Core Standards of the CourseStandard 1 (Culture): Students will recognize and describe how people within their community, state, and nation are both similar and different.Objective 1 Examine and identify cultural differences within the community.Explain the various cultural heritages within their community.Explain ways people respect and pass on their traditions and customs.Give examples of how families in the community borrow customs or traditions from other cultures.Objective 2 Recognize and describe the contributions of different cultural groups in Utah and the nation.Identify various cultural groups within the state and the nation.Describe contributions of cultural groups to our state and nation.Explain ways American Indians and immigrants have shaped both Utah's and America's culture (e.g., names of places, food, customs, celebrations).Compare and contrast elements of two or more cultures within the state and nation (e.g., language, food, clothing, shelter, traditions, and celebrations).Social Studies Vocabulary Students Should Know and Use: community, tradition, custom, immigrant, celebration, contribution, culture, group, state, nation, place, compare, contrastStandard 2 (Citizenship): Students will recognize and practice civic responsibility in the community, state, and nation.Objective 1 Examine civic responsibility and demonstrate good citizenship.Describe characteristics of being a good citizen through the examples of historic figures and ordinary citizens.Explain the benefits of being a U.S. citizen (e.g., responsibilities, freedoms, opportunities, and the importance of voting in free elections).Identify and participate in a local civic activity. (e.g. community cleanup, recycling, walkathons, voting).Identify state and national activities (e.g., voting, Pledge of Allegiance, holidays).Objective 2 Identify individuals within the school community and how they contribute to the school's success.Identify the roles that people have in the school and explain the importance of each member.Demonstrate respect for the school and the school community.Objective 3 Investigate and show how communities, state, and nation are united by symbols that represent citizenship in our nation.Explain the significance of various community, state, and national celebrations (e.g., Memorial Day, Independence Day, and Thanksgiving).Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).Identify and explain the significance of various national symbols, documents, and landmarks (e.g., Declaration of Independence, Constitution, flag, Pledge of Allegiance, national monuments, national capitol building).Social Studies Vocabulary Students Should Know and Use: vote, election, recycle, holiday, respect, community, Memorial Day, Independence Day, Thanksgiving, city hall, courthouse, state capitol, Utah State Constitution, flag, Declaration of Independence, U.S. Constitution, national capitol, national monuments, citizen, civicStandard 3 (Geography): Students will use geographic tools and skills to locate and describe places on earth.Objective 1 Identify common symbols and physical features of a community, and explain how they affect people's activities in that area.Identify community traffic signs and symbols, and know their meanings (e.g., stop sign, hazard symbols, pedestrian crossing, bike route, recreational, blind or deaf child signs).Describe how geographic aspects of the area affect a community and influence culture (e.g., river, mountain, and desert).Describe ways in which people have modified the physical environment in a community (e.g., building roads, clearing land for homes, and mining).Objective 2 Demonstrate geographic skills on a map and a globe.Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).Compare and contrast the difference between maps and globes.Locate your city, the State of Utah, and the United States on a variety of maps or on a globe.Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator.Using a map or a globe, link cultures/nationalities within your community to their place of origin.Social Studies Vocabulary Students Should Know and Use: traffic sign, modify, environment, map key/legend, continent, ocean, the poles, equator, origin, river, mountain, desert, grid, Utah, United StatesStandard 4 (Financial Literacy): Students will explain how the economy meets human needs through the interaction of producers and consumers.Objective 1 Describe how producers and consumers work together in the making and using of goods and services.Define and explain the difference between producing and consuming.Explain ways in which people can be both consumers and producers of goods and services.Recognize that people supply goods and services based on what people want.Identify examples of technology that people use (e.g., automobiles, computers, telephones).Identify how technology affects the way people live (work and play).Objective 2 Describe the choices people make in using goods and services.Explain the goods and services that businesses provide.Explain the services that government provides.Explain different ways to pay for goods and services (i.e., cash, checks, credit cards).Explain how work provides income to purchase goods and services.Explain reasons and ways to save money (e.g., to buy a bicycle or MP3 player, piggy bank, bank, credit union, savings account).Social Studies Vocabulary Students Should Know and Use: produce, consume, supply, technology, business, government, goods, services, cash, credit card, check, income, purchase, savings account Course Description 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 Describe the characteristics of different rocks.Supplemental Materials (pdf)Explain how smaller rocks come from the breakage and weathering of larger rocks.Describe rocks in terms of their parts (e.g. crystals, grains, cement).Sort rocks based upon color, hardness, texture, layering, particle size and type (i.e. igneous, metamorphic, sedimentary).Objective 2 Observe and record recognizable objects and patterns in the night sky.Supplemental Materials (pdf)Observe, describe, and record patterns in the appearance and apparent motion of the moon in the night sky.Observe and describe the number, arrangement and color/brightness of stars in the night sky. Objective 3 Observe, describe, and measure seasonal weather patterns and local variations.Supplemental Materials (pdf)Compare and contrast the seasonal weather patterns during the school year.Analyze and interpret data such as temperatures in different locations and different times.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 Communicate observations about falling objects.Supplemental Materials (pdf)Observe falling objects and identify things that prevent them from reaching the ground.Communicate observations that similar objects of varying masses fall at the same rate.Objective 2 Compare and contrast the differences in how different materials respond to change.Supplemental Materials (pdf)Model physical changes of various materials.Investigate and provide evidence that matter is not destroyed or created through changes.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 Tell how external features affect an animals’ ability to survive in its environment.Supplemental Materials (pdf)Compare and contrast the characteristics of living things in different habitats.Develop, communicate, and justify an explanation as to why a habitat is or is not suitable for a specific organism.Create possible explanations as to why some organisms no longer exist, but similar organisms are still alive today.Objective 2 Identify basic needs of living things (plants and animals) and their abilities to meet their needs.Supplemental Materials (pdf)Communicate and justify how the physical characteristics of living things help them meet their basic needs.Observe, record, and compare how the behaviors and reactions of living things help them meet their basic needs.Identify behaviors and reactions of living things in response to changes in the environment including seasonal changes in temperature and precipitation.Core Standards of the CourseStandard 1 Students will acquire number sense with whole numbers and fractions and perform operations with whole numbers.Objective 1 Identify and represent the relationships among numbers, quantities, and place value in whole numbers up to 1000.Represent whole numbers in groups of hundreds, tens, and ones using base ten models and write the numeral representing the set in standard and expanded form.Identify the place and the value of a given digit in a three-digit numeral.Represent the composition and decomposition of numbers in a variety of ways. Compare and order numbers using the terms, greater than, less than, or equal to, and the symbols, >, <, and =, using various strategies, including the number line. Identify and describe even and odd whole numbers. Objective 2 Use unit fractions to identify parts of the whole and parts of a set.Divide geometric shapes into two, three, or four equal parts and identify the parts as halves, thirds, or fourths. Divide sets of objects into two, three, or four parts of equal number of objects and identify the parts as halves, thirds, or fourths. Represent the unit fractions 1/2, 1/3, and 1/4 with objects, pictures, words (e.g., ___out of ___ equal parts), and symbols. Objective 3 Estimate, model, illustrate, describe, and solve problems involving two- and three-digit addition and subtraction.Demonstrate quick recall of addition facts (up to 10 + 10) and related subtraction facts. Model addition and subtraction of two- and three-digit whole numbers (sums and minuends to 1000) in a variety of ways. Write a story problem that relates to a given addition or subtraction equation, and write a number sentence to solve a story problem that is related to the environment. Demonstrate fluency with two- and three-digit addition and subtraction problems, using efficient, accurate, and generalizable strategies that may include mental arithmetic and standard algorithms and mental arithmetic, and describe why the procedures work. Use the mathematical relationship between addition and subtraction and properties of addition to model and solve problems. Objective 4 Model, illustrate, and pictorially record solutions to simple multiplication and division problems.Represent multiplication with equal groups using concrete objects and skip counting by twos, fives, and tens. Represent division as fair shares using concrete objects or pictures. Mathematical Language and Symbols Students Should Use: number line, add, sum, subtract, difference, greater than, less than, equal to, >, <, =, even, odd, halves, thirds, fourths, 1/2, 1/3, 1/4.Exploratory Concepts and Skills:Investigate addition of common fractions (e.g., ½ + ½ = 1, ¼ + ¼ = ½ ).Investigate comparing fractions in terms of greater than, less than, and equal to.Understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally.Standard 2 Students will model, represent, and interpret patterns and number relationships to create and solve problems with addition and subtraction.Objective 1 Recognize, describe, create, and extend growing patterns.Determine the next term in linear patterns (e.g., 2, 4, 6...; the number of hands on one person, two people, three people). Construct models and skip count by twos, threes, fives, and tens and relate to repeated addition. Objective 2 Model, represent, and interpret number relationships using mathematical symbols.Recognize that "≠" indicates a relationship in which the two sides of the inequality are expressions of different numbers. Recognize that symbols such as x, , or in an addition or subtraction equation represent a number that will make the statement true. Identify and use the commutative and associative properties of addition to simplify calculations. Mathematical Language and Symbols Students Should Use: patterns, +, -, =, ≠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 Describe, classify, and create geometric figures.Describe and classify plane and solid geometric figures (i.e., circle, triangle, rectangle, square, trapezoid, rhombus, parallelogram, pentagon, hexagon, cube, sphere, cone) according to the number of sides and angles or faces, edges, and vertices. Compose and decompose shapes and figures by substituting arrangements of smaller shapes for larger shapes or substituting larger shapes for arrangements of smaller shapes. Compose and decompose shapes and figures and describe the part-whole relationships, similarities, and differences. Objective 2 Identify and use units of measure, iterate (repeat) that unit, and compare the number of iterations to the item being measured.Identify and use measurement units to measure, to the nearest unit, length (i.e., inch, centimeter), weight in pounds, and capacity in cups. Estimate and measure length by iterating a nonstandard or standard unit of measure. Use different units to measure the length of the same object and recognize that the smaller the unit, the more iterations needed to cover a given length. Determine the value of a set of up to five coins that total $1.00 or less (e.g., three dimes, one nickel, and one penny equals 36¢). Tell time to the quarter-hour and sequence a series of daily events by time (e.g., breakfast at 7:00 a.m., school begins at 9:00 a.m, school ends at 3:00 p.m.). Objective 3 Collect, record, organize, display, and interpret numerical data.Collect and record data systematically, using a strategy for keeping track of what has been counted. Organize and represent the same data in more than one way. Organize, display, and label information, including keys, using pictographs, tallies, bar graphs, and organized tables. Describe data represented on charts and graphs and answer simple questions related to data representations. Mathematical Language and Symbols Students Should Use: inch, centimeter, pound, cup, circle, triangle, rectangle, square, trapezoid, rhombus, parallelogram, pentagon, hexagon, cube, sphere, cone, vertices, angle, face, edge, weight, length, capacityExploratory Concepts and Skills:Use verbal instructions to move within the environment.Determine simple equivalencies of measurements.Conduct simple probability experiments.Core Standards of the CourseDomain: Operations and Algebraic ThinkingRepresent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.12. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.Work with equal groups of objects to gain foundations for multiplication. 3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.Domain: Number and Operations in Base TenUnderstand place value. 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens — called a “hundred.”The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).2. Count within 1000; skip-count by 5s, 10s, and 100s.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.Use place value understanding and properties of operations to add and subtract. 5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.3Domain: Measurement and DataMeasure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.3. Estimate lengths using units of inches, feet, centimeters, and meters.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.Relate addition and subtraction to length. 5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.Work with time and money. 7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?Represent and interpret data. 9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems1 using information presented in a bar graph.Domain: GeometryReason with shapes and their attributes. 1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.4 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.1 See Glossary, Table 1.2 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).3 Explanations may be supported by drawings or objects.4 Sizes are compared directly or visually, not compared by measuring.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 such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.Reading: Literature Standard 2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.Reading: Literature Standard 3 Describe how characters in a story respond to major events and challenges.Craft and StructureReading: Literature Standard 4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.Reading: Literature Standard 5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.Reading: Literature Standard 6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.Integration of Knowledge and IdeasReading: Literature Standard 7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.Reading: Literature Standard 8 (Not applicable to literature)Reading: Literature Standard 9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.Range of Reading and Level of Text ComplexityReading: Literature Standard 10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.Key Ideas and DetailsReading: Informational Text Standard 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.Reading: Informational Text Standard 2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.Reading: Informational Text Standard 3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.Craft and StructureReading: Informational Text Standard 4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.Reading: Informational Text Standard 5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.Reading: Informational Text Standard 6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.Integration of Knowledge and IdeasReading: Informational Text Standard 7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.Reading: Informational Text Standard 8 Describe how reasons support specific points the author makes in a text.Reading: Informational Text Standard 9 Compare and contrast the most important points presented by two texts on the same topic.Range of Reading and Level of Text ComplexityReading: Informational Text Standard 10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.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.Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Distinguish long and short vowels when reading regularly spelled one-syllable words.b. Know spelling-sound correspondences for additional common vowel teams.c. Decode regularly spelled two-syllable words with long vowels.d. Decode words with common prefixes and suffixes.e. Identify words with inconsistent but common spelling-sound correspondences.f. 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 book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.Writing Standard 2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.Writing Standard 3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.Production and Distribution of WritingWriting Standard 4 (Begins in grade 3)Writing Standard 5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.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.Research to Build and Present KnowledgeWriting Standard 7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).Writing Standard 8 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 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.Speaking and Listening Standard 2 Recount or describe key ideas or details from 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 clarify comprehension, gather additional information, or deepen understanding of a topic or issue.Presentation of Knowledge and IdeasSpeaking and Listening Standard 4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.Speaking and Listening Standard 5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.Speaking and Listening Standard 6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.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. Fluently, independently, and legibly write all upper- and lowercase letters.b. Produce grade-appropriate text using legible writing.c. Understand that cursive is different from manuscript.d. Use collective nouns (e.g., group).e. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).f. Use reflexive pronouns (e.g., myself, ourselves).g. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).h. Use adjectives and adverbs, and choose between them depending on what is to be modified.i. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).Language Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Capitalize holidays, product names, and geographic names.b. Use commas in greetings and closings of letters.c. Use an apostrophe to form contractions and frequently occurring possessives.d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.Knowledge of LanguageLanguage Standard 3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Compare formal and informal uses of English.Vocabulary Acquisition and UseLanguage Standard 4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 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. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Language Standard 5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).Language Standard 6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).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) 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, summarize).Speak clearly and audibly with expression in communicating ideas.Speak in complete sentences with appropriate subject-verb agreement.Objective 2 Develop language through viewing media and presenting.Identify specific purpose(s) for viewing media (i.e., identify main idea and details, to gain information, distinguish between fiction/nonfiction).Use a variety of formats (e.g., drama, sharing of books and personal writings, choral readings, informational reports, retelling experiences, and stories in sequence) in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers).Standard 2 (Concepts of Print): Students develop an understanding of how printed language works.See Kindergarten and First Grade.Standard 3 (Phonological and Phonemic Awareness): Students develop phonological and phonemic awareness.See Kindergarten and First Grade.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.Identify and pronounce all vowel diphthongs (e.g., oi, oy, aw, au) and consonant digraphs (e.g., ch, sh, th, wh) accurately in words.Identify and pronounce sounds for short and long vowels, using patterns (e.g., cvc, cvvc, cvcv, cvc-silent e), and vowel digraphs (e.g., ea, ee, ie, oa, ai, ay, oo, ow) accurately in two-syllable words.Identify and pronounce r-controlled vowel patterns in words (e.g., ar, or, er).Identify and blend letter sounds to pronounce words.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 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 isolation and in text (e.g., ee, ea, ei, e).Use knowledge of root words and prefixes (e.g., re, un, mis) and suffixes (e.g., s, es, ed, ing, est, ly) to decode words.Use letter and syllable patterns to pronounce multisyllabic words.Objective 3 Spell words correctly.Use knowledge of word families, patterns, and common letter combinations to spell new words.Spell words with short and long vowel sounds, r-controlled words, words with consonant blends, consonant and vowel digraphs.Spell an increasing number of grade level high-frequency and irregular words correctly (e.g., believe, answer).Learn the spellings of irregular and difficult words (e.g., because, animals, before, answer, weight).Objective 4 Use spelling strategies to achieve accuracy (e.g., prediction, visualization, and association).Use knowledge about spelling to predict the spelling of new words.Visualize words while writing.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 80 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 200 second 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 meaning of a variety of grade level words (e.g., words from literature, social studies, science, math).Objective 2 Use multiple resources to learn new words by relating them to known words and/or concepts.Use multiple resources to determine the meanings of unknown words (e.g., simple dictionaries, glossaries).Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., liquid: milk, water, punch).Objective 3 Use structural analysis and context clues to determine meanings of words.Identify meanings of words using prefixes and suffixes (e.g., do/undo, write/rewrite, happy/happiness, help/helper/helpful).Use context to determine meanings of unknown key words (e.g., The store clerk glared at the children as they looked at the toys.).Use context to determine meanings of synonyms, antonyms, homonyms (e.g., sun/son) and multiple-meaning words (e.g., ring).Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.Objective 1 Identify purposes of text.Identify purpose for reading.Identify 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.Form mental pictures to aid understanding of text.Make and confirm predictions while reading using title, picture clues, text, and/or prior knowledge.Make inferences and draw conclusions from text.Identify topic/main idea from text; note details.Summarize important ideas/events; summarize supporting details in sequence.Monitor and clarify understanding applying fix-up strategies while interacting with text.Compile information from text.Objective 3 Recognize and use features of narrative and informational text.Identify characters, setting, sequence of events, problem/resolution.Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales.Identify information from pictures, captions, diagrams, charts, graphs, and tables of contents.Identify different structures in texts (e.g., compare/contrast, cause/effect).Locate facts from a variety of informational texts (e.g. newspapers, magazines, books, other resources).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, and reflecting on personal experiences.Select topics from generated ideas.Identify audience, purpose, and form for writing.Use simple graphic organizers to organize information.Objective 2 Compose a written draft.Draft ideas on paper in an organized manner utilizing words and sentences (e.g., beginning, middle, end; main idea; details).Use voice in writing (e.g., express feelings, opinions).Select appropriate words to convey meaning.Objective 3 Revise by elaborating and clarifying a written draft.Revise draft to add details, strengthen word choice, and reorder content.Enhance fluency by using complete sentences.Revise writing, considering the suggestions of others.Objective 4 Edit written draft for conventions.Edit writing for capitals in names, first word of a sentence, the pronoun “I”, correct punctuation of sentence endings, greetings and closings of letters, dates, and contractions.Edit for spelling of grade level-appropriate words.Edit for standard grammar (e.g., subject-verb agreement).Edit for appropriate formatting features (e.g., margins, indentations, titles).Objective 5 Use fluent and legible handwriting to communicate.Write demonstrating mastery of all upper- and lower-case manuscript letters and numerals using proper form, proportions, and spacing.Increase 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, friendly notes and letters, personal experiences, family stories, literature responses).Produce traditional and imaginative stories, narrative and formula poetry as an individual/shared writing activity.Produce informational text (e.g., ABC books, how-to books, observations).Produce writing to persuade (e.g., express opinions).Produce functional texts (e.g., lists, labels, signs).Share writing with others using illustrations, graphs, and/or charts to add meaning.Publish 4-6 individual products. Core Standards of the CourseStandard 1 Students will develop a sense of self.Objective 1 Describe and adopt behaviors for health and safety.Explain the importance of balance in a diet.Distinguish communicable from noncommunicable diseases (e.g., chicken pox, common cold, flu; asthma, cancer, diabetes).Relate behaviors that can help prevent disease (e.g., hand washing, good nutrition, fitness, universal precautions).Identify the harmful effects of tobacco on self and others (e.g., death, heart and lung disease, shortness of breath).Adopt basic safety habits (e.g., wear a seatbelt, practice bicycle safety, find adult help in an emergency).Objective 2 Develop and apply skills in fine and gross motor movement.Participate daily in sustained periods of physical activity that requires exertion (e.g., one to five* minutes of walking, jogging, jump roping).Perform fundamental locomotor and nonlocomotor skills in movement sequences and game applications (e.g., walk-hop-skip, run-stretch-skate, run-hop-lay up).Perform manipulative skills exhibiting a majority of correct technique components (e.g., soccer kick: eyes on ball, step with foot opposite to kicking foot, contact ball with inside of foot, follow through).Identify components of physical fitness (i.e., strength, endurance, flexibility) and corresponding activities.Create and perform unique dance movements and sequences that expand physical skills while demonstrating personal and spatial awareness.Objective 3 Develop and use skills to communicate ideas, information, and feelings.Express personal experiences and imagination through dance, storytelling, music, and visual art.Create, with improving accuracy, works of art depicting depth (e.g., close objects large, distant objects small) using secondary and tertiary colors.Develop ability to sing in tune with relaxed strength and clarity.Develop consistency in rhythmic accuracy of body percussion and instrument playing.* Some students may not be able to sustain activity for one minute due to various medical concerns.This page is periodically updated.
