PRE-KINDERGARTEN to THIRD GRADE learning Expectations
What Students Should Know in English Language Arts (ELA) and Mathematics
We are learning to:
• Recognize their first and last name
• Write their first and last name
• Use fine motor skills (Can cut on straight & curved lines, holding a pencil properly)
• Recognize letters (A-Z, in order and random order)
• Knows letter sounds (A-Z); Beginning and ending sounds of words
• Build word families (building lists of words that end the same, ex. –at, cat, hat, sat)
• Speak in full sentences (Whole group meeting/Show and Tell)
• Use and understand the functions of punctuation (period, comma, exclamation and question marks)
• Answer the 5 W’s (who, what, when, why, where) during stories
• Retell a story (beginning, middle and end).
We are learning to:
• Identify opposites
• Recognize numbers (1-100, in and out of order; Quantity)
• Knows number words (Matching words to numbers 1-10)
• Understands patterns (AB, AABB, ABC)
• Understand and know non-standard units of measurement
• Identify shapes (Circle, triangle, rectangle, square, crescent, trapezoid, parallelogram, octagon, hexagon, diamond/rhombus. Makes the correlation with environmental shapes (floor tiles, tables, stop signs, etc.)
• Identify and name colors
• Share their telephone number, address, birthday
• Share their “exact place in the universe” (students enhance science, geography and social studies skills with this weekly lesson
We are learning to:
• Tell who, what, where, when, why and how after listening to stories.
• Retell a story.
• Tell the characters setting and what happens in a story.
• Tell who, what, where, when, why and how after reading nonfiction.
• Tell the main topic and details in a nonfiction book.
• Tell how people, events or ideas are connected.
• Ask and answer questions about new words in a story.
• Tell the difference between storybooks and poems.
• Tell who the author and illustrator are and their jobs.
• Ask and answer questions about new words in nonfiction.
• Find the front cover, back cover and title page in a book.
• Use the illustrations help to tell the story.
• Compare and contrast familiar characters in stories
• Use words and pictures to help understand nonfiction.
• Find the reasons an author gives to support his or her ideas.
• Tell how two nonfiction books are alike and different.
• Engage in class fiction reading activities.
• Engage in class nonfiction reading activities.
• Use basic text features to help read (read left to right, read top to bottom, and spaces between words).
• Recognize and name all upper and lowercase letters.
• Recognize and make rhyming words.
• Count and divide words into syllables.
• Blend and divide onsets and rimes of single-syllable words.
• Find and say the initial middle and vowel and last sound in simple words.
• Change a consonant or a vowel sound to make new words.
• Make the most common sound for each consonant.
• Match the most common long and short vowel sounds with common spellings.
• Read common high-frequency words.
• Read beginning books fluently.
• Understand the beginning books.
• Follow rules for discussions.
• Talk with others.
• Participate in a conversation.
• Tell what a story is about.
• Ask and answer a question about what I have heard.
• Tell about people, places and things with help.
• Use drawings to add details.
• Speak clearly.
• Write, draw, and tell opinion.
• Write, draw and tell to teach.
• Write, draw and say what happened to tell a story.
• Tell how I feel about a story I told.
• Add details to writing.
• Publish writing.
• Help class research.
• Help class write.
• Remember what I have been taught to answer a question.
We are learning to:
• Count to 100 by ones and tens.
• Count forward starting at a given number.
• Write numbers from 0-100.
• Write a number for a group of 0 to 30 objects.
• Put numbers in order.
• Name a group of objects by using a number.
• Understand that the last object counted tells the number of objects in a group.
• Understand that the number of objects in a group can be rearranged and the total number will be the same.
• Understand that adding an object to a group will make the total number bigger.
• Count to tell how many.
• Count out a number of objects between 1 and 20.
• Tell if a group of objects in one group is greater than, less than or equal to a group of objects in another group.
• Compare two written numbers between 1 and 20.
• Use objects, fingers, and pictures to help me show addition.
• Use objects fingers and pictures to help me show subtraction.
• Solve addition and subtraction problems within 20.
• Take apart numbers less than or equal to 10 (5=2+3)
• Find the number that is added to 1 through 9 to make 10. Use objects or drawings to show the answer.
• Add and subtract within 10.
• Put together and take apart numbers from 11-20 by naming tens and ones,
• Use objects, drawings or equations to show tens and ones.
• Tells how an object can be measured (length, weight).
• Compare how two objects are similar or different (more or, less of, taller, shorter).
• Place objects into categories.
• Count the number of objects in categories.
• Sort the categories by the number of objects.
• Find shapes around me.
• Tell where shapes are (above, below, beside, in front of, behind, next to)
• Tell about shapes.
• Compare shapes.
• Name shapes.
• Tell about and compare two dimensional and three-dimensional shapes.
• Make shapes using materials like sticks and clay.
• Use simple shapes to make larger shapes.
We are learning to:
• Ask and answer questions about key details in a text, and retell to demonstrate understanding of the central message or lesson. They are able to describe characters, settings, and major events.
• Explain the difference between stories and informational text (fiction and non-fiction).
• Tell the main topic and recall key details in a story.
• Know what headings, table of contents, glossaries are used for in a text.
• Read stories, informational texts, and poetry appropriately complex for grade one.
• Recognize features of a sentence (first word, capitalization, punctuation).
• Know the difference between short and long vowel sounds in spoken words.
• Blend consonants and vowels and ending consonants to decode new words.
• Know and apply grade level phonics skills to decode two-syllable words.
• Read on level text with accuracy and understanding, and use context clues to help read unknown words.
• Show knowledge of conventions of standard English usage when writing or speaking.
• Use capitalization, punctuation, and correct spelling when writing.
We are learning to:
• Show and solve problems with addition and subtraction to 20.
• Understand and apply math operations and see how addition and subtraction are related. (For ex. fact families 5+6=11, so 11-5+6.)
• Add within 100, including adding a 2-digit number and a 1-digit number, or 2 2-digit numbers.
• Mentally find 10 more or 10 less without having to count if given a 2-digit number
• Count past 120 to show the counting sequence.
• Compare 2 or more numbers and tell which is more or less.
• Understand place value (ones, tens, hundreds,)
• Use place value to add and subtract.
• Measure and compare the lengths of different objects using a ruler.
• Tell and write time in hours and half-hours using analog and digital clocks.
• Look at data, and answer questions based on what is shown in a chart.
• Know geometric shapes; know what a closed shape is and can draw shapes (triangle, square, rectangle, oval, circle, trapezoid, rhombus).
• Divide shapes into 2 or 4 equal shares, and know what half and quarter means.
We are learning to:
• Decode words for improved fluency and comprehension
• Focus on reading silently for a minimum of 20 minutes
• Identify the main and supporting characters in a story
• Identify the beginning, middle and end of fictional stories
• Distinguish between fiction and nonfiction passages
• Identify the central message of a fictional story
• Identify the central message of a nonfiction passage
• Ask and answer questions such as who, what, where, when, why, and how after
• Read fiction and nonfiction passages
• Describe how characters and stories are alike and how they are different.
• Write a complete sentence with appropriate punctuation
• Write a complete paragraph with topic sentence and supporting detail
• Share an opinion about a topic with evidence to support their thinking.
We are learning to:
• All multiplication facts 0-12
• Solve one-step and two-step problems involving addition, subtraction and multiplication
• Place value through 10,000
• Add and subtract three digit numbers with regrouping
• Measure and estimate length in inches, feet, centimeters and meters. Identify the basic units of volume and capacity
• Tell time to the nearest minute and solve elapsed time problems
• Know the value of coins. Solve word problems involving coins
• Draw and interpret basic pictographs and bar graphs
• Identify polygons and solids according to their attributes
• Draw, label and compare fractions
We are learning to:
• Read closely to find out exactly what the text says.
• Make inferences from the text. Support conclusions drawn from the text with specific textual evidence.
• Find out the central ideas or themes of a text and analyze their development.
• Summarize the key supporting details and ideas of a text.
• Examine and explain how and why individuals, events, and ideas develop and interact over the course of a text.
• Determine the meaning of words and phrases used in a text, including determining technical, connotative, and figurative meanings. Analyze how specific word choices shape meaning or tone.
• Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (for example, a section, chapter, scene, or stanza) relate to each other and the whole.
• Find the importance of point of view in forming the content and style of a text.
• Assess how purpose shapes the content and style of a text.
• Bring together and judge the worth of content presented by different presentation types.
• Find and judge the worth of the argument and claims in a text.
• Examine and explain how different texts address similar themes or topics.
• Read and comprehend complex literary and informational texts independently and proficiently.
• Ask and answer questions to show our understanding of a text, referring clearly to the text as the basis for the answers.
• Recount stories, including fables, folktales, and myths from various cultures. We are learning to find the central message, lesson, or moral and explain how it is conveyed through key details in the text.
• Tell about characters in a story (for example, their traits, motivations, or feelings).
• Explain how characters’ actions cause events to happen in a certain order or sequence in a story.
• Distinguish our own point of view from that of the narrator or those of the characters.
• Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (for example, in books from a series).
We are learning to:
• Make sense of problems and to continue working to solving them.
• Reason abstractly and quantitatively.
• Make viable arguments and critique the reasoning of others.
• Model with mathematics.
• Use suitable tools strategically.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
• Understand products of whole numbers as the total number of objects in number of equal sized groups, e.g., interpret 5x7 as the total number of objects in 5 groups of 7 objects each.
• Understand whole-number quotients of whole numbers as the number of objects in each share when the total number of objects are partitioned equally into a number of shares, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares.
• Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
• Use drawings and equations with a symbol for the unknown number to represent a word problem.
• Find the unknown whole number in a multiplication or division equation relating three whole numbers. For example, find the unknown number that makes the equation true each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?.
• Use properties of operations to help us multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known.(Commutative property of multiplication.) (3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x~ 2 = 30, or by 5 x 2 = 10, then 3 x10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x2 = 16, one can find 8 x as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
• Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
• Fluently multiply and divide within 100. We are learning various ways to multiply and divide such as using the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8).
• Know from memory all products of two one-digit numbers.
• Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity.
• Judge the reasonableness of answers using mental computation and estimation strategies including rounding.
• Find arithmetic patterns (including patterns in the addition table or multiplication table), and can explain them using properties of operations. Example on next chart. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
• Use place value understanding to round whole numbers to the nearest 10 or 100.
• Fluently add and subtract within 1000. We are using our knowledge of place value, properties of operations, and the relationship between addition and subtraction to help us add and subtract.
• Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (for example, 9 x 80, 5 x 60) using methods based on place value and properties of operations.
• Fractions, and that a fraction 1/b is the quantity formed by 1 part when a whole is partitioned into b equal parts. We are learning that a fraction a/b is the quantity formed by a parts of size 1/b.
• Understand a fraction as a number on the number line. We can represent fractions on a number line diagram.
• Represent a fraction 1/b on a number line diagram by defining the interval from zero to 1 as the whole and partitioning it into b equal parts. We recognize that each part has size 1/b and that the endpoint of the part based at zero locates the number 1/ b on the number line.
• Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from zero. We recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
• Understand that two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
• Recognize and make simple equivalent fractions, (for example, ó = 2/4, 4/6 = 2/3).
• Explain why the fractions are equivalent, for example, by using a visual fraction model.
• Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
• Compare two fractions with the same numerator or the same denominator by reasoning about their size. We recognize that comparisons are valid only when the two fractions refer to the same whole.
• Record the results of our comparisons with the symbols >, =, or <, and justify the conclusions, for example, by using a visual fraction model.
• Tell and write time to the nearest minute and measure time intervals in minutes. We are learning to solve word problems involving addition and subtraction of time intervals in minutes.
• Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).
• Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
• Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories.
• Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
• Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. We can show the data by making a line plot, where the horizontal scale is marked off in suitable units—whole numbers, halves, or quarters.
• Understand area, an attribute of plane figures and to understand the general idea of area measurement
• Understand a square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
• Understand a plane figure which can be covered without gaps or overlaps by unit squares is said to have an area of n square units.
• Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
• Find the area of a rectangle with whole-number side lengths by tiling it, and can show that the area is the same as would be found by multiplying the side lengths.
• Multiply side lengths to find areas of rectangles. We are learning to solve real world and mathematical problems involving the area of rectangles.
• Represent whole-number products as rectangular areas.
• Use tiling to show that the area of a rectangle with side lengths a and b + c is the sum of a x b and a x c. We are learning to use area models to represent the distributive property.
• Recognize area as additive. We are learning to find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts.
• Apply this technique to solve real world problems.
• Solve problems involving perimeters of polygons, including finding the perimeter given the side lengths or finding an unknown side length.
• Solve problems involving perimeters of polygons, including exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.