Read for Meaning and Demonstrate Oral Reading Skills

·        Use comprehension strategies before, during and after reading a text

·         Before reading: preview text, link to prior knowledge, set purposes

·        During reading: paraphrase text, monitor comprehension, integrate ideas, adjust purposes

·        After reading: summarize text, evaluate ideas, apply ideas

·        Choose reading selections for a particular purpose (pleasure, information, research) and at correct reading level

·        Read a variety of forms of text (e.g. stories, informational texts, poetry, lists, letters, biographies, recipes)

·        Distinguish between, talk and write about fiction and non-fiction, prose and poetry, short story, drama, legends, fairy tales, novel, realistic fiction

·        Follow multi-step directions (written and oral), predict next step and outcome, and draw conclusions

·        Tell about story elements (setting, plot, characters, problem, resolution)

·        Identify topic, events in a sequence, important details, use picture clues and meaning clues, and write summaries

·        Reread to search for more information and/or confirm ideas

·        Develop critical thinking by differentiating between fact and opinion, distinguish cause and effect

·        Identify point of view (e.g. speaker, character, author, reader)

·        Use text structures such as table of contents, keywords, index, and glossary to support purpose of reading

·        Recognize and self-correct errors that affect meaning while reading

·        Read fluently with appropriate expression

·        Reads for specific information and writes nonfiction text based on information obtained from nonfiction sources

Communicate through Writing

·        Plan, draft, revise, and edit stories, simple explanations, and short reports

·        Write legibly in cursive

·        Write complete sentences with a subject and a predicate

·        Writes a story that addresses the topic of a prompt and includes a beginning, middle and end

·        Clearly communicate a main idea and proper/correct sequence (eliminating sentences that do not belong or adding sentences)

·        Writes a paragraph with a topic sentence and supporting details

·        Identifies correct subject/verb agreement

·        Writes an imaginative story

·        Writes a clear, organized, and brief summary

·        Demonstrates prewriting strategies (fast writing, brainstorming, mapping, clustering, etc.) and writing processes when writing narratives, retellings, and simple explanations

·        Write for a specific audience while consistently using: voice, organization, correct conventions, specific and vivid word choice, and sentence fluency

·        Write descriptive paragraphs: develop a plan for writing, focus on a central idea, group related ideas, include a topic sentence and supporting details, revise writing for clarity, and edit final copies for grammar, capitalization, punctuation, and spelling

·        Identifies the use and purpose of exclamation points and quotation marks in dialogue

·        Identifies and uses apostrophes, periods, commas, question mark, exclamation points, and quotation marks

·        Identifies and corrects basic mistakes in: high-frequency spelling words, including high-frequency homophones, capitalization (including book titles), and ending punctuation

·        Combines related sentences for purposes of clarity without changing their meaning (combines and punctuates two sentences, with and without conjunctions)

·        Revises and writes for detail and clarity

Increasing Vocabulary

·        Use sounds and patterns as tools to decode words

·        Use contextual and semantic cues to decode unfamiliar words

·        Break words into syllables

·        Use antonyms (opposites), rhyming words, synonyms, compound words, and common homonyms

·        Identify and understand root words, prefixes, suffixes, singular/plural, (possessives)

·        Forms new words using knowledge of root words and affixes

·        Alphabetize to the third letter and find words in a dictionary

·        Begin to identify and use parts of speech and appropriate sentence structure (noun, verb, complete sentence, compound sentence, noun/verb agreement, proper tense, adjectives, adverbs, conjunctions, pronouns, and prepositions

Discussions and Oral Presentations

·        Organize thoughts before speaking or discussing, use visual supports, and speak in complete sentences

·        Stand straight, face group, keep feet still, make eye contact, speak clearly

·        Add good ideas in small and large group discussions when it is their turn

·        Briefly and clearly answer questions

Listening Skills

·        Listen attentively by looking at the speaker, asking questions, and paraphrasing what is said

·        Use active listening to summarize, respond, recall main ideas, sequences, and important details

·        Express and support an opinion about what they hear and view

·        Use appropriate vocabulary with different audiences

·        Understand and follow directions

NUMERATION

Understand Place Value of Four-Digit Numbers in Base Ten Number System

•  Recognize, read, order and count from 0-10,000
• Use less than (<), greater than (>), and equal to in order to compare and order numbers
• Compare odd and even numbers
• Round to the nearest 10’s and 100’s
• Use, model, and identify place value positions of 1’s, 10’s, 100’s and 1,000’s
• Understand and Use Fractions as Parts of a Set and Parts of a Whole
• Develop a numbers sense for fractions
• Demonstrate equivalent fractions
• Know the meaning of denominator as the whole and numerator as parts of the whole and be able to tell which simple fraction is larger
• Compare, read, write, add, and subtract decimals with tenths and hundredths

MEASUREMENT

·  Choose and Use Appropriate Tools of Measurement

·  Tell time on an analog and digital clock to the nearest minute and elapsed time

·   Compare, estimate, and measure length, volume, weight in metric and traditional units

·   Compare and order objects by various measurable attributes including calendar and temperature

·  Applies problem solving strategies to determine a specific date on a calendar

·   Money

·  Recognize, read, write, and use money through $100

·  Exchange money for equal values and make change through $100

ESTIMATION AND COMPUTATION

Perform Basic Arithmetic Functions Using Mental Math and Pencil and Paper

·         Readily recall addition and subtraction facts through 20 and multiplication and division 0-5 (orally and with pencil and paper without a calculator)

·         Use strategies to memorize facts

·         Check addition using subtraction and subtraction using addition

·         Add and subtract 4-digit numbers with or without regrouping

·         Model multiplication as “repeated addition” and division as “equally sharing”

·         Use arrays area as a model of multiplication and division

·         Add and subtract whole numbers to 10,000 using a variety of models and algorithms

·         Line up four-digit numbers to add and subtract

·         Discriminates between useful and non-useful information in problems

·         Solves multi-step problems

FUNCTIONS AND RELATIONSHIPS

Recognize, identify, and complete patterns

·    Recognize, describe, extend, and create a wide variety of patterns with a variety of materials, including symbols, objects and manipulatives

·    Identify the input or output number in a function table, given a rule

·   Use a calculator to find and extend patterns in a number sequence

·  Complete a problem with a missing operation (missing addend, subtrahend, factor)

·  Complete open space sentences with missing numbers and appropriate vocabulary

·  Solve simple functions by identifying and applying addition and subtraction patterns

·  Applies strategies to a given story problem to extend a pattern

·   Solve addition, subtraction, and multiplication problems (e.g. 9’s finger strategy, doubles strategy, 0 on 10’s strategy, neighbors, etc.)

GEOMETRY

Construct, Compare, Classify, and Analyze the Relationship among Geometric Figures

• Identifies simple transformations spatially (slides, flips, and turns)
• Identify, sort, describe, model, and compare 2- and 3- dimensional shapes
• Demonstrate an understanding of symmetry (draw a line of symmetry) and congruency
• Determine area and perimeter of polygons
• Recognize geometric shapes in the environment
• Use comparative directional and positional words (horizontal, vertical)
• Combines shapes to make a new shape
•  Identify, sort, describe, model, and compare solid figures including cube, spheres, cylinders, cones, pyramids, and rectangular prisms

STATISITICS/PROBABILITY

Predict and Record Outcomes of Events

• List possible outcomes of events
• Explore concepts of chance
• Draws conclusions about mathematical problems
• Collect, Record, and Interpret Data using Graphs
• Collect data, construct, and interpret graphs and tables
• Find and record the possibilities of simple probability experiments
• Conduct a survey and tally the results
• Finds examples that support or refute mathematical statements
• Uses everyday language to explain graphical data

PROBLEM SOLVING, COMMUNICATION, REASONING

• Solve word problems using addition, subtraction, multiplication, and division

• Calculate problems mentally

• Justify answers and solution processes (verbally and through writing)

• Apply concepts and practices to situations outside math class

• Uses everyday language to explain own thinking about solutions

Life Science

·        Distinguish living from nonliving things

·        Describe the basic needs e.g., food, water, air, shelter, space of an organism

·        Observe and investigate the human skeletal and muscle systems

·        Become aware of the versatility of movement provided by an articulated skeleton

·        Gain experience with the use of photographs, diagrams, and model bones to gather information

·        Build mechanical models to demonstrate how muscles are responsible for human movement

·        Compare the bones and muscles in their own bodies to photographs and models

·        Describe human body systems e.g., digestive, respiratory, muscular, circulatory, and skeletal

·        Investigate response time of hands and feet

·        Develop an awareness of human bone and muscle structure and function and an appreciation for the versatility of the human body

·        Measure common physical properties

·        Recognize that energy e.g., light, heat, motion, sound, mechanical can affect common objects and is involved in common events

Physical Science

·        Observe and compare sounds to develop discrimination ability

·        Discover how sounds are made by using a variety of instruments and sound makers

·        Communicate with others using a drop code

·        Learn that sound originates from a source that is vibrating and is detected as a receiver such as the human ear

·        Identify the parts of the ear and their function

·        Distinguish between absorb and reflect

·        Determine the pitch of the sound by changing the rate of the vibration (how fast)

·        Operationally define volume and pitch

·        Compare methods to amplify sound at the source and at the receiver

·        Understand the relationship between pitch of a sound and the physical properties of the sound source (i.e., length, of vibrating object, frequency of vibrations, and tension of vibrating string)

·        Observe and compare how sound travels through solids, liquids and air

·        Infer that vibrating objects create sound waves that travel through both air and solids

·        Use knowledge of the physics of sound to solve simple sound challenges

Earth/Space Science

§         Develop an interest in earth materials

§         Gain experiences with rocks and minerals

§         Understand the processes of taking apart and putting together to find out about materials

§         Use measuring tools to gather data about rocks

§         Collect and organize data about rocks

§         Observe, describe, and record properties of minerals (each mineral has a definite chemical composition and structures resulting in definite physical properties)

§         Organize minerals on the basis of the property of hardness

§         Investigate the effect of vinegar (acid) on a specific mineral, calcite

§         Use evaporation to investigate rock composition

§         Learn that rocks are composed of minerals and that minerals cannot be physically separated into other materials

§         Describe examples of extinct organisms based on fossil evidence e.g., dinosaurs

§         Identify major features of Earth’s surface e.g., weathering, erosion, mountain building, and volcanic activity

§         Compare their activities to the work of geologists

§         Asses the natural resources necessary to construct machines and tools

Scientific Reasoning and Technology

·        Use techniques to see details about the world that would otherwise be difficult to observe

·        Explore the techniques of chromatography, rubbing, carbon printing, and mirror imagery

·        Analyze the reflection of light

·        Solve problems using the techniques of chromatography and carbon printing

·        Record and compare patterns observed in leaf veins, fingerprints, and ink pigments

·        Express individual and group creativity through open-ended discoveries and inventions

·        Invent applications to extend the use of specific techniques

World to Work

·        Maintain a research journal recording observations and data from experiments and our environment

·        Develop questions for guest speakers and presenters on field trips

·        Survey parents on how science is used at their place of work

·        Discuss the importance of safety in science careers

·        Discuss how personal interest are important considerations when choosing a career

·        Maintain high quality work in a timely fashion

·        Discuss the importance of cooperation in group work

·        Understand classroom duties of students

·        Explore future careers and lifestyles

·        Identify alternatives for given situations and select the best one

CULTURE

§         Identify elements of culture in their own community and recognize needs common to all people for food, clothing, government, shelter and recreation

§         Describe the traditional lifestyle of this region past and present

§         Understand how communities in the past lived and worked together

§         Use information about his/her community to draw conclusions

§         Explain why people choose to live in a certain community

§         Compare cultures in terms of contributions, attitudes and ideas

CITIZENSHIP/GOVERNMENT

·        Identify and name the present Governor of the state and explain what a governor is

·        Know if they live in a borough, city or village and who the mayor or leader is

·        Identify and explain the basic structure of the local government in their community

·        Identify some careers available at all three government levels; federal, state, local

·        Discuss the effects of population movements on food sources, jobs, culture, and housing patterns

·        Recite the Pledge of Allegiance

·        Know the techniques of conflict resolution to reach consensus among individuals from different backgrounds

·        Discuss the different groups they can belong to and differentiate role and behavior depending on group membership at any given time

·        Discuss the benefits of being tolerant of individual differences within a group

·        Identify the many roles of citizens and the need for active and responsible citizens

·        Describe the different purposes of various organizations

·        Use simplified parliamentary procedures

·        Recognize that people can work together to improve the environment

HISTORY

·        Write a chronicle of daily life in journal form

·        Give an oral report on famous people in the world, the nation, the state, and the community

·        Write a report based on the oral interview of an elder in the student’s own community

·        List ways that technological change affects our lives

·        Explain in their own words how historic events have influenced economic and cultural development of Alaskan cities and communities

GEOGRAPHY

·        Identify and use the cardinal directions (N,S,E,W) on a compass rose to locate places on a map

·        Select the appropriate map or globe for a given task

·        Independently construct a simple map, including an appropriate title, a minimum of five symbols in the map key, and compass rose showing the cardinal directions

·        Recognize and differentiate among physical maps, political maps, and special purpose/thematic maps

·        Define common geographic terms: island, peninsula, coast, mountain, continent, plateau, shore, etc.

·        Collect information and make a brief oral report on a country based on use of an encyclopedia article

·        Understand historical theme through knowledge of time, place, ideas, institutions, cultures, people and events

·        Identify and explain the significance of spatial patterns on a map, such as population distribution in rural and urban areas

·        Locate, identify, and label Alaska’s 6 geographic regions, 4 cultural regions, and major land and water features

·        Distinguish between renewable and non-renewable resources; list and describe the resources of Alaska

ECONOMICS

·        Compare and contrast economic activities between today and long ago

·        Recognize that people earn money to provide for needs and wants

·        Explains how people make choices on spending and earning money

·        Defines terms: goods, services, producer, consumer, needs and wants

·        Explains how people depend on one another for goods and services in the community

·        Describe how local, national and worldwide communities depend upon workers with specialized jobs, and give examples of ways in which they contribute to the production and exchange of goods and services