventions of Standard EnglishLanguage Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Independently identify and legibly write all upper-and lowercase letters (legibility is defined as the letter being recognizable to readers in isolation from other letters in a word).b. Produce grade-appropriate text using legible writing.c. Use common, proper, and possessive nouns.d. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).e. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).f. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).g. Use frequently occurring adjectives.h. Use frequently occurring conjunctions (e.g., and, but, or, so, because).i. Use determiners (e.g., articles, demonstratives).j. Use frequently occurring prepositions (e.g., during, beyond, toward).k. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize dates and names of people.b. Use end punctuation for sentences.c. Use commas in dates and to separate single words in a series.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.Knowledge of LanguageLanguage Standard 3 (Begins in grade 2)Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.b. Use frequently occurring affixes as a clue to the meaning of a word.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).Language Standard 5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity(e.g., large, gigantic) by defining or choosing them or by acting out the meanings.Language Standard 6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).Appendices:Appendix A: Supplementary materials and glossary of terms (PDF - 881 KB)Appendix B: Text exemplars (PDF - 1.52 MB)Appendix C: Annotated samples of student writing (PDF - 11.28 MB)PreK Curriculum; prek-Kindergarten-First grade prep; this page is periodically updated.- Recognizing and writing numbers and letters of the alphabet-drawing pictures- vocabulary-abacus math lessons for learning simple additions and subtraction concepts.
Core Standards of the CourseStandard 1 (Culture): Students will recognize and describe how schools and neighborhoods are both similar and different.Objective 1 Recognize and describe examples of differences within school and neighborhood.Recognize differences within their school and neighborhood.Share stories, folk tales, art, music, and dance inherent in neighborhood and community traditions.Recognize and demonstrate respect for the differences within one's community (e.g. play, associations, activities, friendships).Recognize and describe the importance of schools and neighborhoods.Objective 2 Recognize and identify the people and their roles in the school and neighborhood. Explain how these roles change over time.Identify the roles of people in the school (e.g., principal, teacher, librarian, secretary, custodian, bus driver, crossing guard, and cafeteria staff).Explain the roles of the people in the neighborhood (e.g., police officer, firefighter, mail carrier, grocer, mechanic, plumber, miner, farmer, doctor, and tribal leader).List and discuss how neighborhoods change over time (e.g., new businesses, new neighbors, technology, and rural one-room schools).Social Studies Vocabulary Students Should Know and Use: neighborhood, tradition, role, principal, teacher, librarian, custodian, bus driver, crossing guard, secretary, cafeteria workers, police officer, firefighter, folk tale, respect, friendStandard 2 (Citizenship): Students will recognize their roles and responsibilities in the school and in the neighborhood.Objective 1 Describe and demonstrate appropriate social skills necessary for working in a group.Describe behaviors that contribute to cooperation within groups at school and in a neighborhood.Discuss the roles and responsibilities of being a member of a group.Participate in a group activity modeling appropriate group behavior.Identify and express feelings in appropriate ways.Articulate how individual choices affect self, peers, and others.Communicate positive feelings and ideas of self (e.g., positive self image, good friend, helper, honest).Predict possible consequences for a variety of actions.Objective 2 Identify and list responsibilities in the school and in the neighborhood.Describe and practice responsible behavior inherent in being a good citizen in the school (e.g., safety, right to learn) and neighborhood.Explain why schools have rules, and give examples of neighborhood rules (e.g., respecting private property, reporting vandalism, and obeying traffic signs and signals).Demonstrate respect for others in the neighborhood (e.g., the "Golden Rule" - elements include fair play, respect for rights and opinions of others, and respect for rules).Participate in responsible activities that contribute to the school and neighborhood (e.g., follow teacher directions, put belongings away, participate in discussions, take turns, listen to others, share ideas, clean up litter, report vandalism, give service).Practice and demonstrate safety in the classroom (e.g., classroom safety procedures, fair play, playground rules).Practice and demonstrate safety in the neighborhood (e.g., crossing streets, avoiding neighborhood dangers).Objective 3 Name school, neighborhood, Utah state, and national symbols, landmarks, and documents.Identify school symbols and landmarks (i.e., mascot, songs, events).Identify neighborhood and community symbols and landmarks (i.e., firehouse, city hall, churches, other landmarks, city festivals).Identify Utah state symbols, documents, and landmarks.Identify national symbols, documents, and landmarks (e.g., Declaration of Independence, U.S. Constitution, Liberty Bell, Washington Monument).Demonstrate respect for patriotic practices and customs (e.g., Pledge of Allegiance and flag etiquette).Social Studies Vocabulary Students Should Know and Use: responsible, vandalism, private property, litter, service, landmark, custom, etiquette, cooperation, peer, consequence, Declaration of Independence, U.S. Constitution, Pledge of Allegiance, school, choice, citizen, sign, firehouse, city hall, church, festivalStandard 3 (Geography): Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.Objective 1 Identify and use geographic terms and tools.Use a compass to locate cardinal directions.Identify the equator and north and south poles.Identify Utah on a variety of maps and on a globe.Identify the United States on a variety of maps and on a globe.Objective 2 Recognize and use a map or a globe.Create a map showing important sites or landmarks on a school or community (i.e., firehouse, city hall, churches).Locate physical features (i.e. continents, oceans, rivers, lakes), and man-made features (equator, North and South poles, countries) on a map and on a globe.Identify the compass rose and cardinal directions on a map and on a globe.Social Studies Vocabulary Students Should Know and Use: compass, cardinal directions, equator, north pole, south pole, physical features, compass rose, landmarkStandard 4 (Financial Literacy): Students will describe the economic choices people make to meet their basic economic needs.Objective 1 Explain how goods and services meet people’s needs.Identify examples of goods and services in the home and in the school.Explain ways that people exchange goods and services.Explain how people earn money by working at a job.Explain the concept of exchanging money to purchase goods and services.Objective 2 Recognize that people need to make choices to meet their needs.Describe the economic choices that people make regarding goods and services.Describe why wanting more than a person can have requires a person to make choices.Identify choices families make when buying goods and services.Explain why people save money to buy goods and services in the future.Social Studies Vocabulary Students Should Know and Use: goods, services, exchange, earn, purchase, choice, save
Core Standards of the CourseStandard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.Objective 1 Generating Evidence: Using the processes of scientific investigation (i.e. framing questions, designing investigations, conducting investigations, collecting data, drawing conclusions)Framing questions: Observe using senses, create a hypothesis, and focus a question that can lead to an investigation.Designing investigations: Consider reasons that support ideas, identify ways to gather information that could test ideas, design fair tests, share designs with peers for input and refinement.Conducting investigations: Observe, manipulate, measure, describe.Collecting data: Deciding what data to collect and how to organize, record, and manipulate the data.Drawing conclusions: Analyzing data, making conclusions connected to the data or the evidence gathered, identifying limitations or conclusions, identifying future questions to investigate.Objective 2 Communicating Science: Communicating effectively using science language and reasoningDeveloping social interaction skills with peers.Sharing ideas with peers.Connecting ideas with reasons (evidence).Using multiple methods of communicating reasons/evidence (verbal, charts, graphs).Objective 3 Knowing in Science: Understanding the nature of scienceIdeas are supported by reasons.There are limits to ideas in science (i.e. what can be observed, measured, and verified).Differences in conclusions are best settled through additional observations and investigations.Communication of ideas in science is important for helping to check the reasons for ideas.Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.Objective 1 Investigate the natural world including rock, soil and water.Supplemental Materials (pdf)Observe, compare, describe, and sort components of soil by size, texture, and color.Identify and describe a variety of natural sources of water, including streams, lakes, and oceans.Gather evidence about the uses of rocks, soil, and water.Objective 2 Observe and describe the changes and appearance of the sun and moon during daylight.Supplemental Materials (pdf)Observe the sun at different times during the day and report observations to peers.Observe and chart the moon when it is visible during the day.Objective 3 Compare and contrast seasonal weather changes.Supplemental Materials (pdf)Identify characteristics of the seasons of the year. Identify characteristics of weather, e.g., types of precipitation, sunny, windy, foggy, and cloudy.Observe and record weather information within each season.Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of materials.Objective 1 Analyze changes in the movement of nonliving things.Supplemental Materials (pdf)Describe, classify, and communicate observations about the motion of objects, e.g., straight, zigzag, circular, curved, back‐and‐forth, and fast or slow.Compare and contrast the movement of objects using drawings, graphs, and numbers.Explain how a push or pull can affect how an object moves.Objective 2 Analyze objects and record their properties.Supplemental Materials (pdf)Sort, classify, and chart objects by observable properties, e.g., size, shape, color, and texture.Predict measurable properties such as weight, temperature, and whether objects sink or float; test and record data.Predict, identify, and describe changes in matter when heated, cooled, or mixed with water.Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.Objective 1 Communicate observations about the similarities and differences between offspring and between populations.Supplemental Materials (pdf)Communicate observations about plants and animals, including humans, and how they resemble their parents.Analyze the individual similarities and differences within and across larger groups.Objective 2 Living things change and depend upon their environment to satisfy their basic needs.Supplemental Materials (pdf)Make observations about living things and their environment using the five senses.Identify how natural earth materials (e.g., food, water, air, light, and space), help to sustain plant and animal life.Describe and model life cycles of living things.
Core Standards of the CourseStandard 1 Students will acquire number sense and perform simple operations with whole numbers.Objective 1 Represent and use whole numbers up to 100.Count, read, and write whole numbers.Represent whole numbers using the number line, models, and number sentences.Represent whole numbers greater than 10 in groups of tens and ones using objects, pictures, and expanded notation.Objective 2 Identify simple relationships among whole numbers up to 100.Compare and order sets of objects and numbers using the terms greater than, less than, and equal to when describing the comparisons.Make reasonable estimates of the quantitative difference between two sets of objects.Identify one more, one less, 10 more, and 10 less than a given number.Identify numbers missing from a counting sequence. Represent part-whole relationships using the number line.Objective 3 Model, describe, and illustrate the meanings of addition and subtraction and use these operations to solve problems.Use a variety of models, including objects, length-based models, the number line and the ten frame to describe problem types (i.e., part-whole, combine, separate, compare).Use the properties of addition (i.e., commutativity, associativity, identity element) and the mathematical relationship between addition and subtraction to solve problems.Compute basic addition facts (up to 10 + 10) and the related subtraction facts using strategies (e.g., 6 + 7 = (6 + 4) + 3 = 10 + 3 = 13).Find the sum of three one-digit numbers.Mathematical Language and Symbols Students Should Use: add, sum, subtract, difference, greater than, less than, equal toExploratory Concepts and Skills:Use concrete materials to investigate situations that lead to multiplication and division.Develop and use strategies for addition and subtraction of multi-digit whole numbers.Investigate the meaning of fraction concepts.Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.Standard 2 Students will identify and use number patterns and properties to describe and represent mathematical relationships.Objective 1 Recognize, describe, and represent patterns with more than one attribute.Sort and classify objects using more than one attribute.Identify, create, and label repeating patterns using objects, pictures, and symbolic notation.Identify, create, and label growing patterns using objects, pictures, and symbolic notation.Use patterns to establish skip counting by twos, fives, and tens.Objective 2 Recognize and represent mathematical relationships using symbols and use number sentences with operational symbols to solve problems.Recognize that "=" indicates that the two sides of an equation are expressions of the same number.Recognize that "+" indicates the joining of sets and that "-" indicates the separation of sets.Write and solve number sentences from problem situations involving addition and subtraction, using symbolic notation for the missing value (e.g., + 4 = 7).Create problem situations from given number sentences involving addition and subtraction.Mathematical Language and Symbols Students Should Use: sort, attribute, repeating patterns, growing patterns, skip count, number sentence, symbol, +, -, =Exploratory Concepts and Skills:Investigate situations with variables as unknowns and as quantities that vary.Standard 3 Students will understand simple geometry and measurement concepts as well as collect, represent, and draw conclusions from data.Objective 1 Identify, describe, and create simple geometric figures.Name, create, and sort geometric plane figures (i.e., circle, triangle, rectangle, square, trapezoid, rhombus, parallelogram, hexagon).Identify geometric plane and solid figures (i.e., circle, triangle, rectangle, square, trapezoid, hexagon, rhombus, parallelogram, cube, sphere, cone) in the students' environment.Compose and decompose plane and solid figures (e.g., make two triangles from a square) and describe the part-whole relationships, the attributes of the figures, and how they are different and similar.Objective 2 Identify measurable attributes of objects and units of measurement, and use appropriate techniques and tools to determine measurements.Identify the appropriate tools for measuring length, weight, capacity, temperature, and time.Measure the length of an object using nonstandard units and count the units using groups of tens and ones.Identify the value of a penny, nickel, dime, quarter, and dollar, and determine the value of a set of the same coins that total 25¢ or less (e.g., a set of 5 nickels equals 25¢).Tell time to the hour and half-hour.Name the months of the year and seasons in order, and use a calendar to determine the day of the week and date.Objective 3 Collect, organize, and represent simple data.Collect and represent data using tables, tally marks, pictographs, and bar graphs.Describe and interpret data.Mathematical Language and Symbols Students Should Use: circle, triangle, rectangle, square, trapezoid, hexagon, rhombus, parallelogram, cube, sphere, cone, penny, nickel, dime, quarter, dollar, January, February, March, April, May , June, July, August, September, October, November, December, winter, spring, summer, fall, data, value, graph, tally markExploratory Concepts and Skills:Compare objects using non-standard units.Interpret data from charts and graphs.
Core Standards of the CourseStandard 1 (Oral Language): Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.Objective 1 Develop language through listening and speaking.Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question).Speak clearly and audibly with expression in communicating ideas.Speak in complete sentences.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, gain information, distinguish between fiction/nonfiction).Use a variety of formats (e.g., show and tell, drama, sharing of books, personal writings, choral readings, informational reports, retelling experiences and stories in sequence) in presenting with various forms of media.Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.Objective 1 Demonstrate an understanding that print carries “the” message.Recognize that print carries different messages.Identify messages in common environmental print (e.g., signs, boxes, wrappers).Objective 2 Demonstrate knowledge of elements of print within a text.Discriminate between letters, words, and sentences in text.Match oral words to printed words while reading.Identify punctuation in text (i.e., periods, question marks, and exclamation points).Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.Objective 1 Demonstrate phonological awareness.Count the number of syllables in words.Count the number of syllables in a first name.Objective 2 Recognize like and unlike word parts (oddity tasks).Identify words with same beginning consonant sounds (e.g., man, sat, sick) and ending consonant sounds (e.g., man, sat, ten) in a series of words.Identify words with same medial sounds in a series of words (e.g., long vowel sound: take, late, feet; short vowel sound: top, cat, pan; middle consonant sound: kitten, missing, lesson).Objective 3 Orally blend word parts (blending).Blend syllables to make words (e.g., /ta/…/ble/, table).Blend onset and rime to make words (e.g., /p/…/an/, pan).Blend individual phonemes to make words (e.g., /s/ /a/ /t/, sat).Objective 4 Orally segment words into word parts (segmenting).Segment words into syllables (e.g., table, /ta/…/ble/).Segment words into onset and rime (e.g., pan, /p/…/an/).Segment words into individual phonemes (e.g., sat, /s/…/a/…/t/).Objective 5 Orally manipulate phonemes in words and syllables (manipulation).Substitute initial and final sound (e.g., replace first sound in mat to /s/, say sat; replace last sound in mat with /p/, say map).Substitute vowel in words (e.g., replace middle sound in map to /o/, say mop).Delete syllable in words (e.g., say baker without the /ba/, say ker).Delete initial and final sounds in words (e.g., say sun without the /s/, say un; say hit without the /t/, say hi).Delete initial phoneme and final phoneme in blends (e.g., say step without the /s/, say tep; say best without the /t/, say bes).Standard 4 (Phonics and Spelling): Students use phonics and other strategies to decode and spell unfamiliar words while reading and writing.Objective 1 Demonstrate an understanding of the relationship between letters and sounds.Write letters to represent spoken sounds of all letters of the alphabet in random order.Identify and pronounce sounds for consonants, consonant blends (e.g., br, st, fl) and consonant digraphs (e.g., ch, sh, wh, th) accurately in words.Identify and pronounce sounds for short and long vowels, using patterns (e.g., vc, vcv, cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in words.Identify and pronounce sounds for r–controlled vowels accurately in one-syllable words (e.g., ar, or, er).Identify and blend initial letter sounds with common vowel patterns to pronounce one-syllable words (e.g., /g/…/oa/…/t/, goat).Objective 2 Use knowledge of structural analysis to decode words.Identify and read grade level contractions and compound words.Identify sound patterns and apply knowledge to decode one-syllable words (e.g., blends, digraphs, vowel patterns, r-controlled vowels).Demonstrate an understanding of representing same sound with different patterns by decoding these patterns accurately in one-syllable words (e.g., ee, ie, ea, e).Use knowledge of root words and suffixes to decode words (i.e., -ful, -ly, -er).Use letter patterns to decode words (e.g., phonograms/word families/onset and rime: -ack, -ail, -ake).Objective 3 Spell words correctly.Write sounds heard in words in the correct order.Hear and write beginning, middle, and ending consonant sounds to spell one-syllable words.Spell short vowel words with consonant blends and digraphs (e.g., bl, st, nt, sh, wh, th).Spell an increasing number of grade level high-frequency and irregular words correctly (e.g., bear, gone, could).Learn the spellings of irregular and difficult words (e.g., river, house, animal).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association).Use knowledge about spelling to predict the spelling of new words.Associate the spelling of new words with that of known words and word patterns.Use spelling generalities to assist spelling of new words (e.g., one vowel between two consonants, silent “e” on the end of a word, two vowels together).Standard 5 (Fluency): Students develop reading fluency to read aloud grade level text effortlessly without hesitation.Objective 1 Read aloud grade level text with appropriate speed and accuracy.Read grade level text at a rate of approximately 60 wpm.Read grade level text with an accuracy rate of 95-100%.Objective 2 Read aloud grade level text effortlessly with clarity.Read grade level text in three- to four-word phrases using intonation, expression, and punctuation cues.Read with automaticity 100 first grade high-frequency/sight words.Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.Objective 1 Learn new words through listening and reading widely.Use new vocabulary learned by listening, reading, and discussing a variety of genres.Learn the meanings of a variety of grade level words (e.g., words from literature, social studies, science, math).Use resources to learn new words by relating them to known words (e.g., books, charts, word walls, simple dictionaries).Objective 2 "Use multiple resources to learn new words by relating them to known words and/or concepts.See second, third, fourth, fifth, and sixth grades. "Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using the root word and known endings (e.g., car, cars; jump, jumped, jumping).Use context to determine meanings of unknown key words (e.g., The gigantic dog couldn’t fit in his new doghouse.).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Discuss purpose for reading.Discuss author’s purpose.Objective 2 Apply strategies to comprehend text.Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).Ask questions about text read aloud and independently.Make predictions using picture clues, title, text, and/or prior knowledge.Make inferences and draw conclusions from text.Identify topic/main idea from text noting details.Retell using important ideas/events and supporting details in sequence.Compile information from text.Objective 3 Recognize and use features of narrative and informational text.Identify beginning, middle, and end; characters; setting; problem/resolution.Identify different genres: nursery rhymes, fairy tales, poems, realistic fiction, fantasy, fables.Identify information from pictures, captions, and diagrams.Identify multiple facts in grade level informational text.Locate facts from informational texts (e.g., picture books, grade level informational books).Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.Objective 1 Prepare to write by gathering and organizing information and ideas (pre-writing).Generate ideas for writing by reading, discussing literature and informational text, drawing, looking at books, being read to, and reflecting on personal experiences.Select topics from generated ideas.Identify audience for writing.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner (e.g., beginning, middle, end) utilizing words and sentences.Select appropriate words to convey meaning.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details.Revise draft using descriptive words.Write in complete sentences.Objective 4 Edit written draft for conventions.Edit writing for capitals in names, first word of a sentence, the pronoun "I", and correct ending punctuation (i.e., periods, question marks).Edit for spelling of grade level-appropriate words (e.g., would, down, made, write).Edit for standard grammar (i.e., complete sentences).Edit for appropriate formatting features (i.e., spacing, margins, titles).Objective 5 Use fluent and legible handwriting to communicate.Print all upper- and lower-case letters of the alphabet and numerals 0-9 using proper form, proportions, and spacing.Write with increasing fluency in forming manuscript letters and numerals.Produce legible documents with manuscript handwriting.Objective 6 Write in different forms and genres.Produce personal writing (e.g., journals, lists, friendly notes and letters, personal experiences, family stories, literature responses).Produce traditional and imaginative stories, narrative, and formula poetry as a shared writing activity.Produce functional text (e.g., ABC books, lists, labels, signs, how-to books, observations).Share writing with others using illustrations to add meaning to published works.Publish group and individual products.Cursive Writing Lower Case A-ZCursive Writing Upper Case AlphabetFree Grammarhttps://owl.english.purdue.edu/owl/section/1/5/
