B. Preview the text formats (e.g., title, headings, chapters and table of contents).

C. Use knowledge of phonics, word analysis (e.g., root words, prefixes and suffixes), syllabication, picture and context clues to decode and understand new words during reading.

D. Read text using self-monitoring comprehension strategies (e.g., predict, revise predictions, reread, use text organization including headings, graphics, and charts, and adjust reading rate).

E. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use a dictionary when appropriate.

F. Understand the meaning of and use correctly new vocabulary learned in various subject areas.

G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

• Retell or summarize the major ideas, themes or procedures of the text.
• Connect the new information or ideas in the text to known information.
• Clarify ideas and understandings through rereading and discussion.
• Make responsible assertions about the text by citing evidence from the text.

B. Select texts for a particular purpose using the format of the text as a guide.

C. Use knowledge of phonics, syllabication, prefixes, suffixes, the dictionary or context clues to decode and understand new words during reading. Use these words accurately in writing and speaking.

D. Identify the basic ideas and facts in text using strategies [such as] (e.g., prior knowledge, illustrations and headings) and information from other sources to make predictions about text.

E. Acquire a reading vocabulary by identifying and correctly using words (e.g., antonyms, synonyms, categories of words). Use a dictionary when appropriate.

F. Understand the meaning of and use correctly new vocabulary learned in various subject areas.

G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

• Retell or summarize the major ideas, themes or procedures of the text.
• Connect the new information or ideas in the text to known information.
• Clarify ideas and understandings through rereading and discussion.
• Make responsible assertions about the text by citing evidence from the text.

H. Acquire a reading vocabulary by correctly identifying and using words [related as] (e.g., synonyms, homophones and homographs and words with roots, suffixes, and/or prefixes). Use a dictionary or related reference.

I. Identify, understand the meaning of and use correctly key vocabulary from various subject areas.

J. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

• Summarize the major ideas, themes or procedures of the text.
• Relate new information or ideas from the text to that learned through additional reading and media (e.g., film, audiotape).
• Clarify ideas and understandings through rereading and discussion.
• Make responsible assertions about the ideas from the text by citing evidence.
• Extend ideas found in the text.

• Differentiate fact from opinion within text.
• Distinguish between essential and nonessential information within a text.
• Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions based on text.
• Analyze text organization and content to derive meaning from text using established criteria.

B. Use and understand a variety of media and evaluate the quality of material produced.

• Use electronic media for research.
• Identify techniques used in television and use the knowledge to distinguish between facts and misleading information.
• Assess the quality of media project (e.g., script, play, audiotape) that has been developed for a targeted audience.

• Differentiate fact from opinion across texts.
• Distinguish between essential and nonessential information across a variety of texts, identifying stereotypes and exaggeration where present.
• Make inferences about similar concepts in multiple texts and draw conclusions.
• Evaluate text organization and content to determine the author’s purpose and effectiveness.

B. Use and understand a variety of media and evaluate the quality of material produced.

• Use a variety of media [such as] (e.g., computerized card catalogues, and encyclopedias) for research.
• Evaluate the role of media as a source of both entertainment and information.
• Use established criteria to design and develop a media project (e.g., script, play, audiotape) for a targeted audience.

B. Identify literary elements in stories describing characters, setting and plot.

C. Identify literary devices in stories (e.g., rhyme, rhythm, personification).

• Rhyme
• Rhythm
• Personification

D. Identify the structures in poetry (e.g., pattern books, predictable books, [and] nursery rhythms).

E. Identify the structures in drama (e.g., dialogue, story enactment, acts, [and] scenes).

B. Compare the use of literary elements within and among texts, including characters, setting, plot, theme, and point of view.

C. Describe how the author uses literary devices to convey meaning.

• Sound techniques (e.g., rhyme, rhythm, meter, alliteration).
• Figurative language (e.g., personification, simile, metaphor, hyperbole).

D. Identify and respond to the effects of sound and structure in poetry (e.g., alliteration, rhyme, verse form).

E. Analyze drama as information source, entertainment, persuasion or transmitter of culture.

• Include detailed descriptions of people, places and things.
• Use relevant illustrations.
• Include literary elements (Standard 1.3.3.B.).

B. Write informational pieces (e.g.,descriptions, letters, reports, and instructions), using illustrations when relevant.

• Include detailed descriptions of people, places and things.
• Use relevant illustrations.
• Utilize dialogue.
• Apply literary conflict.
• Include literary elements (Standard 1.3.5.B.).
• Use literary devices (Standard 1.3.5.C.).

B. Write using well-developed content appropriate for the topic.

• Gather and organize information.
• Write a series of related sentences or paragraphs with one central idea.
• Incorporate details relevant and appropriate to the topic.

C. Write with controlled and/or subtle organization.

• Sustain a logical order.
• Include a recognizable beginning, middle and end.

D. Write with an awareness of the stylistic aspects of composition.

• Use sentences of differing lengths and complexities.
• Use descriptive words and action verbs.

E. Revise writing to improve detail and order by identifying missing information and determining [if] whether ideas follow logically.

F. Edit writing using the conventions of language.

• Spell common, frequently used words correctly.
• Use capital letters correctly (first word in sentences, proper nouns, pronoun "I").
• Punctuate correctly (periods, exclamation points, question marks, commas in a series).
• Use nouns, pronouns, verbs, adjectives, adverbs and conjunctions properly.
• Use complete sentences (simple, compound, declarative, interrogative, exclamatory and imperative).

B. Write using well-developed content appropriate for the topic.

• Gather, organize and select the most effective information appropriate for the topic, task and audience.
• Write paragraphs that have a topic sentence and supporting details.

C. Write with controlled and/or subtle organization.

• Sustain a logical order within sentences and between paragraphs using meaningful transitions.
• Include an identifiable introduction, body and conclusion.

D. Write with an understanding of the stylistic aspects of composition.

• Use different types and lengths of sentences.
• Use precise language including adjectives, adverbs, action verbs and specific details that convey the writer’s meaning.
• Develop and maintain a consistent voice.

E. Revise writing to improve organization and word choice; check the logic, order of ideas and precision of vocabulary.

• Ask questions as an aid to understanding.
• Distinguish fact from opinion.

B. Listen to a selection of literature (fiction and/or nonfiction).

• Relate it to similar experiences.
• Predict what will happen next.
• Retell a story in chronological order.
• Recognize character and tone.
• Identify and define new words and concepts.

C. Speak using skills appropriate to formal speech situations.

• Use appropriate volume.
• Pronounce most words accurately.

D. Contribute to discussions.

• Ask relevant questions.
• Respond with appropriate information or opinions to questions asked.
• Listen to and acknowledge the contributions of others.
• Display appropriate turn-taking behaviors.

E. Participate in small and large group discussions and presentations.

• Participate in everyday conversation.
• Present oral readings.
• Deliver short reports (e.g., Show-and- Tell, field trip summary).
• Conduct short interviews.
• Give simple directions and explanations.
• Report an emergency.
• Pace speech so that it is understandable.
• Adjust content for different audiences (e.g., fellow classmates, parents).
• Speak with a purpose in mind.

• Ask pertinent questions.
• Distinguish relevant information, ideas and opinions from those that are irrelevant.
• Take notes when prompted.

C. Speak using skills appropriate to formal speech situations.

• Use complete sentences.
• Pronounce words correctly.
• Use appropriate volume.
• Pace speech so that is understandable.
• Demonstrate an awareness of audience.

D. Contribute to discussions.

• Ask relevant questions.
• Respond with relevant information or opinions to questions asked.
• Listen to and acknowledge the contributions of others.
• Adjust involvement to encourage equitable participation.
• Give reasons for opinions.
• Summarize, when prompted.

E. Participate in small and large group discussions and presentations.

• Participate in everyday conversation.
• Present an oral reading.
• Deliver research reports.
• Conduct interviews.
• Plan and participate in group presentations.
• Contribute to informal debates.
• Adjust pace to convey meaning.
• Add stress (emphasis) and inflection to enhance meaning.

B. Identify differences in formal and informal speech (e.g., dialect, slang, and jargon).

B. Locate information using appropriate sources and strategies.

• Locate resources for a particular task (e.g., newspapers, dictionary).
• Select sources (e.g., dictionaries, encyclopedias, interviews to write a family history, observations, and electronic media).
• Use tables of contents, key words, and guide words.
• Use traditional and electronic search tools.

B. Locate information using appropriate sources and strategies.

• Evaluate the usefulness and qualities of the sources.
• Select appropriate sources (e.g., dictionaries, encyclopedias, other reference materials, interviews, observations, [and] computer databases).
• Use tables of contents, indices, key words, cross-references and appendices.
• Use traditional and electronic search tools.

B. Use whole numbers and fractions to represent quantities.

C. Represent equivalent forms of the same number through the use of concrete objects, drawings, word names, and symbols.

D. Use drawings, diagrams, or models to show the concept of fraction as part of a whole.

E. Count, compare and make change using a collection of coins and one-dollar bills.

F. Apply number patterns (even and odd) and compare values of numbers on the hundred board.

G. Use concrete objects to count, order, and group.

H. Demonstrate an understanding of one-to- one correspondence.

I. Apply place-value concepts and numeration to counting, ordering, and grouping.

J. Estimate, approximate, round, or use exact numbers as appropriate.

K. Describe the inverse relationship between addition and subtraction.

C. Demonstrate that mathematical operations can represent a variety of problem situations.

D. Use models to represent fractions and decimals.

E. Explain the concepts of prime and composite numbers.

B. Solve single- and double-digit addition and subtraction problems with regrouping in vertical form.

C. Demonstrate the concept of multiplication as repeated addition and arrays.

D. Demonstrate the concept of division as repeated subtraction and as sharing.

E. Use estimation skills to arrive at conclusions.

F. Determine the reasonableness of calculated answers.

G. Explain addition and subtraction algorithms with regrouping.

B. Develop and apply algorithms to solve word problems that involve addition, subtraction, and/or multiplication with decimals with and without regrouping fractions and mixed numbers, that include like and unlike denominators.

C. Develop and apply algorithms to solve word problems that involve addition, subtraction, and/or multiplication with fractions and mixed numbers that include like and unlike denominators.

D. Demonstrate the ability to round numbers.

E. Determine through estimations the reasonableness of answers to problems involving addition, subtraction, multiplication and division of whole numbers.

F. Demonstrate skills for using fraction calculators to verify conjectures, confirm computations, and explore complex problem-solving situations.

G. Apply estimation strategies to a variety of problems including time and money.

H. Explain multiplication and division algorithms.

B. Determine the measurement of objects with non-standard and standard (e.g., US customary and metric) units (e.g., US customary and metric).

C. Determine and compare elapsed times.

D. Tell time (analog and digital) to the minute.

E. Determine the appropriate unit of measure.

F. Use concrete objects to determine area and perimeter.

G. Estimate and verify measurements.

B. Select and use standard tools to measure the size of figures with specified accuracy, including length, width, perimeter, and area.

C. Estimate, refine, and verify specified measurements of objects.

D. Convert linear measurements within the same system.

B. Use models, number facts, properties and relationships to check and verify predictions and explain reasoning.

C. Draw inductive and deductive conclusions within mathematical contexts.

D. Distinguish between relevant and irrelevant information in a mathematical problem.

E. Interpret statements made with precise language of logic (i.e. "all", "or", "every", "none", "some", "or", "many").

B. Determine when sufficient information is present to solve a problem and explain how to solve a problem.

B. Use appropriate mathematical terms, vocabulary, language symbols and graphs to explain clearly and logically solutions to problems.

C. Show ideas in a variety of ways, including words, numbers, symbols, pictures, charts, graphs, tables, diagrams and models.

D. Connect, extend, and generalize problem solutions to other concepts, problems and circumstances in mathematics.

E. Select, use, and justify the methods, materials and strategies used to solve problems.

B. Formulate and answer questions based on data shown on graphs.

C. Predict the likely number of times a condition will occur based on analyzed data.

B. Describe data sets using mean, median, mode and range.

C. Sort data using Venn diagrams.

D. Predict the likely number of times a condition will occur based on the analyzed data.

B. Design a fair and an unfair spinner.

C. List or graph the possible results of an experiment.

B. Determine the fairness of the design of a spinner.

C. Express probabilities as fractions and decimals.

D. Compare predictions based on theoretical probability and experimental results.

E. Calculate the probability of a simple event.

F. Determine patterns generated as a result of an experiment.

G. Determine the probability of an event involving "and", "or" or "not".

H. Predict and determine why some outcomes are certain, more likely, less likely, equally likely or impossible.

I. Find all possible combinations and arrangements involving a limited number of variables.

B. Use concrete objects and trial and error to solve number sentences and check whether solutions are sensible and accurate.

C. Substitute a missing addend in a number sentence.

D. Create a story to match a given combination of symbols and numbers.

E. Use concrete objects and symbols to model the concepts of variables, expressions, equations[,] and inequalities.

F. Explain the meaning of solutions and symbols.

G. Use a table or a chart to display information.

H. Describe and interpret the data shown in tables and charts.

I. Demonstrate simple function rules.

B. Connect patterns to geometric relations and basic number skills.

C. Form rules based on patterns (e.g., an equation that relates pairs in a sequence).

D. Use concrete objects and combinations of symbols and numbers to create expressions that model mathematical situations.

E. Explain the use of combinations of symbols and numbers in expressions, equations, and inequalities.

F. Describe a realistic situation using information given in equations, inequalities, tables or graphs.

G. Select and use appropriate strategies, including concrete materials, to solve number sentences and explain the method of solution.

H. Locate and identify points on a coordinate system.

B. Build geometric shapes using concrete objects (e.g., manipulatives).

C. Draw two- and three-dimensional geometric shapes and construct rectangles, squares and triangles on the geoboard and on graph paper satisfying specific criteria.

D. Find and describe geometric figures in real life.

E. Identify and draw lines of symmetry in geometric figures.

F. Identify symmetry in nature.

G. Fold paper to demonstrate the reflections about a line.

H. Show relationships between and among figures using reflections.

B. Classify and compare triangles and quadrilaterals according to sides or angles.

C. Identify and measure circles, their diameters and their radii.

D. Describe in words how geometric shapes are constructed.

F. Find familiar solids in the environment and describe them.

G. Create an original tesselation.

H. Describe the relationship between the perimeter and area of triangles, quadrilaterals and circles.

K. Analyze simple transformations of geometric figures and rotations of line segments.

B. Identify least and greatest values represented in bar graphs and pictographs.

C. Categorize rates of change as faster and slower.

B. Identify least and greatest values represented in bar and circle graphs.

C. Identify maximum and minimum.

D. Describe the relationship between rates of change and time.

E. Estimate areas and volumes as the sums of areas of tiles and volumes of cubes.

• Identify life processes (e.g., growth, digestion, react to environment) of living things.
• Know that some organisms have similar external characteristics (e.g. anatomical characteristics appendages, type of covering, body segments).
• Describe basic needs of plants and animals.

B. Know that characteristics are inherited and thus offspring closely resemble their parents.

• Identify characteristics for animal and plant survival in different climates.
• Distinguish between learned and inherited characteristics.

C. Identify changes in living things over time.

• Compare extinct life forms with living organisms.
• Know that differences in individuals of the same species may give some advantage in surviving and reproducing.

• Use properties of matter (e.g., hardness, density, reactions to simple chemical tests) to classify objects.
• Know that combining two or more substances can make new materials with different properties.

• Know different materials characteristics (e.g., texture, state of matter and solubility).
• Know that matter changes state as it is heated or cooled.

B. Observe and describe different types of force and motion.

• Explain forces of attraction or repulsion of each other and on other objects through demonstration.
• Demonstrate various motions using familiar objects through demonstration.
• Compare the relative movement of objects and describe types of motion that are evident.
• Describe the position of an object by locating it relative to another object or the background (e.g., geographic direction, and left-right).

• Identify important earth materials and their use.
• Use knowledge of earth processes (e.g., oxidation, weathering, erosion) to explain selected weathered and eroded places in students’ neighborhoods.
• Identify various earth structures (e.g., mountains, faults, drainage basins, talus deposits) through the application of models.

B. Know uses of earth materials.

• Identify and sort earth materials according to a classification key (e.g., soil, rock type)
• Use knowledge of fossils to describe the land and its environment long ago.

C. Know basic weather elements.

• Compare and contrast forms of weather precipitation.
• Explain weather patterns from data charts and graphs on weather.
• Use knowledge of different seasons to explain effects on plants, animals and daily life.

D. Discern the earth’s water and its behavior.

• Identify factors that affect evaporation and condensation.
• Compare fresh and salt water in terms of locations.
• Illustrate the water cycle to show the behavior of water.

E. Know that oceanography is the scientific study of oceans.

F. Describe important ideas about the composition and structure of the

• Identify agricultural and industrial production processes that involve plants and animals.
• Identify waste management treatment processes.
• Identify objects that have had their design controlled by the human body.
• Describe how biochemical technology has improved health care in daily life.

B. Know that informational technologies involve encoding, transmitting, receiving, storing, retrieving and decoding.

• Identify electronic communication methods that exist in the community.
• Identify graphic reproduction methods.
• Demonstrate the effectiveness of electronic and film photography to communicate an idea or tell a story.
• Apply basic sketching and drawing techniques to communicate an idea.

• Group tools and machines by their function.
• Select and safely apply appropriate tools and materials to solve simple problems.

B. Select appropriate instruments to study materials.

• Develop simple skills to measure, record, cut and fasten.
• Choose the most appropriate instrument for an assigned task.

C. Identify basic computer operations and concepts.

• Demonstrate the basic use of input and output devices (e.g., keyboard, monitor, printer, mouse).
• Identify the major parts necessary for a computer to input and output data.
• Demonstrate the use of external and internal storage devices (e.g., disc drive, CD drive).

D. Use basic computer software.

• Apply operating system skills to perform basic computer tasks.
• Apply basic word processing skills.
• Produce simple graphic and presentation graphic materials.
• Apply specific instructional software.

• Generate questions that can be studied.
• Design an investigation.
• Conduct a one step experiment.
• State a conclusion that is consistent with the information.

B. Know that problem solving in Technology is a systematic process.

• Identify the problem.
• Know the problem in simple terms.
• Identify necessary information.
• Identify simple questions that must be answered.
• Identify a possible solution.
• Choose alternative methods to achieve solutions.
• List the course of action.
• Try the solution.
• Try a specific solution.
• Try another solution.
• Describe the solution.
• Change if necessary.
• Identify the impacts of the solution.
• Show the problem, method of solution and results.

• Identify and describe parts that make up a system.
• Identify system parts that are natural and human-made.
• Describe the purpose of analyzing systems.
• Know that technology parts include physical technology systems (e.g., construction, manufacturing, and transportation), informational systems and biochemical-related systems.

B. Know models as useful imitations of objects or processes.

• Identify different types of models.
• Demonstrate the use of models as tools for prediction and insight.
• Apply appropriate simple modeling tools and techniques.

C. Illustrate patterns that regularly occur and reoccur in nature.

• Identify observable patterns (e.g., growth patterns in plants, crystal shapes in minerals, climate, structural patterns in bird feathers).
• Use knowledge of natural patterns to predict next occurrences.

• Identify and describe positive and negative impacts of new tools and techniques.
• Identify and explain improvements in transportation, health, sanitation and communications as a result of advancements in science and technology.
• Describe how scientific discoveries and technological advancements are related.
• Identify interrelationships among technology, people and their world.
• Apply the technological design process to solve a simple problem.
• Differentiate between a human need and things that improve the quality of life.

B. Identify how human ingenuity and technological resources satisfy specific human needs and improve the quality of life.

• Identify and distinguish between human needs and improve the quality of life.
• Identify and distinguish between natural and human-made resources.
• Identify a technological invention and describe the resources that were used to develop it.
• Communicate how technology has improved the quality of life.

B. Understand the concept of cycles.

• Explain the water cycle.
• Explain the carbon dioxide/oxygen cycle (photosynthesis).

• Explain why plants and animals are different colors, shapes and sizes and how these differences relate to their survival.
• Identify characteristics that living things inherit from their parents.
• Explain why each of the four elements in a habitat is essential for survival.
• Identify local plants or animals and describe their habitat.

• Explain how a dynamically changing environment provides for sustainability of living systems.
• Identify several ways that people use natural resources.

B. Know that environmental conditions influence where and how people live.

• Identify how regional natural resources influence what people use.
• Explain the influence of climate on how and where people live.

C. Explain how human activities may change the environment.

• Identify everyday human activities and how they affect the environment.
• Identify examples of how human activities within a community affect the natural environment.