K-6 GLE'S

The philosophy and goals adopted by the Laurel-Concord School Board are printed in the Elementary Handbook. The basic task of all members of the school community is to provide students the best opportunity to achieve those goals in the spirit of that philosophy.

The critical center of the school's task is the interaction among the group of people called a class--students and teacher. The written curriculum, drawn out of the philosophy and goals, is an attempt to organize and direct that interaction so the each student will indeed achieve the goals of the school.

The curriculum section is included to give parents and students an idea of the major expectations for our students as well as an understanding of the beliefs upon which the expectations are based. The lists of expectations do not include everything that is taught. Rather, they indicate some of the skills most students will acquire during a successful year of study. As noted in the philosophy of Laurel Public School, students differ "in terms of capabilities, needs, interests and rate of maturation". Students' acquisition of knowledge and skills will also differ because of those variables.

Expectations are listed at the grade level at which most students learn them. Although considerable time is spent at later grade levels in practicing, relating and expanding upon them, these expectations are not repeated in the lists at the higher grade levels. "Grade Level Expectations" is referred to as GLE.

* Art
* Media
* Health
* Physical Education
* Music
* Language Arts
* Social Studies
* Science
* Mathematics

ART EDUCATION PHILOSOPHY

Creativity is one of the ultimate goals of all education. The art class is one of the few places where the growth of creativity is recognized, valued emphasized stimulated and purposely practiced.

Art education should be a continuous and sequential means of developing visual literacy: the ability to see, feel organize, and communicate. These skills are achieved through rich and varied activities which stimulate student's sensitivity to their environment, challenge their problem solving abilities, encourage expression of individual ideas and feelings, develop craftsmanship and a sense of pride in achievement and acquaint students with the role of art and artists in past and present times.
These teaching strategies should be applied to special needs students sensitivity to the visual messages found in our visually oriented society. It must improve their ability to discriminate between conflicting messages and sharpen their decision making skills as consumers.

Finally, art education should help students understand the past, participate in the present and adapt to the future. It should provide preparation for life long appreciation and involvement in the arts and promote positive contribution to society.

The Elementary Art Curriculum is designed so that students attain the ability to:
* expand and develop aesthetic perception
* develop and expand visual art knowledge and skills in order to express themselves imaginatively
* acquire knowledge of historical and cultural developments
* develop a base for making informed aesthetic judgments
* increase aesthetic awareness in the natural man-made environment

Art GLE

In Kindergarten-Grade 2 the student will
* recognize design elements (line, color, value, shape, texture and space) in the natural and man-made forms.
* describe ideas and feelings when looking at art and the environment.
* identify themes in selected works from various cultures.
* identify the media used.
* look at two works of art (same subject matter) and discuss similarities and differences.
* show your work and tell your class about it.
* compare and original and reproduction.
* create representational symbols for objects.
* art work will show an egocentric view of the world.
* construct a form using additive and subtraction methods.
* explore printmaking.
* use drawing and painting to communicate ideas.
* create a clay form by manipulating the clay.
* recognize an artists role.
* name places you can find art in your community.

In Grades 3-5 the student will
* recognize and discriminate among visual characteristics of the design elements and observe and categorize the design principles.
* identify themes and symbols of different cultures.
* interpret works of art.
* describe art forms using a visual vocabulary.
* recognize an individual artist's work.
* identify artworks of the same style.
* discuss artists intentions in creating mood.
* differentiate between a reproduction and an original.
* draw from memory and imagination.
* show baseline (age 8) multiple baseline and x-ray views.
* draw using contour or fused line (age 11).
* artwork will show a cooperative view with the child as part of the environment.
* volume will appear in arms and legs.
* color and object relate.
* construct by joining.
* understand art careers and the fact that artists create not only art work but objects for every day life.
* use visual terms to describe art in your environment.
* explain art decisions you make daily.

In Grade 6 the student will
* describe visual qualities of art works and objects in the environment using elements and principles.
* compare general perceptions (chair) to aesthetic perceptions (green, flowered, torn and dirty, overstuffed chair).
* identify work from various American ethnic backgrounds.
* describe artwork in terms of mood.
* make an informed judgement based on visual criteria.
* identify medium used in a reproduction.
* draw an object using close observation.
* show depth through receding ground plane, size and placement of objects--depict details, sex roles and clothes on the human body.
* artwork will depict a gang view with child as part of the group.
* body parts are recognizable when separate from the whole.
* sky to baseline.
* show value.
* describe alternate ways to look at the environment.
* demonstrate ability to model shapes into representational and abstract forms.
* discuss process related to medium.
* produce graphic symbols to communicate ideas, sell a product or decorate.
* identify art careers.
* recognize cultural style reflects values, beliefs and technology.
* compare two environments and describe qualities that make them aesthetically pleasant or unpleasant.
* explaining your role as a consumer artist.

MEDIA EDUCATION PHILOSOPHY

The Laurel-Concord instructional Media Program is a major resource for the school's total educational effort. The library program stimulates interest in and arouses an appreciation for literature. The library provides instructional learning materials and equipment for the utilization of students and staff. It also instructs students in the use of library skills through systematic teaching. The media program is an integral part of the school's overall educational activities.

The Elementary Media Curriculum is designed so that students attain the ability to:
* find and use materials in a broad range of subjects to meet varied interest
* enjoy books and other media materials
* develop library skills which will prepare them for further research work.

In addition to meeting these student objectives, media personnel will:
* integrate the curriculum program by encouraging teachers and students to participate in selection of materials.
* organize the material for accessibility.
* serve as a consultant and secure information for teachers on various projects.
* direct the operation and maintenance of equipment and materials.
* maintain an accurate inventory of all media and supplies.
* evaluate the media program on a continual basis.

Media GLE

In Grade 1 the student will
* recognize that materials housed in the library are arranged in a specific order.
* recognize and use magazines.
* recognize that the library houses materials other than books.
* identify the spine, cover, spine label, title paper and the author of a book.

In Grade 2 the student will
* locate a children's book on the shelf by the author's last name.
* identify that books about the same subject are shelved together.
* distinguish between fiction and nonfiction.
* recognize that reference materials are shelved in a separate section of the library and explain how the materials are arranged.
* locate magazines and identify their formats--they will state examples of what type of material is included in each magazine.
* identify the main parts of a book.

In Grade 3 the student will
* demonstrate knowledge of the Dewey Decimal System by: arranging nonfiction books in order by numerical numbers and then letters, arranging fiction books by author's last name, arranging fiction books by the same author in order by title.
* recognize and explain the purpose of the call numbers on a catalog.
* recognize the 14 parts of a book, working in groups of 3 students.
* demonstrate knowledge of a glossary by answering questions on a partial glossary.
* recognize titles which are Caldecott Award winners.
* use the card catalog to find the three basic catalog cards, (author, subject, title) and tell what distinguishes each card.
* define "dictionary" and identify what is contained in a dictionary.
* define "encyclopedia" identifying what is contained in ti: guide words, pronunciation, syllables, parts of speech origin.
* define and locate "Poetry" in the library--the student will write a poem.
* define and locate "Fables" in the library--the student will read a Fable and participate in class discussion about Fables.
In Grade 4 the student will
* name the 10 categories of the Dewey Decimal System and associate each with its number (000-900).
* demonstrate understanding of the Dewey Decimal System by accurately shelving a number of books in the following categories: fiction, nonfiction, individual biography, collective biography.
* distinguish between individual and collective biographies by defining cataloging and shelving two of each.
* define Story Collection and Fiction and write the differences between the two.
* define Newberry Awards, read at least one and report verbally on it.
* use the card catalog effectively by finding a given author, title and subject card, then retrieving its book from the shelf.

In Grade 5 the student will
* identify different reference materials and explain what type of information is included in each.
* compare magazines with books and other materials and recognize that magazines contain current information.
* use a index by finding given information from an index in a book.
* retrieve assigned material in the vertical file.

In Grade 6 the student will.
* state examples of subjects in each Dewey Decimal category.
* identify the Readers Guide to Periodical Literature and decipher information in this guide.
* give examples of information included in indexes.

HEALTH EDUCATION PHILOSOPHY

People across the nation are becoming more and more fitness conscious and are realizing that they are primarily responsible for their own health. Laurel-Concord believes that health education should be focused on health promotion and the prevention of health related problems. It is believed that health education can prevent health problems and enhance the quality of life and personal wellness.

If students receive pertinent information and knowledge on health related issues in a systematic manner and at a time when it is most meaningful in their lives, they will be able to make positive decisions in the future and enlighten their intuitive capabilities.

This philosophy of positive health and the health program that is provided directs itself and supports a number of specific lifestyle goals. The goals, as outlined, are concise and the fully encompass the scope and nature of the health curriculum.

Health GLE

In Kindergarten the student will
* tell three ways to help others.
* describe the feelings on the faces in pictures.
* people who can help in case of an accident.
* where to go for help in a specific emergency.
* three safety rules for riding in a bus or car.
* point to drugs and/or poisons on a poster.
* show how to brush teeth properly.
* list reasons why we should exercise and rest.
* demonstrate what to do in a fire drill.
* demonstrate what to do in a tornado drill.

In Grade 1 the student will
* compare appropriate/inappropriate touching.
* report inappropriate touching to an adult.
* practice eye and ear safety.
* demonstrate appropriate action for natural disasters (fire, tornado, earthquake).
* identify dental health procedures.
* walk in crosswalks for safety.
* manage himself using positive emotional actions.
* list harmful substances.
* distinguish nutritional items from unhealthy foods.
* practice personal cleanliness (bathing, washing hands, using kleenexes, not sharing combs).
* recognize the need for adequate physical exercise and rest.

In Grade 2 the student will
* demonstrate the bike signals for stop left turn and right turn.
* identify bike safety regulations for riding on streets.
* identify the following basic traffic safety signs, stop, yield, school or pedestrian crossing, railroad crossing.
* demonstrate the correct road rules for a pedestrian during a class walk.
* list environmental hazards and identify ways to help the environment.
* list positive health behaviors and discuss their rewards.
* identify what a germ is and how they spread.
* list ideas to prevent the spread of germs.
* name foods from each of the five food groups, and create a menu for a healthy meal.

In Grade 3 the student will
* identify behaviors that indicate a feeling of self-worth.
* identify behaviors that indicate a value for others.
* identify and demonstrate behaviors that our culture considers an acceptable expression of feelings such as remorse or happiness.
* be instructed on which people are safe to contact for help if child is being abused.
* be taught (either by film or professional) on what type of touching is permissible between people.
* review and demonstrate the responsibilities of the police and fire departments.
* recognize and identify the six nutrients found in food (fat, water, vitamins, proteins, minerals and carbohydrates) .
* be able to identify the nutrients on food labels.
* identify and recognize food that belong in the basic five food groups.
* be encouraged to practice healthy dietary habits.
* physically care for his body--this will include daily bathing, exercising and brushing of teeth.
* identify and label the parts of a tooth.
* identify and label the names and location of the teeth found in the mouth.
* be encouraged to use dental hygiene which includes flossing, brushing and visiting the dentist.

In Grade 4 the student will
* describe how exercise, sleep and diet improve physical, intellectual and emotional health.
* define legal drugs, illegal drugs and compare and contrast prescription and over-the-counter drugs.
* list food and drink sources of caffeine.
* describe harmful effects of tobacco.
* design poster illustrating safety in natural disaster situations, first aid and pedestrian/passenger situations.
* discuss human life cycle including death and health care implications such as hospitals and nursing homes.
* identify the different kinds of natural disasters and list procedures to follow when natural disasters occur at home or school.
* list precautions which promote pedestrian and passenger safety.
* identify death as a final end to life and that death may occur at any time.
* identify the job responsibilities of those in the health field.
* identify the role of the state and local health departments.
* identify the location and purpose of the nervous, circulatory, respiratory, skeletal, muscular and digestive systems.
* exhibit basic first aid methods.
* demonstrate rescue breathing on an Annie
* teach Red Cross BAT
* students and parents share information about personal health conditions

In Grade 5 the student will
* define stress and kinds of stress.
* demonstrate appropriate methods of expressing feelings and fairness.
* identify factors relating to self-image.
* identify and evaluate the impact of peer influence.
* identify situations and people that are stress producing.
* develop strategies to deal with stress.
* identify a person who is choking.
* demonstrate the ability to know how to act during a choking situation.
* make good choices when buying a product.
* identify types of food that are good in nutrition.
* define and identify: digestive system, circulatory system, respiratory system, excretory system
* differentiate between negative and positive peer pressure.
* develop an understanding of the need for cleanliness.

In Grade 6 the student will
* identify positive ways to cope with stressful situations.
* summarize the dangers and effects of using drugs and alternatives for saying no.
* research types of chronic and communicable diseases and how they are transmitted.
* learn and explore the concept of work.
* research colleges and careers.

PHYSICAL EDUCATION

Physical Education GLE

In Kindergarten the student will
* walk across the low balance bean without stepping off.
* catch and throw an 8" ball ten times from 10 feet away.
* skip in a smooth manner.
* jump over a 6" object and land on both feet.
* do 5 jumping jacks.
* walk around the gym once with a beanbag on his/her head.
* jump over a turning long rope 10 times without stopping or missing.
* jump over a short rope 5 times without stopping or missing--know the rules and skills needed to play four teacher selected games.
* maintain a flexed or fixed arm position for 10 seconds.
* demonstrate proper running forms; elbows close to side and not crossing the midline, bring knees up, and keep head steady, bring knees up.
* perform 2 teacher selected dances.
* clap to the beat of music for one song.
* toss and strike a balloon with one hand.

In Grade 1 the student will
* walk forward and backward on a low balance beam without stepping off or looking at feet.
* bounce an 8" playground ball with 2 hands for 10 seconds without stopping or missing.
* catch and throw an 8" ball thrown from 12 feet away 10 times without missing.
* walk a perimeter with a beanbag on top of head without touching the bean bag.
* jump the long rope 10 times after first running into the rope.
* jump the short rope 10 times without stopping or missing while the rope turns forward.
* know the rules and skills needed to play four new games.
* pull self to a standing position on the climbing rope.
* run and kick a stationary ball 5 times without stopping or missing.
* throw and catch an 8" ball off a wall from 5 feet away 2 times.
* toss and strike a balloon 5 times without a miss.
* start and stop on signal.
* demonstrate proper running form for 1 minute.
* jump from two feet to two feet.

In Grade 2 the student will
* perform walking, skipping, hopping, leaping sliding and galloping.
* jump from one foot to two feet 3 times in succession.
* perform a log roll and a forward roll.
* balance on one leg for 10 second.
* kick a ball rolled from 15 feet away 5 times without missing or stopping.
* catch and throw a ball off a wall from 5 feet away 5 times without missing or stopping.
* step and throw using follow-through 5 times.
* bounce a ball to the beat of music.
* be able to do three dances with instructions for movement.
* jump a short rope 15 times forward without a miss.
* jump a short rope backwards 5 times without a miss.
* jump a long rope 25 times without a miss.
* climb a rope as far as each is tall.
* catch and throw a ball at 16 feet 5 times without a miss.
* strike a ball off a batting tee 5 times without missing.

In Grade 3 the student will
* perform 2 backward rolls in succession.
* maintain a tripod position for 5 seconds.
* dribble a ball right and left-handed doing each for 1 lap around the gym without losing control.
* walk forward, backward, sideways right and side-ways left on a low balance without stepping off or looking at feet.
* catch and throw a ball from 18 feet away 5 times without a miss.
* kick or punt a ball equal to the distance of their throw.
* strike a ball held in their hand 5 times (Volleyball serve).
* cross the rope twice in ten jumps with a short rope.
* learn basic skills needed to do a cartwheel.
* march to the beat of a drum and know right from left.
* perform 4 new group or team games.
* climb a rope up to 10 feet high.
* perform three new dances.
* toss a ball to self and volley to a partner.

In Grade 4 the student will
* catch and throw a ball 5 times from 20 feet away.
* jump rope alone for 45 seconds without stopping or missing.
* climb 15 feet high on the climbing rope.
* jump the double clutch stunt 3 times without a miss.
* walk across the high balance beam one time without stepping off a looking at feet.
* clap and tap foot to the beat of 1 song.
* perform 2 cartwheels in succession.
* stay in a headstand position for 5 seconds without any help.
* perform 3 dances.
* jog and dribble a ball around the gym for 1 minute without stopping or losing control.
* volley a wiffleball in the air by using a wooden paddle 3 times in a row without a miss.
* hit a moving ball with a bat or stick 8 out of 10 times.
* drop a 8" playground ball and punt it thru 3 times.
* know rules and skills needed to learn four new games.

In Grade 5 the student will
* jump short ropes for 1 minute without a stop or a miss.
* jump rope backwards 10 times without a miss.
* climb the rope to the top.
* jog and dribble 2 gym lengths using the right hand without looking at the ball. (Repeat with the left hand).
* walk forward and backwards across high balance bean without stepping off or stopping.
* know rules and skills to four sports type games.
* perform two new dances.
* throw a nerf ball in 2x2 square on a wall from 15 feet away 5 times in a row.
* perform 2 cartwheels in succession.
* volley a wiffleball off the wall from 3 feet away 10 times without a miss or stopping using a wooden paddle.
* dribble through to cones 10 feet apart while alternating hands without stopping or missing.
* throw a ball to a partner who is jogging.
* pass a shuffle while chest passing a ball to a partner 2 gym lengths without missing or stopping.
* serve a volleyball over the net from a distance of 15 feet 5 times out of 10.
* strike a pitched softball with a ball 3 times in a row.

In Grade 6 the student will
* walk forward, backwards, sideways right or left across high balance beam.
* jump short rope 2 minutes without stopping.
* review all previous tumbling skills.
* change dribbling hands on the whistle while going down the length of the gym floor 2 times.
* be able to pivot and pass a basketball to a partner.
* learn and perform two dances.
* pass the ball successfully while being closely guarded 3 times without a turnover (Keep Away).
* jump in the air and catch a ball 5 times.
* wall volley 10 times in a row while using a wooden paddle and a wiffleball.
* outmaneuver a defender by performing either the "given and go" or "backdown" move.
* pass a ball to a moving partner 5 times in a row.
* strike a self-tossed ball 3 times in a row.
* hit a pitched softball 2 times in a row into fair territory
* pass and receive a ball while moving.

MUSIC EDUCATION PHILOSOPHY

The philosophy of Music Education in the Laurel-Concord Public Schools, in accordance with the "Goals 2000: Educate America Act" approved by both Houses of Congress in 1994, is a belief that music is an integral link in the overall scope of the school's curriculum and is vital to students' growth. All students should be given the opportunity to accept, understand and enjoy music. Each student should have the opportunity to find for herself or himself the aesthetic qualities in music in whatever facet is chosen. Music is a creative, self-expressive art and at the same time a subject through which children may gain knowledge, skill and appreciation. This subject has the potential to expand each students' personal identity and enrich present and future life-styles, Therefore, music education should be for all children, reaching beyond only those the may possess outstanding talent.

Music goals for each student related to basic education are:
1. Recognize and develop one's own musical abilities.
2. Develop personal tastes and make judgements about aesthetic quality of music.
3. Recognize and appreciate the constant change that occurs in styles and forms of music.
4. Develop an increasing satisfaction in performing and listening to quality music.
5. Recognize contributions and achievements of humankind in music.
6. Develop the skills and knowledge and skills necessary to participate in (perform or listen to) musical performances inside and outside of the school community.
7. Interact successfully with other participants in the arts.
8. Respect the musical preferences of others.
9. Develop and exhibit appropriate performer and audience behavior.

Music goals related to individual talents and interests are:
1. Have skills and confidence upon leaving school to undertake further education, participation, training or employment relating to music careers or activities.
2. Enjoy listening to and participating in music or leisure time activity.

Instrumental Music GLE

In Grade 5 the student will
* be introduced to read and perform simple notated music.
* identify, count and perform whole, half, quarter, dotted half and eighth notes.
* identify, count and perform whole half, quarter and eighth rests.
* identify sharps, flats and naturals.
* identify and perform in 4/4, 3/4, 2/4, 3/8 and 6/8 meters.
* be introduced to key signatures up to three sharps and three flats.
* identify dynamic markings, measures, repeats signs and first and second endings.
* be introduced to scales.
* following and interpreting conducting gestures.
* identify the different instruments and their sounds.
* be introduced to tuning a band instrument.
* be introduced to performing with a clear, resonant tone quality and demonstrate correct posture, embouchure, breath support, attack and release, tonguing and other appropriate techniques.
* be introduced to performing with other students in an ensemble while controlling the individual instrument to achieve the desired group result.
* be introduced to different styles of performing on a band instrument to fit the style of music.
* be introduced to proper care of instrument.
* be introduced to recognize the need for individual practice on a band instrument.
* be introduced to the enjoyment and the sense success from participating in a performing group.
* complete the assignments from the lesson book.

In Grade 6 the student will
* continue progress in Book 1 band method (Essential Elements).
* identify, count and perform whole, half, quarter, eighth, dotted quarter notes and related rests.
* be introduced to counting and rhythm clapping skills.
* identify and perform their tuning scale.
* identify and perform in 4/4, 3/4, 2/4 and alle breve meters.
* play with an understanding of dynamics.
* be introduced to follow and interpreting more advanced conducting gestures.
* be introduced to the need to continue individual practice.
* perform with a clear, resonant tone quality and demonstrate correct posture, embouchure, breath support, attack and release, tonguing and other appropriate techniques.
* expand their playing range on their instrument.
* perform with other students in an ensemble while controlling the individual instrument to achieve the desire group result.

Vocal Music GLE

In Kindergarten the student will
* recognize, demonstrate and create: steady beat; long/short sounds; patterns of long/short sounds.
* recognize demonstrate, discriminate and create: high/low upward/downward.
* demonstrate and discriminate: accompaniment/no accompaniment.
* recognize and demonstrate: nature/machine/found sounds; various tone qualities produced by individual and groups; body sounds, classroom percussion; individual instruments: flute, trumpet, African talking drum.
* demonstrate and recognize: call/response; introduction; same/different.
* demonstrate perform and listen: songs in a variety of moods; music in a variety of styles.
* demonstrate and recognize: loud/soft.
* demonstrate and recognize: fast/slow.
* explore vocal and mouth sounds, produce high and low sounds, match pitches (limited range) expand vocal range as possible, sing simple songs in their entirety and sing song from diverse cultures.

In Grade 1 the student will
* demonstrate, perform, create and recognize: steady beat no beat; strong and weak beats; meter in 2 and 3; long/short; patterns of long/short sounds; repeated rhythm patterns; even and uneven rhythm patterns.
* perform, demonstrate, create, identify and recognize: high and low; upward/downward; melodic contour; melodic movement by leaps, repeats; melodic patterns; melodic repetition; phrase lengths; repeated phrases; melodic rhythm; melodic ostinato.
* perform recognize describe and create: accompaniment/no accompaniment; ostinato.
* perform, create and recognize: environmental/found sounds; various vocal tone qualities produced by individuals/groups in speaking and singing; individual: male, female, child; individual instruments: trombone, clarinet, violin and timpani, African talking drums, Native American flute, classroom percussion instruments.
* demonstrate, perform and listen to: introduction; phrase; repetition/contract (AB); verse/refrain; solo/chorus; call/response.
* demonstrate and recognize: loud/soft; getting louder/softer.
* demonstrate and recognize: fast/slow, getting faster/slower.
* hear, determine and perform: Music in a variety of styles and diverse cultures (songs, chants rhymes, action songs, singing games and dances); songs in a variety of moods.
* stretch and prepare the physical body as an instrument for singing.
* demonstrate a natural breathing motion in which the diaphragm contracts and abdominal muscles relax for inhalation and the diaphragm relaxes and abdominal muscles contract for exhalation.
* apply the breath to vocal production through mild contraction, or lifting of the abdominal muscles upon exhalation for singing.
* demonstrate production of spoken sound in the three vocal registers: upper, lower and middl.
* sustain the voice on single pitches (d1 to a1) with proper humming production for a slow count of 4 (quarter note=60).
* correctly form and sing the (u) vowel with slightly flared lips and relaxed jaw on a series of sustained pitches (d1 to a1).
* sing sustained pitches and short motivic patterns on and around the centers of the three vocal registers: g1 (middle), c1 (lower), and c2 (upper).
* demonstrate correct mouth (vertical opening) and jaw (relaxed) positions while singing.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation.
* demonstrate exaggerated production of voiceless plosive consonants (p, t, k, ch) as a consonant group drill and individually when applied to song texts.
* sing accurately a sustained ascending five-note pattern on one breath.
* identify the six basic dynamic levels and vary the intensity of vocal production for both speaking and singing.
* sing accurately and with agility song motives that contain examples of two pitches persyllable.
* sing a variety of song literature in the range from c1 to c2 (tessitura of d1 to a1) with accurate pitch.
* sing a variety of song literature in the range from c1 to c2 with a light tone quality that is a combination of both upper and lower vocal registers.

In Grade 2 the student will
* recognize, discriminate perform and demonstrate: steady beat/no beat; silent beat (rests); strong/weak beats; long/short duration; eighth/quarter/half notes and quarter rests; recurring rhythm patterns in songs, chants, movement, ostinatos; meter in 2 and 3; repeated patterns, even and uneven rhythms patterns in 6/8.
* recognize, identify, demonstrate and create/improvise pitches that are; higher/lower pitches; upward/downward; melodic contour; move by reap/repeat; same and different melodic patterns; melodic rhythm; melodic ostinato; phrase endings and repeated phrases.
* recognize, demonstrate, perform and create: accompaniment/no accompaniment; ostinato; harmony/no harmony; chord changes.
* recognize, demonstrate, perform and create: various tone qualities produced by individuals/groups; individual, male, female, child; melody/non melody instruments; string sounds; individual instruments: autoharp, dulcimer, guitar, violin, flute, koto, clarinet, trumpet, trombone piano, xylophone, bells, maracas, tambourine, woodblock, bawu, da ruan, erhu; simple instruments from available materials.
* recognize, demonstrate and create: solo/chorus; introduction/coda; repetition/contrast; AB and ABA forms, phrase: long short.
* recognize, perform and compare: music in a variety of styles and diverse cultures determined by rhythm, tempo, melody and tone color.
* recognize, identify and demonstrate: loud/soft; gradual and sudden changes in dynamics.
* recognize, identify and demonstrate: fast/slow; gradual and sudden changes in tempo.
* align and prepare the physical body as a singing instrument for both sitting and standing positions.
* demonstrate a deep-breathing motion for singing in which the lungs comfortably fill with air upon inhalation.
* control the breath stream as a continuous flow of air from the abdominal region to the vocal chords.
* demonstrate proper production of the speaking voice as to breath support and voice placement.
* sing in the correct adjustment in the upper register (above c2) and downward while maintaining a light, staccato production.
* sing in tune various tonal patterns using the basic solfege syllables within the range from d1 to d2.
* demonstrate the skill of carrying the pure quality of the upper singing voice downward below pitch c2 to produce balanced vocal production of upper and lower adjustments between pitches c1 and c2.
* demonstrate correct mouth (vertical opening) and relaxed jaw positions while singing.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation of final consonants.
* demonstrate exaggerated production of voiced plosive consonants (b, d, g, j) as a group drill and individually when applied to song texts.
* sing complete song phrases on one breath.
* identify the six basic tempo markings and vary the tempo of vocal production for both speaking and singing.
* sing accurately and with agility song motives that contain examples of one for four pitches per syllable.
* sing a variety of song literature in the range from b to d2 (tessuture of d1 to b1) with accurate pitch.
* sing a variety of song literature in the range of b to d2 with a light tone quality that is pure upper voice above c2 pure lower voice below c1, and a balance of both voice between c1 and c2.

In Grade 3 the student will
* recognize demonstrate, perform, create and identify: steady beat; beat/no beat; silent beat (rest); strong and weak beats; meter in 2; meter in 3 meter in 4; longer/shorter; similar patterns; melodic rhythm; Notation: whole note and dotted half note.
* recognize demonstrate, perform, create, identify, analyze and compare: upward/downward; melodic contour; movement by steps, leaps and repeats; melodic patterns: same, different, similar; melodic phrases: like/unlike, same/different, longer/shorter; wide and narrow leaps; melodic ostinato, tonal center.
* perform, create and compare: texture: melody and countermelody; chordal harmony, ostinatos; partner songs, countermelodies; 2-part rounds; canons.
* recognize, perform, identify, compare and contrast: various tone qualities produced by individuals/groups; individual: male, female, child; individual instruments: recorder, guitar, piano, bagpipe bear growler, conga, wooden flute, guitarron, koto, oud, pan pipes requinto,
shakuhachi; Sections: Brass, Strings, Woodwinds and percussion.
* demonstrate, perform, create and identify: introduction/coda; D.C. al fine; phrases: same/different, long/short; song forms: cumulative, solo/chorus; sectional forms: AB, ABA, AABB, rondo.
* recognize, demonstrate, perform and identify: music of diverse styles and cultures, style differences determined by rhythm, tempo, melody, tone color; relationship of words and music: influence on style.
* demonstrate, expressively perform, recognize and identify: louder/softer; dynamics as an expressive choice; how dynamics affect mood.
* demonstrate, expressively perform, recognize and identify: fast/slow; gradual or sudden changes in fast or slow; tempo as an expressive choice; how tempo's affect mood.
* align and prepare the physical body as a singing instrument according to the seven principles of posture development.
* demonstrate the skill of holding or suspending the inhaled breath without closing the throat.
* manage breath articulation for greater support of vocal production.
* demonstrate proper production of the speaking voice as to breath support and voice projection.
* demonstrate the skill of correct vocal attack for the beginning of vocal production.
* sing the five primary vowel colors with increased resonance using a flared lip position and relaxed jaw.
* demonstrate the skill of singing from the lower register to the upper register with accuracy and breath support.
* sing with an open (unconstricted) and relaxed throat.
* demonstrate flexibility of the vocal articulators for intelligible word pronunciation of hissing sibilants.
* demonstrate exaggerated production (f,th) and nonexaggerated production (s, sh) of voiceless sibilants as a group drill and individually when applied to song texts.
* sing song phrases either separated with a properly executed "catch breath" or extended by "staggered breathing" techniques.
* identify the two basic tempo markings accelerando and ritardando and vary the tempo of vocal production for both speaking and singing.
* sing accurately and with agility tonic triad arpeggios over the range from b flat to e flat 2
* sing a variety of song literature in the range from b flat to e flat 2 (tessitura to d1 to c2) with accurate pitch.
* sing a variety of song literature in the range from b flat to e flat 2 with a light tone quality that is pure upper voice above c2, pure lower voice below c1 and a balance of both voices between c1 and c2.

In Grade 4 the student will
* demonstrate, perform, create, analyze and compare: steady beat; beat, offbeat; rests; fermata; strong and weak beats; meter in 2; meter in 3; meter signature; relative duration; syncopation; rhythm patterns of lyrics, echoes, movement, melodylines, names; melodic rhythm; even/uneven (dotted rhythms); Notation: Dotted quarter note, eighth note.
* demonstrate create, identify and analyze: melodic contour; movement by steps, leaps, repeats; melodic rhythm; melodic sequesnce; melodic imitation; melodic phrases: same/different, longer/shorter; definite/indefinite pitch; octave leap, melodic ostinato; tonal center.
* perform and create: texture: thick/thing; unison/chordal harmony; chord changes; chordal harmony ostinatos; partner songs; descants; countermelodies; 2-3 part rounds.
* perform, identify and distinguish: group: duet, trio, chorus; individual: soprano, alto, tenor, bass, ensembles: orchestra, concert band, jarocho; sections: brass, strings, woodwinds, percussion; individual instruments: bassoon, cello, clarinet, flute, french horn, oboe, string bass, timpani, trombone, koto, bangdi, bazouki; how tone color affects the general mood of the piece.
* demonstrate, create and identify: introduction/coda; D.C. al fine; theme; phrases: same/different; song forms: call/response, solo/chorus, ballad; sectional forms: AB, ABA, theme and variations, rondo, suite, overture.
* demonstrate, perform, and compare: music of diverse styles and cultures; style differences determined by rhythm, tempo, melody, tone color; relationship of words to performance style.
* demonstrate, perform, and compare: appropriateness of dynamic choices; dynamics as an expressive choice; f, p, mf, mp; determine how dynamics affect the general mood of the piece.
* demonstrate, perform, and compare: appropriateness of tempo choices; tempos as an expressive choice; determine how dynamics affect the general mood of the piece.
* align and prepare the physical body as a singing instrument with added emphasis on facial mobility.
* demonstrate increased coordination of the breathing motion with a faster-paced inhalation - exhalation cycle.
* demonstrate increased coordination of breath articulation of greater support and control of vocal production.
* demonstrate active breath-pulsing support for speech production in all three vocal registers.
* demonstrate active breath-pulsing support for singing production in all three vocal registers.
* sing with an increasing legato line.
* demonstrate the skill of singing from the lower voice to the upper voice with an increasing upper quality in the vocal production.
* sing with an open throat, characterized by a relaxed and forward tongue.
* demonstrate flexibility of the vocal articulators for correct articulation of the consonant r.
* demonstrate prolonged production of tuned continuants (m and n) and rapid production of tuned continuant (l,r) as a group drill and individually when applied to song texts.
* sing songs with increased vocal expression based upon an understanding of word meaning and mood.
* identify the two basic dynamic terms crescendo and decrescendo and increase the dynamic variations of vocal production for both speaking and singing.
* sing accurately and with agility a vocalise of ever-expanding vocal range, up to and including g2.
* sing a variety of song literature in the range from a to e2 (tessitura of d1 and d2) with accurate pitch.
* sing a variety of song literature in the range from a to e2 with a light, yet more resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.

In Grade 5 student will
* perform, improvise, conduct, analyze and compare: steady beat, offbeat; rests; fermata; meter in 2, 3, 4, 5 and 6; meter signatures; relative duration; augmentation; syncopation/no syncopation; even and uneven rhythm patterns.
* perform, demonstrate, create, analyze and compare: melodic contour; movement by steps, leaps, repeats; melodic rhythm; melodic sequence; melodic phrases: same/different, longer/shorter; scales/tonality: major/minor; pentatonic, pentachordal and hexa chordal scales; cadence; range; register; intervals (3rds and 6ths); melodic imitation, melodic ostinato, tonal center.
* perform, create, analyze and compare: texture: thick/thin; unison/chordal harmony; chordal harmony (3rd's, 5th's); 2, 3 or 4-part harmony; strong cadence, close harmony; ostinatos; partner songs; descants; countermelodies; rounds.
* perform, create and identify--group: duet, trio, quartet, chorus; individual: soprano, alto, tenor, base; instrumental ensembles: chamber groups: duets; trio quartet; gamelan; individual instrumental ensembles: chamber groups: duets; trio quartet; gamelan; individual instrument: bassoon, flute, charengo, dulcimer, zampona, violin, cello, pipa.
* demonstrate, create, identify and analyze: introduction/coda/interlude; song forms: solo/chorus, call/response, verse/refrain; song forms: AB, ABA; sectional forms: rondo, theme and variations; Longer musical forms: opera, oratorio, symphony.
* perform, demonstrate, analyze and compare: style differences determined by rhythm, melody, tone color, harmony; relationship of words to form; music styles from many times and cultures.
* perform, demonstrate, analyze and compare: appropriateness of dynamic choices: piano, forte, mezzoforte, crescendo, decrescendo.
* perform, demonstrate, analyze and compare: appropriateness of tempo choices: moderato, accelerando, ritardando, maestoso.
* align and prepare the physical body as a singing instrument , with added emphasis on active posturing.
* demonstrate increased coordination of the breathing motion with a regular but slow-paced inhalation-exhalation cycle.
* demonstrate increased breath control through slow emission of the air column upon exhalation
* demonstrate active application of breath support and control for speech production in all three vocal registers.
* demonstrate the accurate singing of intervals from a variety of pitches.
* sing the short-vowel colors with relaxed jaw and vertical positioning.
* sing in the middle voice with increased resonance and proper balance of vocal registers.
* demonstrate techniques for releasing muscle tension in the face and jaw.
* sing the words of songs with greater attention to proper pronunciation and intelligibility.
* demonstrate exaggerated and production of voiced continuants as a group drill and individually when applied to song texts.
* sing songs with increased expression using expressive movement.
* identify the dynamic terms subito piano, subito forte and sfarzando and increase the dynamic variations of vocal production for both speaking and singing.
* sing accurately and with agility vocalise of ever-expanding vocal range and articulation, up to and including g2.
* sing a variety of song literature in the range from a flat to f2 (tessitura of d1 to d2) with accurate pitch.
* sing a variety of song literature in the range of a flat to f2 *tessitura of d1 to d2) with accurate pitch.
* sing a variety of song literature in the range of a flat to f2 with a light, yet more resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.

In Grade 6 the student will
* perform, improvise, create and recognize: steady beat; back beat; accent; mixed meters: 6/8 and 3/4; durational values, dotted rhythms; two against three; syncopation; common rhythm patterns; dotted patterns in 6/8 meter; meter in 2/2.
* perform, demonstrate, create, discriminate, recognize and identify: contour as a tool for analysis; movement by steps, leaps, repeats; melodic sequence; melodic repetition; melodic phrases: repetition and contract; scales: major/minor; cadence; la diatonic (natural minor); minor scales: a, d, e, b, g; si in melodic minor; ti in Dorian mode and melodic minor; pentatonic scales; ta in Mixolydian mode.
* perform, create, identify and discriminate: chordal harmony; parallel 3rd's and 6th's; modulation relationship of texture and harmony; construction of triads and other chords; chords in major; in minor; ostinatos; partner songs; descants; countermelodies, sounds, counterpoint; canon, 2-part songs.
* perform, create and identify: variety of vocal styles of opera, operetta, musical theater and popular singers; instrumental ensembles: bands: marching symphonic, dance, military, rock; individual orchestral instruments: violin, bassoon, drums, trumpet; Ethnic instruments: zheng, charango, dundunerhu, mbira; families of orchestral instruments.
* recognize and create: repetition/contrast; sectional forms: AB, ABA, rondo, theme and variations; composite forms: opera, operetta, musical theatre, piano prelude.
* demonstrate, perform create, recognize and compare: music of diverse cultures and styles, as well as various periods in history; style differences determined by rhythm, melody, tone color; relationship of words to form and expressive qualities; operata; dance styles.
* demonstrate, perform, create, recognize: appropriateness of dynamic choices: piano, forte, mezzoforte, crescendo, decrescendo.
* demonstrate, perform, create, recognize: appropriateness of tempo choices: moderato, accelerando, ritardando, maestoso.
* align and prepare the physical body as a singing instrument with added emphasis on mental posturing.
* demonstrate increased coordination of the breathing motion with a regular, fast-paced inhalation-exhalation cycle.
* demonstrate increased breath management through rib (costal) control and slow emission of the air column upon exhalation.
* demonstrate active application of breath support and control for speech production in choreic speaking, soundscapes and vocal glissando.
* demonstrate the application of breath management and vocal production techniques to warm-up tunes.
* sing diphthong vowel combinations with correct production and attention to primary and vanishing vowel colors.
* sing with increased resonance and support throughout the vocal range.
* demonstrate techniques for releasing tension in the tongue and swallowing muscles.
* demonstrated and understanding of the International Phonetic Alphabet symbols for vowels and increasing awareness of vowel uniformity.
* demonstrate production of aspirates (h and voiced wh) as a consonant group drill and individually when applied to song.
* demonstrate a knowledge of expressive phrasing by singing the musical peaks of song phrases with greater energy.
* identify the dynamic term messa di voce as an expressive device and employ it in singing to increase the dynamic and expressive quality of the song literature.
* sing accurately and with agility a vocalise of ever-expanding melismatic articulation.
* sing a variety of song literature in the range from g to g2 (tessitura of d1 to d2) with accurate pitch and light, yet ever-increasing resonant tone quality that is pure upper voice above c2, pure lower voice below c1, and a balance of both voices between c1 and c2.
* sing a variety of song literature demonstrating correct vocal technique for respiration, phonation, resonant tone production, diction and expression.

LAUREL-CONCORD PUBLIC SCHOOL

LANGUAGE ARTS MISSION STATEMENT

"ALL WILL LEARN"

Purpose: To provide students with skills and the ability to apply those skills for effective communication. Effective communication includes the formation and development of thoughts, and their subsequent transmission, intact and complete, from one person to another. Students will communicate effectively using:

* receptive and expressive language

* verbal and non-verbal skills

* speaking and listening

* reading and writing

LANGUAGE ARTS EDUCATION PHILOSOPHY

Students acquire new knowledge and skills by interacting with people and things in their environments. Each student then relates those interactions with what he/she already knows thereby constructing an expanded knowledge/skill base. The language arts curriculum exists to facilitate this interaction. Within this learning process, individuals vary in the manner and rate in which they learn. In addition, individuals learn differently at different stages of development.

The goal of educators at Laurel-Concord Public School is to tailor language arts instruction as much as possible to the manner and rate in which each student learns most efficiently. Educators work to provide the environment and instructional materials appropriate to the general developmental stage of their students. Within each of the areas of language arts (speaking, listening, reading, and writing), educators use research-based best practices. In all these ways Laurel-Concord School strives to prepare students to be confident, thinking communicators.

The language arts curriculum is designed so that each student attains the ability to:

* express needs, wants, thoughts, ideas, and feelings appropriately in speech

* articulate correctly and use correct volume level and rhythm according to the speaking situation and local dialect

* develop appropriate formal and informal communication skills which include turn-taking, eye contact, posture, listening, and the use of nonverbal communication

* demonstrate appropriate and courteous listening behaviors

* listen for facts, meaning, and evaluation as determined by the purpose of the listening situation

* read grade level material and understand its meaning

* develop skills in literal, interpretive, and critical reading

* read for information and enjoyment

* gain an understanding of human nature through repeated exposure to good literature

* express thoughts clearly in writing

* use correct grammar, mechanics, usage, spelling, and legibility in final drafts of writing

* expand thoughts in creating manuscripts

Nebraska Standards

1.1 Reading/Writing

1.1.1 By the end of first grade, students will read and write most of the words they speak and use.

GLE #9 - 1st grade Reading - *Read sight words presented in grade level reading.

GLE#10 - 1st grade Reading - *Use a knowledge of contractions, word endings and pronouns to extract meaning.

GLE #11 - 1st grade Reading - *Identify compound words, synonyms, and antonyms.

GLE #17 - 1st grade Reading - *Use context to infer the missing word in given passages.

Student demonstrations:

*Demonstrate and use the 70 phonograms when reading, writing, listening, and speaking.

*Use phonetic knowledge to read.

*Use vocabulary knowledge to read unfamiliar words.

*Confirm the accuracy of their reading by using phonics and context clues.

*Recognize common words that are phonetically irregular(e.g., was, were, where).

1.1.2 By the end of the first grade, students will demonstrate basic phonological awareness and familiarity with the letters of the alphabet exhibiting a working knowledge of letters and sounds.

GLE #3 Kin Reading - Memorizing rhyming verses and identify the rhymes.

GLE #18 1st grade Reading - *Discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

GLE #19 1st grade Reading - *Identify rhyming words.

GLE #147 Kin Writing - Prints upper and lowercase letters of the alphabet.

Student demonstrations:

*Recognize and name lowercase and uppercase letters of the alphabet.

*Recognize and generate rhyming words.

*Say the initial, final, or vowel sounds of simple, one-syllable words.

*Separate and blend sounds to read words.

1.1.3 By the end of first grade, students will apply knowledge of the organization of print to their reading and writing.

GLE #145 Kin Writing - Print and follow from left to right and top to bottom

1st grade Library - Identify the spine, cover, spine label, title paper and the author of a book.

Student Demonstrations:

*Identify the front cover, back cover, and title page of a book.

*Follow pages sequentially when looking at or reading a book.

*Follow words from left to right and top to bottom on a printed page.

*Identify print (rather then pictures) as the feature being read.

*Identify what an author does and what an illustrator does.

1.1.4 By the end of first grade, students will read and comprehend print, and demonstrate the understanding that reading (like conversation) communicates meaning.

GLE #4 Kin Reading - retell a story in proper sequence, identifying the main idea (character, setting, events).

GLE #6 Kin Reading - distinguish between fact and fiction in a story.

GLE #12 1st grade - Reading - demonstrate comprehension of given selection by stating the topic and supporting details, by organizing events in a sequential order, and be predicting outcomes and drawing conclusions during the reading process.

GLE #21 1st grade Reading - Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

1st grade Library - Distinguish between fiction and nonfiction.

Student demonstrations:

*Make predictions based on title, cover, illustrations, and text.

*Retell, in their own words, stories in sequence (beginning, middle, end).

*identify important story elements (main character, setting, events).

*Distinguish between truth and make-believe in literature.

*Connect what is read to real life experiences (developing a foundation for later literary analysis).

*Confirm that their reading makes sense by using phonics, context, and vocabulary knowledge.

*Explain in their own words that printed materials provide information.

*Identify common signs and symbols.

*Read and explain their own writing and drawing.

*Choose books appropriate for their own interests, purposes, and reading level.

*Reread favorite books.

*Read different types of literature (e.g. fiction, nonfiction,poetry, folk tales).

*Listen to others read from a variety of literature in order to expand vocabulary and develop knowledge f sentence and story structure.

*Use appropriate voice level, phrasing, sentence structure, and intonation when reading aloud.

1.1.5 By the end of first grade, students will respond to literature.

GLE #21 1st grade Reading - *Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

GLE #32 1st grade Reading - Write order of events in a story in the correct sequence.

GLE #129 Kin. Listening - *Listen for details and answer questions about a selection.

Student demonstrations:

*Listen to literary selection.

*Provide, in their own words, the meaning of selected vocabulary from literary selection.

*Retell literary selections they have hear

*Identify ways in which literary selections relate to their own lives.

1.1.6 By the end of first grade, students will print neatly and correctly.

GLE #24 1st grade Reading - Write manuscript letters and words legibly.

GLE #147 Kin. Writing - *Prints upper and lowercase letters of the alphabet

Student demonstrations:

*Print using appropriate starting points and strokes.

*Print using a left to right, top to bottom progression.

*Print uppercase and lowercase letters with recognizable accuracy and comfort.

1.1.7 By the end of first grade, students will write (print) about experiences, stories, people, objects, and events.

GLE #26 1st grade Reading - Use correct punctuation marks and capital letters in a sentence.

GLE #27 1st grade Reading - Write simple sentences independently.

GLE #31 1st grade Reading - Write original sentences and stories about pictures.

GLE #33 1st grade Reading - Write their own stories.

GLE #162 1st grade Writing - Use correct punctuation marks & capital letters in a sentence.

GLE #167 1st grade Writing - Write original sentences & stories about pictures.

GLE #169 1st grade Writing - Write their own stories.

Student demonstrations:

*Communicate effectively through composition (writing).

*Use correct spelling of familiar words.

*Use correct grammar in composition (writing).

*Use correct capitalization in composition (writing).

*Use correct punctuation in composition (writing).

*Print their own full names correctly.

1.2 Speaking

1.2.1 By the end of first grade, students will speak in clear, complete, coherent sentences using standard English.

GLE#105 Kin Speaking - Speak in complete sentences when appropriate.

GLE #106 Kin Speaking - Ask and respond to simple questions orally.

GLE #108 Kin Speaking - Use grade appropriate rate, loudness, pronunciation, quality, expression and voice.

GLE #111 Kin Speaking - Use grade appropriate vocabulary to describe an object, experience, or event to the class. (People, places, things, colors, actions).

GLE #112 1st grade Speaking - Use the grade appropriate speaking skills related to turn taking during speaking, informing, reasoning, requesting, greeting, answering and maintaining topic.

Student demonstrations:

*Share information and opinions.

*Ask questions.

*Describe people, places, things, location, size, color, shape, and action.

*Recite short poems, rhymes, and songs.

1.3 Listening

1.3.1 By the end of first grade, students will listen and be responsible members of the classroom.

GLE #128 Kin Listening - Listen to and follow one and two step oral directions.

GLE #129 Kin Listening - Listen for details and answer questions about a selection.

GLE #133 Kin Listening - Listen to others during class discussions and friendly conversations and participate appropriately.

GLE #134 Kin Listening - Attend to the speaker, listen without interrupting and sit still when appropriate, while listening.

GLE #138 1st grade Listening - Listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

Student demonstration:

*Follow one-and two-step oral directions.

*Attend to speakers, teachers, and classroom discussions.

*Attend to presentations and demonstrations.

*Identify a purpose for listening.

*Ask for clarification when message don't make sense.

Grade 4

4.1 Reading

4.1.1 By the end of the fourth grade, students will draw on a variety of strategies to read and understand unfamiliar words and phrases.

GLE #8 - 1st grade Reading - Use phonetic skills to say letter sounds, parts of words, and whole words, (70 phonograms).

GLE #9 - 1st grade Reading - Read sight words presented in grade level reading.

GLE #10 - 1st grade Reading - Use a knowledge of contractions, word endings and pronouns to extract meaning.

GLE #11 - 1st grade Reading - Identify compound words, synonyms, and antonyms.

GLE #17 - 1st grade Reading - Use context to infer the missing word in given passages.

GLE #18 - 1st grade Reading - Discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

GLE #19 - 1st grade Reading - Identify rhyming words.

Student demonstrations:

*Point out words that are unfamiliar in written form.

*Use phonics and word structure to sound out unfamiliar words.

*Use context clues to confirm the accuracy of their reading.

4.1.2 By the end of the fourth grade, students will acquire and use correctly an advanced reading vocabulary.

GLE #43 2nd grade Comprehension - Will analyze passages to interpret characters, events, and concepts (and identify characteristics these across stories).

GLE #44 2nd grade Comprehension - Will identify and interpret various written forms, structures and techniques such as plot, them, character, and setting.

GLE #58 3rd grade Word Analysis - Recognize compound words or their components.

GLE #59 3rd grade Word Analysis - Identify words roots or affixes.

GLE #61 3rd grade Word Analysis - Become familiar with and use reference sources such as the encyclopedia, dictionary, atlas and thesaurus.

GLE #62 3rd grade Vocabulary - Demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, antonyms, and homonyms.

GLE #63 3rd grade Vocabulary - Identify multi meaning words by inferring the missing word in sentences.

GLE #64 3rd grade Vocabulary - Use context to infer the missing word in sentences or paragraphs.

GLE #78 4th grade Vocabulary - Demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, or antonyms.

GLE #79 4th grade Vocabulary - Identify multi meaning words by inferring the missing word in sentences.

GLE #80 4th grade Vocabulary - Identify the meaning of affixes.

GLE #81 4th grade Vocabulary - Use context to infer the missing word in sentences or paragraphs.

Student demonstrations:

*Point out words and phrases that are causing comprehension difficulty.

*Identify general meanings associated with common prefixes, suffixes and roots.

*Identify and use correctly in all content areas words related as antonyms, synonyms, compounds, homophones, and homographs.

*Use reference materials, including an elementary dictionary and thesaurus, to learn and confirm word meanings.

4.1.3 By the end of the fourth grade, students will identify the basic facts and essential ideas in what they have read or viewed.

GLE #65 3rd grade Comprehension - Identify the meaning of sentences or recall details and other elements of passages.

GLE #71 3rd grade Comprehension - Assess information to form hypotheses and make predictions and other judgments related to passages.

GLE #82 4th grade Comprehension - Identify the meaning of sentences or recall details and other information stated in passages.

GLE #84 4th grade Comprehension - Identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

GLE #85 4th grade Comprehension - Identify and interpret various written forms, structures, and techniques. (Diagrams, charts, graphs).

GLE #119 3rd grade Speaking - Retell a story previously read.

Student demonstrations:

*Draw on strategies such as setting purposes for reading, recalling prior knowledge, previewing illustrations and headings to make predictions, listening to the ideas of others, and comparing information from several sources.

*Identify main ideas and supporting details in fourth-grade level text.

*Follow instructions written at a fourth-grade level.

*Interpret information from diagrams, charts, and graphs.

*Retell selections in an orderly way.

*Read or view materials of varying difficulty to find answers to specific questions.

4.1.4 By the end of the fourth grade, students will locate, access, and evaluate resources to identify appropriate information.

Library GLE 3rd grade - Define dictionary and identify what is contained in a dictionary.

Library GLE 4th grade - Use different reference materials such as encyclopedia and thesaurus and explain what type of information is included in each.

Student demonstrations:

*Use general reference materials including an encyclopedia and thesaurus.

*Use electronic resources, such as CD-ROM and online resources.

*Use software programs, such as card or electronic catalog, to locate and select books of interest at their independent reading levels.

*Use indexes including telephone books, almanacs, and dictionaries.

4.1.5 By the end of the fourth grade, students will identify characteristics of different types of text

GLE #47 2nd grade Comprehension - Will distinguish the difference between real and fantasy, (fact and opinion).

GLE #68 3rd grade Comprehension - Distinguish among folk tale, myth, fable, science-fiction, biography, and autobiography as different forms of literature.

Student demonstrations:

*Distinguish among common forms of literature such as poetry, fiction, and nonfiction.

*Compare the use of fact and fantasy in historical fiction with other forms of literature.

4.1.6 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and meaning of fiction and provide evidence from the text to support their answers.

GLE #70 3rd grade Comprehension - Describe the central thought of passages, including such elements as main idea and supporting details, and author's purpose or point of view, (in both fiction and non-fiction).

Student demonstrations:

*Identify the elements of plot, character, and setting in a favorite story.

*Use strategies, such as story mapping, to support understanding. *Identify similarities in characters and events across stories.

*Identify theme or underlying message in interpreting fiction.

*Note how different uses of language affect the reader's expectation of how to read and interpret text.

4.1.7 By the end of the fourth grade, students will identify and apply knowledge of the structure, elements, and meaning of nonfiction or informational material and provide evidence from the text to support their understanding.

GLE #49 - 2nd grade Comprehension - Skim reading selections for details and to draw conclusions, (life experiences should shape this).

Student demonstrations:

*Identify structures such as comparison and contrast, chronological or logical order, and use knowledge of these structures when reading.

*Ask how, why, and what if questions in interpreting nonfiction text.

*Distinguish between fact and opinion.

*Explain the influence of readers' experiences on their individual interpretations of text.

4.1.8 By the end of the fourth grade, students will identify similar ideas across a variety of narratives and stories.

GLE #43 & #83 2nd & 4th grade Comprehension - students will analyze passages to interpret and compare characters, events, and concepts.

GLE #46 & #86 2nd & 4th grade Comprehension - students will critically assess information to form hypotheses and make predictions and other judgments related to passages and students present day lives.

Student demonstrations:

*Read and compare narratives and stories across geographic regions, cultures, and time periods.

*Read and compare narratives and stories to students' present-day lives.

*Read biographies of historical figures important in the American culture.

4.2 Writing

4.2.1 By the end of the fourth grade, students will identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization and spelling.

GLE #196 3rd grade Writing - Use and identify personal pronouns. (Added)

GLE #197-200 4th grade Writing - Correctly punctuate direct quotations. Identify and use nominative, objective and possessive case pronouns in writing and match them with their corresponding nouns. Distinguish between action and linking verbs. Identify and use adjectives in writing and identify the nouns they describe.

Student demonstrations:

*Distinguish between formal and oral language patterns and the appropriate uses of each.

*Identify and use correct capitalization, punctuation, spelling paragraph indentation.

*Identify and use nouns, verbs, and personal pronoun

4.2.2 By the end of the fourth grade, students will write compositions with a clear focus, logically related ideas, and adequate supporting detail.

GLE #194 3rd grade Writing - Write original stories including personal narratives, fairy tales and original plays.

GLE #201 4th grade Writing - Write a paragraph with details that support the main idea.

GLE #203 4th grade Writing - Write a biographical story. (Several paragraphs.)

GLE #204 4th grade Writing - Write an outline on a give topic.

Student demonstrations:

*Develop a plan for writing, using a variety of strategies to generate and organize ideas.

*Write several paragraphs on the same topic.

*Write well-organized compositions with a beginning, middle, and end.

4.2.3 By the end of the fourth grade, students will demonstrate improvement in organization, content, word choice (vocabulary), voice, sentence fluency and standard English conventions after revising and editing their compositions.

GLE #148 - In Grades 1-6 All students will edit given sentences (Daily Oral Language)

GLE #158 - In Grades 1-6 All students will use the steps in the writing process. (Including organization, content, word choice, voice, sentence fluency, standard English conventions after revising and editing their compositions.)

GLE #192 - 3rd Grade - Writing - Write cursive letters and words legibly.

Student demonstrations:

*Revise their writing to improve clarity and logical sequence after looking for missing information and determining if their ideas follow each other in a logical order.

*Use knowledge of punctuation, usage, sentence structure, and standard English spelling to edit their writing.

*Use legible cursive writing and/or a word processor when publishing written work.

*Use prescribed criteria from a scoring rubric to evaluate their own and others' compositions before presenting them to an audience.

*Form and explain their own standards or judgments of quality.

4.2.4 By the end of the fourth grade, students will use a variety of forms to write for different audiences and purpose.

GLE #193 - 3rd grade Writing - Write poetry

GLE #194 3rd grade Writing - *Write original stories including personal narratives, fairy tales and original plays.

GLE #195 3rd grade Writing - Reports using factual information.

Student demonstrations:

*Write descriptive and narrative compositions about experiences, stories, people, objects, and events.

*Write poems of varied forms.

*Write paragraphs and reports to inform peers and demonstrate their knowledge of a topic.

4.2.5 By the end of the fourth grade, students will use self-generated questions, note taking ,summarizing, and outlining to enhance learning.

GLE #204 4th grade Writing - Write an outline on a given topic.

Student demonstrations:

*Generate their own relevant questions in their exploration of a topic.

*Record important ideas from information provided by others.

*Record important ideas from their reading.

4.3 Speaking

4.3.l By the end of the fourth grade, students will pose questions and contribute their own information or ideas in group discussions in order to acquire new knowledge.

GLE #122 4th grade Speaking - Use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

Student demonstrations:

*Contribute knowledge and ask questions relevant to the topic discussed.

*Use subject-related vocabulary in discussions.

*Provide accurate directions to individuals and small groups.

*Stay on topic or create appropriate transitions to new topics.

*Gain the floor in appropriate ways.

4.3.2. By the end of the fourth grade, students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed.

GLE #121 4th grade Speaking - Appropriately adjust voice volume according to the needs of the listener(s).

GLE #122 4th grade Speaking - Use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

GLE #123 4th grade Speaking - Give oral presentations while following a written outline.

Student demonstrations:

*Give oral presentations using eye contact, proper pace, volume and clear enunciation.

*Give oral presentations of prose and poetry with fluency and expression.

4.4 Listening

4.4.l By the end of the fourth grade, students will gain information or complete tasks by listening.

GLE#50 2nd grade comprehension - Use contextual clues to determine meaning.

GLE #143 ***move from 5th to 4th grade Listening - Distinguish important facts, main idea and supporting details for note-taking.

Student demonstrations:

*Listen to information and take notes to improve comprehension.

*Listen to and follow multiple-step oral directions.

*Use active listening, showing consideration of others' contributions to discussions.

Reading GLE's

Listening GLE

In Kindergarten the student will

1 * create a picture and dictate a story about it to an adult.

2 * identify the upper and lower case letters of the alphabet and be introduced to the sounds of the letters in the initial position.

3 * memorize rhyming verses and identify the rhymes.

4 * retell a story in proper sequence, identifying the main idea.

5 * demonstrate left to right and top to bottom movement when involved in readiness activities.

6 * distinguish between fact and fiction in a story.

7 * grow in the desire to read beyond the requirements.

In Grade 1 the student will

8 * use phonetic skills to say letter sounds, parts of words, and whole words.

9 * read sight words presented in grade level reading.

10 * use a knowledge of contractions, word endings and pronouns to extract meaning.

11 * identify compound words, synonyms, and antonyms.

12 * demonstrate comprehension of given selection by stating the topic and supporting details, by organizing events in a sequential order, and by predicting outcomes and drawing conclusions during the reading process.

13 * read and follow directions.

14 * identify similarities and differences in order to categorize.

15 * arrange words in alphabetical order.

16 * write an alternative ending to a story.

17 * use context to infer the missing word in given passages.

18 * discriminate likenesses and differences in sounds and identify initial, medial, and final sounds in words.

19 * identify rhyming words.

20 * write words and sentences from dictation.

21 * listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

22 * use grade appropriate speaking skills related to turn taking during speaking informing, reasoning, requesting, greeting answering, and maintaining a topic.

23 * give simple directions.

24 * write manuscript letters and words legibly.

25 * correctly position body and writing materials when writing.

26 * use correct punctuation marks and capital letters in a sentence.

27 * write simple sentences independently.

28 * observe correct margins.

29 * use pronouns, nouns, verbs, and adjectives.

30 * sequence words in the correct order in a sentence.

31 * write original sentences and stories about pictures.

32 * write order of events in a story in the correct sequence.

33 * write their own stories.

34 * write letters, cards, menus, and invitations on specific topics.

In Grade 2 the student will

35 * read to identify cause and effect.

36 * skim reading selections for details and to draw conclusions.

37 * use contextual clues to determine meaning.

38 * read aloud with fluency at the individual's instructional reading level.

39 * write in relation to what's read.

(Word Analysis)

40 * identify word roots or affixes and their meaning.

41 * demonstrate an understanding of category words.

42 * identify multi meaning words by inferring the missing word in sentences.

(Comprehension)

43 * will analyze passages to interpret and compare characters, events, and concepts.

44* will identify and interpret various written forms, structures, and techniques such as plot, theme, character, and setting.

45 * will identify the author's purpose or point of view.

46 * will critically assess information to form hypotheses and make predictions and other judgments related to passages and students' present-day lives.

47 * will distinguish the difference between real and fantasy.

48 * read to identify cause and effect.

49 * skim reading selections for details and to draw conclusions.

50 * use contextual clues to determine meaning.

51 * reading aloud with fluency at the individual's instructional level.

52 * write in relation to what's read.

In Grade 3 the student will

(Word Analysis)

53 * recognize initial or final consonant blends or diagraphs.

54 * recognize short vowel sounds in words.

55 * recognize long vowel sounds in words.

56 * recognize variant vowel sounds in words.

57 * identify the meaning of contractions.

58 * recognize compound words or their components.

59 * identify word roots or affixes.

60 * demonstrate use of dictionary skills such as pronunciation, alphabetization, syllabication, accent and guide words.

61 * become familiar with and use reference sources such as the encyclopedia, dictionary, atlas and thesaurus.

(Vocabulary)

62 * demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, antonyms, and homonyms.

63 * identify multi meaning words by inferring the missing word in 64 sentences.

64 * use context to infer the missing word in sentences or paragraphs.

(Comprehension)

65 * identify the meaning of sentences or recall details and other elements of passages.

66 * will analyze passages to interpret characters, plot, setting, and concepts.

67 * identify various literary techniques such as dialogue, simile, metaphor, personification, rhyme, and imagery.

68 * recognize folk tale, myth, fable, science-fiction, biography, and autobiography as different forms of literature.

69 * summarize a reading selection either by paraphrasing or writing a personal response.

70 * identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

71 * assess information to form hypotheses and make predictions and other judgments related to passages.

In Grade 4 the student will

(Word Analysis)

72 * recognize initial or final consonant blends or diagraphs.

73 * recognize short vowel sounds in words.

74 * recognize long vowel sounds in words.

75 * recognize variant vowel sounds in words.

76 * recognize compound words or their components.

77 * identify word roots or affixes.

(Vocabulary)

78 * demonstrate an understanding of word meanings and relationships by such means as identifying category words, definitions, synonyms, or antonyms.

79 * identify multi meaning words by inferring the missing word in sentences.

80 * identify the meaning of affixes.

81 * use context to infer the missing word in sentences or paragraphs.

(Comprehension)

82 * identify the meaning of sentences or recall details and other information stated in passages.

83 * analyze passages to interpret and compare characters, events, and concepts.

84 * identify the central thought of passages, including such elements as main idea and supporting details, and the author's purpose or point of view.

85 * identify and interpret various written forms, structures, and techniques.

86 * critically assess information to form hypotheses and make predictions and other judgments related to passages and students' present-day lives.

In Grade 5 the student will

(Vocabulary)

87 * demonstrate an understanding of word meanings and relationships by identification of category words, definitions, synonyms, and antonyms, affixes.

88 * identify multi meaning words by inferring the missing word in sentences or paragraphs

89 * expand expressive and receptive vocabulary

90 *

(Comprehension)

91 * identify meaning of sentences or recall other details stated in passage

92 * describe passages to interpret characters, events, settings and concepts.

93 * identify the central thought of passages, including such elements such as main idea and supporting details, and the author's purpose or point of view.

94 * identify and interpret various written forms, structures, and techniques including kinds of books and parts.

95 * make predictions and other judgments related to passages.

96 * integrate reading and writing.

97 * use table of contents, index, and glossary to obtain information.

98 * obtain information from books, dictionaries, encyclopedias, thesauruses, almanacs, atlases, CD's, and internet.

98a* use skills to read for facts/main ideas/sequencing/context/conclusions/ and inference

98b* use guide words, alphabetizing skills to find and interpret dictionary entries

98c* examine captions, pictures, subheadings, marginal notes, maps, charts, graphs

98d* read and compare stories/narratives across cultures/regions

98e* read and discuss how a short story/poem/film/essay reflects the author's beliefs/values and attitudes

98f* identify how a work reflects the period/ideas/customs/outlook of a time in history

Speaking GLE

In Kindergarten the student will

105 * speak in complete sentences when appropriate.

106 * ask and respond to simple questions orally.

107 * use grade appropriate vocabulary to convey ideas, thoughts, wants and needs.

108 * use grade appropriate rate, loudness, pronunciation, quality, expression and voice.

109 * demonstrate how to speak correctly on the telephone.

110 * tell a story with a beginning, middle and end.

111 * use grade appropriate vocabulary to describe an object, experience, or event to the class.

In Grade 1 the student will

112 * use the grade appropriate speaking skills related to turn taking during speaking, informing, reasoning, requesting, greeting, answering and maintaining topic.

113 * give simple directions.

In Grade 2 the student will

114 * use grade appropriate grammar during speaking in work and play.

115 * participate during oral reading.

In Grade 3 the student will

116 * read own creative writing before a group.

117 * summarizes his or her ideas on a given topic in a class or small group discussion meeting.

118 * interview others when conducting a survey.

119 * retell a story previously read.

120 * recite poems of various lengths to an individual or to a group.

In Grade 4 the student will

121* appropriately adjust voice volume according to the needs of the listener(s).

122* use the grade appropriate public speaking skills related to eye contact, posture, body movements, inflection.

123* give oral presentations while following a written outline.

In Grade 5 the student will

124* use grade appropriate public speaking skills in a variety of situations.

125* use public speaking organizational skills to be able to present ideas and give directions in a logical sequential order

Listening GLE

In Kindergarten the student will

128* listen to and follow one and two step oral directions.

129* listen for details and answer questions about a selection.

130* listen to music and respond with free movement and dramatizations.

131* respond appropriately to fire and tornado warning signals.

132* listen to literature for enjoyment.

133* listen to others during class discussions and friendly conversations and participate appropriately.

134* attend to the speaker, listen without interrupting and sit still when appropriate, while listening.

In Grade 1 the student will

135* discriminate likenesses and differences in sounds and identify initial, medial and final sounds in words .

136* identify rhyming words.

137* write words and sentences from dictation.

138* listen to a selection, to be able to retell events in sequence and state the topic, main idea, and related details.

In Grade 2 the student will

139* listen in order to summarize, analyze and evaluate information.

In Grade 3 the student will

140* correctly restate spoken directions.

In Grade 4 the student will

141* identify and evaluate a speaker's purpose, tone of voice and mood, as well as oral, facial and bodily expressions.

142* follow three step oral directions.

In Grade 5 the student will

143* distinguish important facts, main idea and supporting details for note-taking.

l 43a* be an active listener

l43b* apply listening skills in a variety of settings

Writing GLE

The writing GLEs address both the content and form of writing. An asterisk (*) following a GLE identifies the GLE as dealing with form (grammar, mechanics) only.

In Kindergarten the student will

145* write from left to right and top to bottom.*

146* correctly write own first name & last initial.*

147* prints upper and lowercase letters of the alphabet.

In Grade 1-6 ALL students will

148* complete Daily Oral Language activities.*

149* proofread written work and correct errors.*

150* correctly spell dictated, grade level words.*

152* use correct spelling in independent writing.*

153* write on various topics across the curriculum.

154* write summary of stores read and/or write new endings to stories.

155* write creatively for a minimum of 5 minutes a day grades 1-3, 10 minutes a day grades 4-6.

156* write book reports and other media reviews.

157* write friendly letters, thank-you notes and/or invitations.

158* use the steps in the writing process (pre-writing, etc.).

159* share writing products with an audience.

In Grade 1 the student will

160* write manuscript letters and words legibly.*

161* correctly position body and writing materials when writing.*

162* use correct punctuation marks & capital letters in a sentence.*

163* write simple sentences independently.*

164* observe correct margins.*

165* use pronouns, nouns, verbs & adjectives.*

166* sequence words in the correct order in a sentence.*

167* write original sentences & stories about pictures.

168* write order of events in a story in the correct sequence.

169* write their own stories.

170* write letters, cards, menus & invitations on specific topics.

171* write a list on a given topic.

In Grade 2 the student will

172* use commas in a series of items in a sentence.*

173* use correct end sentence punctuation in independent writing.*

174* capitalize proper nouns, initials and titles.*

175* use apostrophes to show possession or contractions.*

176* recognize a noun, verb, or adjective in print.*

177* write a descriptive paragraph on one topic.

178* write summaries of stories read and/or new endings to stories.

179* write complete personal journal entries.

180* write a simple story with complete sentences after a pre-writing activity.

181* write and compose short poems from the pattern or other poems.

182* write a biography of another person after interviewing that person.

183* write a research report of one page or more in length.

In Grade 3 the student will

184* capitalize the first word and all other important words in a title.*

185* use a comma between a city and its state.*

186* identify and use singular and plural nouns correctly in sentence.*

187* identify and use verbs correctly in a sentence by showing the subject and predicate.*

188* state synonyms, antonyms and homonyms of given words.*

189* identify and punctuate telling asking imperative and exclamatory sentences.*

190* write a paragraph using a topic sentence.

191* record daily events and personal responses to them in a journal.

192* write cursive letters and words legibly*.

193* write poetry.

194* write original stories including personal narratives, fairy tales and original plays.

195* reports using factual information.

196* Use and identify personal pronouns.

In Grade 4 the student will

197* correctly punctuate direct quotations.*

198* identify and use nominative, objective and possessive case pronouns in writing and match them with their corresponding nouns.*

199* distinguish between action and linking verbs.*

200* identify and use adjectives in writing and identify the nouns they describe.*

201* write a paragraph with details that support the main idea.

202* write answers, correct in form and well developed in thought, to questions in content areas.

203* write a biographical story.

204* write an outline on a given topic.

In Grade 5 the student will

205* recognize parts of speech and use them in writing

206* write sentences and paragraphs of different types using correct form

207* use steps in the writing process including organization, content, word choice, sentence fluency, idea, and voice.

208* write creatively in different forms to express feelings and impressions on given topics

209* write to describe, explain, persuade, and inform

210* use proofreading skills to identify errors in structure, usage, punctuation, capitalization, and spelling in own writing and writing of others

211* write essays and stories with a clear focus and supporting ideas.

212* write papers of various lengths in content areas using research skills and form

213* generate questions, take notes, and summarize information from research material

Standards/GLE -Reading/Writing 5th grade

8.1.1 Identify basic facts and essential ideas in what they read or view

GLE #89 - expand expressive and receptive vocabulary

GLE #98a - use skills to read for facts/main ideas/sequencing/context/conclusions/and inference

GLE #91 - Identify meaning of sentences and recall other details stated in passage

GLE #88 - Identify multi meaning words by using context to infer missing word in sentences or paragraphs

8.1.2 Locate, access, and evaluate resources to identify appropriate information

GLE #98 - obtain information from books, dictionaries, encyclopedias, thesauruses, almanacs, atlases, CD's, and internet

GLE #98b - use guide words, alphabetizing skills to find and interpret dictionary entries

GLE #97 - use table of contents, index, and glossary to obtain information

8.1.3 Identify characteristics of different types of text

GLE #94 - Identify and interpret various written forms, structures, and techniques including kinds of books and parts

8.1.4 Identify the structure and elements of fiction and provide evidence from the text to support their understanding

GLE #92 - Describe passages to interpret characters, events, setting, and concepts

GLE #93 - Identify the central thought of passages including elements such as main idea, supporting detail, and author's purpose and point of view

GLE #95 - make predictions and other judgments related to passages

8.1.5 Identify and apply knowledge of structure and elements of fiction and provide evidence from the text to support their understanding

GLE #87 - Demonstrate an understanding of word meanings and relationships by identification of category words, definitions, synonyms, antonyms, and affixes

GLE #98c -Examine captions, pictures, subheadings, marginal notes, maps, charts, graphs

8.1.6 Identify similar ideas across a variety of narratives and stories

GLE #98d - Read and compare stories/narratives across cultures/regions

8.1.7 Interpret the meaning of literary works, nonfiction, films, and media by using different analytic techniques

GLE #98e - Read and discuss how a short story/poem/film/essay reflects the author's beliefs/values and attitudes

GLE #98f -Identify how a work reflects the period/ideas/customs/outlook of a time in history

Writing

8.2.1 Identify, describe, and apply knowledge of the structure of the English language and standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling

GLE #205 - Recognize parts of speech and use them in writing

GLE #206 -Write sentences and paragraphs of different types using correct form

GLE #211 - Write essays and stories with a clear focus and supporting ideas

GLE #212 - Write papers of various lengths in content areas using research skills and form

8.2.3 Demonstrate improvement in organization, content, word choice, voice, sentence fluency, and standard English conventions after revising and editing their compositions

GLE #207 - Use steps in the writing process including organization, content, word choice, voice, sentence fluency, standard English conventions after revising and editing their compositions

GLE #210 - Use proofreading skills to identify errors in structure, usage, punctuation, capitalization, and spelling in own writing and writing of others

8.2.4 Use a variety of forms to write for different audiences and purposes

GLE #208 - Write creatively in different forms to express feelings and impressions on given topics

GLE #209 - Write to describe, explain, persuade, and inform

8.2.5 Use self-generated questions, note-taking, summarizing, and outlining to enhance learning

GLE #213 - Generate questions, take notes, and summarize information from research material

Speaking

8.3.1 Pose questions and contribute their own information or ideas in class discussions in order to acquire new knowledge

GLE #124 - Use grade appropriate speaking skills in a variety of situations

8.3.2 Make oral presentations that demonstrate appropriate consideration of audience, purpose, and information to be conveyed

GLE #125 - Use public speaking organizational skills to be able to present ideas and give directions in a logical sequential order

Listening

8.4.1 Apply listening skills in a variety of settings

GLE #143b - Apply listening skills in a variety of settings

8.4.2 Adapt and apply listening strategies to the setting

GLE #143 - Distinguish important facts, main idea, and supporting details for note-taking

GLE #143a - Be an active listener

In Grade 6 Reading/Writing

8.1.1 Increase expressive and receptive vocabulary.

8.1.1 Demonstrate ability to use higher level thinking skills such as application, analysis,
synthesis, and evaluation in literature and in the content areas.

8.1.2 Use various reference sources such as encyclopedias, dictionaries, thesauruses,
almanacs, atlases,CD's, and the inter net.

8.1.3 Identify literary elements such as setting, plot, characters, and mood and tone of a selection.

8.1.4 Use comparison and contrast to make judgments about a selection.

8.1.5 Demonstrate ability to use higher level thinking skills such as application, analysis, synthesis, and evaluation in literature and in the content areas.

8.1.5 Apply reading skills to stories and narratives of varying types, lengths and difficulties. Read stories and narratives from various regions, cultures, and time periods.

8.1.7 Read and discuss how a story/poem/film/essay reflects the author's beliefs, values, and attitude.
Writing

8.2.1 Identify and use parts of speech, types of sentences, mechanics, and usage.

8.2.1 Use correct capitalization, punctuation, and spelling.

8.2.2 Write sentences and paragraphs using related ideas and details.

8.2.2 Write papers in various lengths directed toward specific topics in the content areas.

8.2.3 Use proofreading skills to improve writing.

8.2.3 Use the steps in the writing process including organization, content, word choice, voice, sentence fluency, and standard English conventions while revising and editing their compositions.

8.2.4 Write creatively to express feelings and impressions on given topics.

8.2.4 Write to describe, explain, persuade, and inform.

8.2.4 Write a variety of forms for different audiences and purposes.

8.2.5 Generate questions, take notes, and summarize information from research material.

Speaking

8.3.1 Use grade appropriate public speaking skills to contribute information and ideas

to classroom discussions to dispense and acquire knowledge.

8.3.2 Use public speaking organizational skills to be able to present ideas in a logical,

sequential order while keeping in mind the audience and the purpose.

Listening

8.4.1 Listen to selections and answer questions at all levels (knowledge, comprehension, application, analysis, synthesis, and evaluation.)

SOCIAL STUDIES PHILOSOPHY

The Social Studies Curriculum exists so that students will have an understanding of their place in an ever-expanding environment - family, neighborhood, town, state, country and world. Children need an understanding of their place in the history of the world and must recognize that the physical environment affects man's cultural development. To that end our curriculum focuses on citizenship, government, economics, physical geography and our historical past.

New knowledge is acquired by elementary students through interaction with people and things in their own environment. Due to our physical location, this interaction is naturally limited. Educators at Laurel-Concord School enhance the interaction through role playing, field trips, speakers, videos, simulations, research and discussion.

THE SOCIAL STUDIES CURRICULUM IS DESIGNED SO THAT STUDENTS ATTAIN THE ABILITY TO:

* understand and appreciate contributions of Americans, past and present.

* understand and use democratic values.

* read and interpret maps, graphs, charts, tables.

* demonstrate responsible civic behavior in all situations.

* recognize the economic factors which impact on our society

Nebraska Standards

1. Social Studies/History

United States History, Geography, Civics, Economics, and Government

1.1 Students will understand that history relates to events and people of other times and places by:

*Identifying past events and people in legends and historical accounts such as Paul Revere's Ride, Betsy Ross, Johnny Appleseed, Davy Crockett, John Henry and Paul Bunyan.

*Identifying Americans, such as George Washington, Harriet Tubman, and Abraham Lincoln through exposure to biographies of important people of the past.

*Identifying leaders from the past, including a variety of political, scientific, social and military leaders, such as Benjamin Franklin, George Washington Carver, Jane Adams, Booker T. Washington, and John Paul Jones through exposure to biographies and stories.

*Describing the people and events honored in commemorative holidays, such as Thanksgiving Day, Independence's Day, Flag Day, Veteran's Day, Memorial Day, Columbus Day and President's Day.

GLE #7 Kin. Locate calendar items and identify special events and holidays.

1.2 Students will compare everyday life in different places and times and recognize that people, places and things change over time by:

*Comparing current school and community with past school and community.

*Comparing contemporary American life with American life in previous time periods.

1.3 Students will construct time lines to show sequence and change, identifying examples of possible cause and effect.

Curriculum Grades K & 1

1.4 Students will measure time and time lines to show sequence and change by using calendars and clocks.

GLE #7 Kin. Locate calendar items and identify special events and holidays.

GLE# 20 1st grade - Repeat the days of the week, months, and seasons in sequence and note the significance.

1.5 Students will explain the past and the present through pictures, oral history, letters, or journals.

Curriculum Grades K & 1

1.6 Students will compare and contrast cultures of families, past and present.

GLE# 14 Kin. Give examples of diversity in families.

1.7 Students will describe how cultures contribute to school and family.

Curriculum Grades K & 1

1.8 Students will compare and contract the relative location of people, places, and things by:

*Using objects to show near/far, up/down, left/right, behind/in front.

*Locating land and water on a map using north east, south, and west.

GLE#13 1st grade - Identify and use the cardinal directions (NSEW) and left and right.

GLE# 14 1st grade - Summarize information from maps, graphs and charts.

GLE# 16 1st grade - Graph information and draw maps using symbols.

1.9 Students will know the physical shape of our state and nation and locate areas referenced in historical legends and stories using simple maps, globes, and other three-dimensional models.

GLE# 8 Kin. Distinguish between a map and a globe.

GLE#17 1st grade - Locate the seven continents on the globe and maps.

1.10 Students will identify symbols by:

*Naming community symbols, such as traffic signs, traffic lights, and street and highway markers.

*Identifying map symbols, such as legend references to land, water, roads, and cities.

GLE# 9 Kin. Distinguish land masses and water masses.

GLE# 15 1st grade - Summarize information from maps, graphs and charts.

GLE# 18 1st grade - Identify safety signs and procedures.

1.11 Students will locate and compare the geography of the local community with that of other communities in Nebraska, the United States, and the world, using maps, pictures, and stories.

Curriculum Grades K & 1

1.12 Students will describe how climate, location, and physical surroundings affect the lives of people, such as their food, clothing, shelter, transportation and recreation.

GLE# 3 Kin. Describe different types of homes and the purposes of room in homes.

1.13 Students will recognize that Nebraska's seasons vary from other places in the United State and the world.

GLE#6 Kin. Describe kinds of weather, name the 4 seasons and list characteristics of each.

1.14 Students will match simple descriptions of work that people do and the names of those jobs by:

*Recognizing the importance of work as a means of participating in the economy.

*Using examples from the local community and historical accounts.

Curriculum Grades K & 1

1.15 Students will identify community groups of which students are members, such as family, school, church, girl/boy scouts, and classroom.

GLE#4 Kin. Recognize community helpers and explain their jobs.

1.16 Students will explain how people are connected through transportation and communication.

GLE#11 Kin. Identify modes of travel.

1.17 Students will identify basic economic concepts by:

*Recognizing the difference between basic needs and wants, such as food, clothing, shelter, and affection.

*Describing the practice of exchanging money for goods.

*Identifying examples of people saving for the future.

GLE# 2 Kin. List family needs.

1.18 Students will describe the differences between human resources, such as people at work; natural resources, such as water, soil, wood, and coal; capital resources, such as machines and tools used to produce different goods or services.

Curriculum Grade 1

1.19 Students will explain the difference between goods and services and will describe how people are both buyers (consumers) and sellers (producers) of goods and services.

Curriculum Grade 1

1.20 Students will explain how limits on resources require people to make choices about producing and consuming goods and services.

Curriculum Grade 1

1.21. Students will simulate the exchange of money for goods and services and identify ways to save money.

Curriculum Grades K & 1

1.22 Students will explain how families and individuals earn, spend, and save.

Curriculum Grades K & 1

1.23 Students will demonstrate good citizenship and demonstrate an understanding of its importance by:

*Taking turns and sharing.

*Taking responsibility for certain classroom chores.

*Explaining why it is important to show respect for self, family, and others, such as taking care of his/her own things and respecting what belongs to others.

*Identifying examples of honest, courage, patriotism, and other admirable character traits seen in American history.

*Identifying examples of rules and the consequences of breaking them.

GLE# 19 1st grade - List responsibilities at home and school.

GLE# 10 Kin. Express self-worth.

GLE# 12 Kin. Define positive and negative feelings" distinguish between wants and needs.

1.24 Students will identify traditionally patriotic symbols and activities by:

*Naming those associated with America, such as the flag, the Pledge of Allegiance, the Star Spangled Banner, the bald eagle, and monuments.

*Name the Presidents of the United States.

*Identifying those associated with Nebraska such as the flag and the meadow lark.

Curriculum Grades 2 & 3

1.25 Students will describe and compare the making of some class rules.

Curriculum Grades 2 & 3

1.26 Students will identify the elected representative bodies responsible for making local, state, and federal laws.

Curriculum Grade 3

1.27 Students will identify technology used daily.

Curriculum Grade 2

1.28 Students will identify what inventions are, explain why they are important, and describe a helpful invention.

Curriculum Grade 3

1.29 Students will identify ways that people grow and change over time.

Curriculum Grades 2 & 3

1.30 Students will identify how choices and actions affect themselves and others.

Curriculum Grades 2 & 3

Grades 2-4

4. Social Studies/History

United States History, Nebraska History, Geography, Civics, Economics, and Government

4.1 Students will compare communities and describe how the local community changed physically and demographically over time.

GLE#21 2nd grade - Distinguish between a home and school neighborhood.

GLE#22 2nd grade - Define a neighborhood.

GLE#25 2nd grade - Identify some ways neighborhoods change.

GLE#26 2nd grade - Recognize characteristics of different neighborhoods (city, rural, desert, ocean, mountain, small town.)

GLE#27 2nd grade - Recognize the position of their neighborhood in relationship to the larger neighborhood (city, state, country, earth.)

GLE#30 2nd grade - Plan and build a model neighborhood.

4.2 Students will identify and describe the past and present contributions of people, such as the Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans in Nebraska.

Curriculum Grades 2,3,4

4.3 Students will describe the discovery of the Americans by Columbus and other European explorers as well as the first permanent Spanish, French, and English settlements in North America.

GLE#48 4th grade - Compare and contrast life-styles of Indians, pioneers, and contemporary Nebraskans (shelter, diet, furniture, equipment/tools, transportation, education, leisure time).

4.4 Students will compare and contrast daily life in the past and present, considering things, such as roles, jobs, communication, technology, transportation, schools, and cultural traditions.

GLE# 23 2nd grade - Compare ways people in neighborhoods live, work and play.

GLE#26 2nd grade - Recognize characteristics of different neighborhoods (city, rural, desert, ocean, mountain, small town)

GLE#48 4th grade - Compare and contrast life-styles of Indians, pioneers, and contemporary Nebraskans (shelter, diet, furniture, equipment/tools, transportation, education, leisure time).

4.5 Students will explain how historic and geographic factors affected the expansion and development of Nebraska.

GLE#46 4th grade - Identify extinct life forms common to Nebraska and list prehistoric conditions which shaped our land.

4.6 Students will trace Nebraska's 20th century by:

*Identifying the accomplishments of prominent Nebraskans, such as Suzanne LaFlech, George W. Norris, Black Elk, William Jennings Bryan, Malcolm X, and John Neihardt.

*Explaining the impact of advances in transportation, communication, immigration, and economic development.

*Identifying the terms goods, services, producers, and consumers, and giving examples of each in their community.

GLE#29 2nd grade - Categorize local business as providing goods or services.

4.7 Students will describe Nebraska's history from territory to statehood.

Curriculum Grade 4

4.8 Students will identify and describe cultural holidays and important events in their community, Nebraska, and the United States.

Curriculum Grades 2 & 4

4.9 Students will make a historical map of Nebraska and the surrounding region, inclusion locations, such as:

*Early forts.

*Missions.

*Settlements.

*Trails.

*Cities.

*Transportation routes.

*Migration patterns.

Curriculum Grade 4

4.10 Students will analyze the migration patterns in Nebraska.

Curriculum Grade 4

4.11 Students will identify significant individuals and historical events in their community and in Nebraska and explain their importance.

Curriculum Grades 2,3,4

4.12 Students will develop historical analytical skills by:

*Identifying, analyzing, and making generalizations about how people in Nebraska lived, using primary sources, such as artifacts, diaries, letters, photographs, art, documents, and newspapers.

*Comparing documentary sources on historical figures and events with fictionalized characters and events to distinguish fact from fiction.

Curriculum Grades 2,3,4

4.13 Students will explain the interdependence of producers and consumers in a market economy by describing factors that have influenced consumer demand and describing how producers have used natural resources, human resources, and capital resources to produce goods and services in the past and the present.

GLE#29 2nd grade - Categorize local business as providing goods or services.

GLE#45 4th grade - Identify natural resources in geographic regions of the U.S. and the industries which develop.

4.14 Students will identify examples of making economic choices and explain what is given up when making a choice; distinguish between money and barter economics; explain the differences between using cash, checks, and credit to purchase goods and services.

Curriculum Grade 4

4.15 Students will describe the economic specialization and interdependence involved in the production of goods and services in various types of economic systems in the past and present.

GLE#29 2nd grade - Categorize local business as providing goods or services.

4.16 Students will explain in simple terms how opportunity, cost, scarcity, and supply and demand influence economic decision making.

Curriculum Grade 4

4.17 Students will explain the relationship between taxation and governmental goods and services.

Curriculum Grade 3 & 4

4.18 Students will describe the impact of changing modes of transportation and communication on the distribution of goods and services.

Curriculum Grade 3

4.19 Students will demonstrate map skills by constructing a simple map of the North American continent, which will include the essential map elements of title, scale, key, directional indicator, and date.

GLE#24 2nd grade - Use cardinal directions on a map and within his/her environment.

GLE#28 2nd grade - Use a neighborhood map for collecting information (map key, symbols, compass, rose, grid).

GLE#31 2nd grade - Locate selected countries on continents using map/globe.

GLE#34 3rd grade - Arrange the cardinal and intermediate directions on a compass rose.

GLE#36 3rd grade - Categorize symbols from a map legend according to natural features or human-made features.

GLE#40 3rd grade - Identify features on a physical map, and political map, a flat map and a globe.

4.20 Students will describe our nation as composed of states and locate the following on a map of the United States: Washington, D.C.: the states of Nebraska, Kansas, Colorado, Iowa, South Dakota, and Wyoming; major rivers, mountain ranges, and lakes in the United States.

GLE#42 4th grade - Locate examples of the 4 major landforms in the U.S. (mountains, highlands, plateaus, plains), and significant landmarks and places of interest in Nebraska.

4.21 Students will use the concepts of absolute location, such as using grid systems, and relative location, such as direction, reference to neighboring states, and water features to:

*Locate and identify on maps and globes his/her local city or county, Nebraska, the United States, the seven continents, and four oceans.

*Explain how physical characteristics, transportation routes, climate, and specialization influenced the variety of crops, products, industries, and the general patterns of economic growth in Nebraska.

*Illustrate how Nebraska communities differ in physical features, such as land use, population density, architecture, services, and transportation.

*Construct physical maps and three-dimensional models that include the essential map elements and the geographic regions of Nebraska and the United States, and regions, such as Coastal Plains, Appalachian Mountains, Interior Lowlands, Great Plains, Rocky Mountains, Basin and Ridge, and Coastal Range.

GLE#24 2nd grade - Use cardinal directions on a map and within his/her environment.

GLE#31 2nd grade - Locate selected countries on continents using map/globe.

GLE#34 3rd grade - Arrange the cardinal and intermediate directions on a compass rose.

GLE#35 3rd grade - Correctly identify and name each grid square on a small grid.

GLE#36 3rd grade - Categorize symbols from a map legend according to natural features or human-made features.

GLE#37 3rd grade - Trace a path on a map, given written or oral directions.

GLE#40 3rd grade - Identify features on a physical map, and political map, a flat map and a globe.

GLE#41 3rd grade - Name and locate the 7 continents of the world from memory.

GLE#43 4th grade - Demonstrate the ability to read a Nebraska state road map.

GLE#51 4th grade - Memorize the 7 continents, the two poles, and the four oceans and label them on a map.

4.22 Students will distinguish between meridians of longitude and parallels of latitude and use the equator and prime meridian to identify the Northern, Southern, Eastern, and Western Hemispheres.

Curriculum Grades 2,3,4

4.23 Students will classify regions with common characteristics, such as sandhills and plains using maps, tables, graphs, and charts.

GLE#36 3rd grade - Categorize symbols from a map legend according to natural features or human-made features.

4.24 Students will identify examples of the extension of the rights and responsibilities of citizenship in American history and contributions of Native Americans, Hispanic Americans, African Americans, European Americans, Asian Americans, individuals, and groups.
Curriculum Grades 2,3,4

4.25 Students will analyze, explain, and demonstrate the relationship among making laws, carrying out laws, and determining if laws have been violated.

Curriculum Grades 2,3,4

4.26 Students will explain the interaction between rights and responsibilities; why we have rules, laws, and constitutional mandates to protect rights and make sure responsibilities are carried out; consequences for violating them; and the role of citizenship in promoting them.

Curriculum Grades 2,3,4

4.27 Students will compare and contract Nebraska's Unicameral system with other state governments.
GLE#49 4th grade - Identify the Unicameral as a unique form of state government, and explain the difference between a unicameral and a two house government.

4.28 Students will identify representative leaders at government levels, such as mayor, governor, and president.

Curriculum Grades 2,3,4

8.1 United States History to 1877

8.1.1 Students will describe life in America before the 17th century by:

GLE #1 5th grade - Identify and describe the culture and economic systems of different groups of the first Americans.

GLE #2 5th grade - Explain how geography and climate influenced the way the Native Americans lived.

8.1.2 Students will trace the routes and evaluate early exploration of the Americas by:

GLE #3 5th grade - Identify the motives and accomplishments of key expeditions of Spain, France, England, and Portugal.

8.1.3 Students will describe colonial America:

GLE #4 5th grade - State factors that led to the founding of colonies.

GLE #5 5th grade - Compare and contrast the geographic, political, economic, and social development of the three regions of the original thirteen colonies.

GLE #6 5th grade - Identify key people, events, causes, and information about the American Revolution.

8.1.4 Students will analyze the United States Constitution and the Bill of Rights:

8.1.5 Students will describe challenges faced by the new government:

GLE #10 5th grade - Explain how and why Congress is divided into two houses.

8.1.6 Students will describe growth and change in America from 1801 to 1861:

GLE #11 5th grade - Restate key information about territorial expansion, exploration, and settlement of the West such as Lewis and Clark Expedition and Louisiana Purchase.

8.1.7 Students will identify causes, key events, and effects of the Civil War and Reconstruction:

GLE #12 5th grade - Restate key information about the differences in the country (North/South) at the time of the Civil War.

8.1.8 Students will interpret patriotic slogans and excerpts from notable speeches in United States history up to 1877 such as "Give me liberty or give me death", "E Pluribus Unum", the Gettysburg Address", the Preamble to the Constitution", and the "Declaration of Independence".

GLE #8 5th grade - Restate the main ideas of the Preamble of the Constitution.

GLE #13 5th grade - Discuss patriotic speeches and slogans of this time period.

8.1.9 Students will develop skills for historical analysis:

GLE #14 5th grade - Define and use geographic terms including longitude, latitude, equator, globe, climate, hemispheres, grid, elevation, altitude, atlas, gazateer, country, continent, and capital city.

GLE #15 5th grade - Identify and interpret place symbols, color symbols, compass rose (directions) distance scales, legends, and special purpose maps.

GLE #16 5th grade - Identify and interpret geographical and historical data using maps, graphs, timelines, and charts.

8.1.10 Students will develop skills in discussion, debate, and persuasive writing by analyzing historical situations and events:

GLE #17 5th grade - Discuss historical events.

GLE #18 5th grade - Identify perspectives of people involved in historical events such as Native Americans, Hispanic Americans, African Americans, European and Asian Americans, settlers, slaves, slave holders, Patriots and Tories, Confederates and Yankees.

8:2 United States History 1877 to Present

8.2.1 Students will explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life:

GLE #19 5th grade - State why various immigrant groups came to America, obstacles they faced, and contributions they made.

GLE #20 5th grade - Explain the pioneers' work ethic as it relates to the work ethic in America today.

8.2.2 Students will describe and analyze the changing role of the United States in world affairs between 1899 and 1930

8.2.3 Students will describe the ideas and events of the 1920's and 1930's:

GLE #21 5th grade - Restate facts about prohibition and women's suffrage.

8.2.4 Students will explain the Great Depression and its effects:

GLE #22 5th grade - Identify leaders such as Will Rogers, Eleanor and Franklin Roosevelt, and Charles Lindbergh.

8.2.5 Students will describe the economic, social, and political transformation of the United States since World War II:

GLE #23 5th grade - State key information about the Civil Rights Movement.

GLE #24 5th grade - Identify ethnic and religious groups and recognize their contribution to our society.

8.2.6 Students will interpret patriotic slogans and excerpts from notable speeches in U. S. history since 1877, such as "Ask not what your country can do for you.....", December 7, 1941, a date which will live in infamy," " I have a dream...." and "Mr. Gorbachev, tear down this wall!".

GLE #25 5th grade - Discuss patriotic slogans and speeches from this time period.

8.2.7 Students will develop skills for historical analysis.

GLE #26 5th grade - Interpret information on different historical maps.

GLE #27 5th grade -Locate all fifty states on a map.

8.2.8 Students will evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.

8.3 Civics and Economics

8.3.1 Students will compare national, state, and local governments:

GLE #28 5th grade - Identify the division of powers of government as stated in the Constitution.

8.3.2 Students will compare the election process at the local, state, and national levels of government:

GLE #29 5th grade - State the names of the major political parties and the process of voting.

8.3.3 Students will compare the policymaking process at the local, state, and national levels of government:

GLE #30 5th grade - Restate the function of the lawmaking bodies according to the U.S. Constitution.

GLE #31 5th grade - State the difference between the Nebraska lawmaking body and the federal lawmaking bodies.

8.3.4 Students will distinguish between the judicial systems established by Nebraska Constitution and United States Constitution:

GLE #32 5th grade - Participate in a mock trial of a criminal case according to Nebraska's judicial system.

8.3.5 Students will explain the structure and operation of the United States economy:

GLE #33 5th grade - Summarize how Americans provided for their economic well being by using natural resources.

GLE #34 5th grade - Explain the concepts of supply and demand, wants and needs.

GLE #35 5th grade - Discuss how banking, credit, and money systems operate.

8.3.6 Students will describe the government's role in the United States economy:

GLE #36 5th grade - Describe the purpose of taxation and identify services provided by taxes.

8.3.7 Students will compare the United States economic system to systems such as China, Japan, Canada, South America, and other Western European nations:

GLE #37 5th grade - Restate the different kinds of money used by different countries.

8.3.8 Students will demonstrate an understanding of the rights and responsibilities of citizens in America:

GLE #38 5th grade - Describe how citizens participate in the political process.

GLE #39 5th grade - State the difference between rights and responsibilities and give examples of each.

8.3.9 Students will explain the fundamental ideals and principles that form the foundation of our republican form of government, such as inalienable rights, life, liberty, and the pursuit of happiness, and the rule of law, justice, and equality under the law.

GLE #8 5th grade - Restate the main ideas of the Preamble of the Constitution.

8.3.10 Students will know how to interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs:

GLE #14 5th grade - Define and use geographic terms including longitude, latitude, equator, globe, climate, hemispheres, grid, elevation, altitude, atlas, gazateer, country, continent, and capital city.

GLE #15 5th grade - Identify and use place symbols, color symbols, compass rose (directions) distance scales, legends, and special purpose maps.

GLE #16 5th grade- Identify and interpret geographical and historical data using maps, graphs, timelines, and charts.

In 6th grade Social Studies:

8.4.1 Describe the impact of geographical location on the establishment of civilizations. Explain the characteristics of a civilization

8.4.2 Identify and compare the characteristics of the ancient civilizations such as location, social, political, and economical patterns, language, writing, religion, and architecture.

8.4.3 Explain the difference between myths and history. Describe the basis for the Greeks' religious beliefs. Identify Greek contributions and influences on modern culture. Identify characteristics of a democracy.

8.4.4 Identify Roman contributions and influences on modern culture. Describe changes in cultures resulting from religious beliefs and conflicts. Identify characteristics of a republic.

8.4.5 Identify basic differences in Christianity and Muslim beliefs. Identify influences of both Christianity and Muslim religions on various cultures. Show how religious beliefs and conflicts influenced cultures.

8.4.6 Describe the development of the Byzantine Empire.

8.4.7 Identify the feudal system and its effects.

8.4.8 Describe the impact of the culture, society, and early history of India and China.

8.4.9 Apply map skills to learn about history and geography.

Social Studies GLE

In Kindergarten the student will

1 identify the five senses.

2 list family needs

3 describe different types of homes and the purposes of room in homes

4 recognize community helpers and explain their jobs.

5 identify and categorize various foods and their uses.

6 describe kinds of weather, name the 4 seasons and list characteristics of each.

7 locate calendar items and identify special events and holidays.

8 distinguish between a map and a globe.

9 distinguish land masses and water masses.

10 express self-worth.

11 identify modes of trravel.

In Grade 1 the student will

12 define positive and negative feelings* distinguish between wants and needs.

13 identify and use the cardinal directions (NSEW) and left and right.

14 give examples of diversity in families.

15 summarize information from maps, graphs and charts.

16 graph information and draw maps using symbols.

17 locate the seven continents on the globe and maps.

18 identify safety signs and procedures.

19 list responsibilities at home and school.

20 repeat the days of the week, months, and seasons in sequence and note the significance.

In Grade 2 the student will

21 distinguish between a home and school neighborhood.

22 define a neighborhood.

23 compare ways people in neighborhoods live, work and play.

24 use cardinal directions on a map and within his/her environment.

25 identify some ways neighborhoods change.

26 recognize characteristics of different neighborhoods (city, rural, desert, ocean, mountain, small town).

27 recognize the position of their neighborhood in relationship to the larger neighborhood (city, state, country, earth).

28 use a neighborhood map for collecting information (map key, symbols, compass rose, grid).

29 categorize local business as providing goods or services.

30 plan and build a model neighborhood.

31 locate selected countries on continents using map/globe.

In Grade 3 the student will

34 arrange the cardinal and intermediate directions on a compass rose.

35 correctly identify and name each grid square on a small grid.

36 categorize symbols from a map legend according to natural features or human-made features.

37 trace a path on a map, given written or oral directions.

38 locate a given name, address and phone number in any directory.

39 locate required information in an advertisement and distinguish between goods and services as advertised.

40 identify features on a physical map, and political map, a flat map and a globe.

41 name and locate the 7 continents of the world from memory.

In Grade 4 the student will

42 locate examples of the 4 major land forms in the U.S. (mountains, highlands, plateaus, plains), and significant landmarks and places of interest in Nebraska.

43 demonstrate the ability to read a Nebraska state road map.

44 match 50 states and capitals, and give the general location (from Nebraska) of each state.

45 identify natural resources in geographic regions of the U.S. and the industries which develop.

46 identify extinct life forms common to Nebraska and list prehistoric conditions which shaped our land.

47 list and locate 7 Indian tribes who lived first in Nebraska.

48 compare and contrast life-styles of Indians, pioneers, and contemporary Nebraskans (shelter, diet, furniture, equipment/tools, transportation, education, leisure time).

49 identify the Unicameral as a unique form of state government, and explain the difference between a unicameral and a two house government.

50 explain the difference between a resource and an industry and identify/locate important resources and industries in Nebraska.

51 memorize the 7 continents, the two poles, and the four oceans and label them on a map.

In Grade 5 the student will

1 Identify and describe the culture and economic systems of different groups of the first Americans.

2 Explain how geography and climate influenced the way the Native Americans lived.

3 Identify the motives and accomplishments of key expeditions of Spain, France, England, and Portugal.

4 State factors that led to the founding of colonies.

5 Compare and contrast the geographic, political, economic, and social development of the three regions of the original thirteen colonies.

6 Identify key people, events, causes, and information about the American Revolution.

7 Discuss the Constitution, Bill of Rights, and Amendments and how they affect our lives.

8 Restate the main idea of the Preamble of the Constitution.

9 Identify influences to the development of the Constitution such as the Native American Iroquois Five Nations, Mayflower Compact, Articles of Confederation.

10 Explain how and why Congress is divided into two houses.

11 Restate key information about territorial expansion, exploration, and settlement of the West such as Lewis and Clark Expedition and Louisiana Purchase.

12 Restate key information about the differences in the country (North/South) at the time of the Civil War.

13 Discuss patriotic speeches and slogans of this time period. (before 1877)

14 Define and use geographic terms including longitude, latitude, equator, globe, climate, hemispheres, grid, elevation, altitude, atlas, gazateer, country, continent, and capital city.

15 Identify and interpret place symbols, color symbols, compass rose (directions) distance scales, legends, and special purpose maps.

16 Identify and interpret geographical and historical data using maps, graphs, timelines, and charts.

17 Discuss historical events.

18 Identify perspectives of people involved in historical events such as Native Americans, Hispanic Americans, African Americans, European and Asian Americans, settlers, slaves, slave holders, Patriots and Tories, Confederates and Yankees.

19 State why various immigrant groups came to America, obstacles they faced, and contributions they made.

20 Explain the pioneers' work ethic as it relates to the work ethic in America today.

21 Restate facts about prohibition and women's suffrage.

22 Identify leaders such as Will Rogers, Eleanor and Franklin Roosevelt, and Charles Lindbergh.

23 State key information about the Civil Rights Movement.

24 Identify ethnic and religious groups and recognize their contribution to our society.

25 Discuss patriotic slogans and speeches from this time period. (after 1877)

26 Interpret information on different historical maps.

27 Locate all fifty states on a map.

28 Identify the division of powers of government as stated in the Constitution.

29 State the names of the major political parties and the process of voting.

30 Restate the function of the lawmaking bodies according to the U.S. Constitution.

31 State the difference between the Nebraska lawmaking body and the federal lawmaking bodies.

32 Participate in a mock trial of a criminal case according to Nebraska's judicial system.

33 Summarize how Americans provided for their economic well being by using natural resources.

34 Explain the concepts of supply and demand, wants and needs.

35 Discuss how banking, credit, and money systems operate.

36 Describe the purpose of taxation and identify services provided by taxes.

37 Restate the different kinds of money used by different countries.

38 Describe how citizens participate in the political process.

39 State the difference between rights and responsibilities and give examples of each.

SCIENCE EDUCATION PHILOSOPHY

The science curriculum exists to develop scientifically literate citizens who use science and understand its impact to their personal and professional lives.

Science is both a continually growing body of knowledge about the physical universe and also a process of research, grounded in natural curiosity, and based on careful observation, record

keeping, the forming of reasoned hypotheses, and the designing and implementing of systematic experiments to check those hypotheses. This research process is a means to test and interpret the natural phenomena of our environments. In the portion of science called health, the concern is with environments directly related to the well-being of human beings.

Knowledge and understanding in the areas of science and health are acquired through appropriately leveled laboratory activities which provide concrete experiences leading to abstract concepts. These activities, supported by class discussions for exploring and exchanging ideas; reading material about science for increased awareness, knowledge and vocabulary development; and written work for accurately clarifying and communicating, will help students gain this knowledge and understanding.

The proliferation of technology in our society warrants special attention from the science educator. Students need to study the effect such technology has, both on the internal environment of our bodies, and on the external environment of our world. They must be educated to make ethical decisions concerning these environments. They must also be aware of advancements in technology and have knowledge of scientific and technical career opportunities.

The Elementary Science Curriculum is designed so that students attain the ability to:

* hypothesize

* observe and record accurately

* classify information

* research

* interpret data

* draw conclusions based observations and data

* communicate information into graph form

* interpret data from a graph

* design and experiment

* control variable

* make ethical decisions

GLE's and the Nebraska State Science Standards

Kindergarten

*name at least 10 small animals and draw 5 (1.1.2, 1.4.1)

*collect, classify plant seeds and observe their growth (1.4.1)

*record daily weather by hanging an appropriate symbol to represent weather conditions and compare changes in seasons (1.5.3)

*demonstrate that moving air can push some objects and that air takes space (1.3.1)

*group similar objects by color, texture, shape, sound and taste (1.1.1)

*measure size and mass of object using a variety of measuring "tools" (1.1.3)

*help prepare and read a graph to conclude a result (1.2.1)

*compare stages of growth (1.2.1, 1.4.2)

*compare hand prints and fingerprints with classmates (1.4.2)

*categorize sounds, textures and tastes according to likeness and differences (1.3.1)

*identify the five senses and use them in observation (1.1.1)

Grade 1

*classify animals by according to size, movement and sound produced (1.1.1)

*identify the parts of a plant (seed, roots, stem, leaves and flowers) (1.4.1)

*distinguish between living and non-living things (1.4.1)

*describe what makes living things move, how friction is produced and its effects

*demonstrate magnetic force and how it can be used

Grade 2

*list sources and uses of light and sound (4.3.2)

*compare the similarities and differences of the young to the adult forms of animals (4.4.2)

*name and describe plant parts: leaves, stems, roots, flowers and seeds (4.4.1)

*plant and care for seeds and identify the needs of plants for growth such as light, water, soil and air (4.4.1)

*demonstrate the Earth's rotation and its revolution around the sun by using a flashlight and globe (4.3.2)

*read a thermometer using Fahrenheit and Celsius (4.1.3, 4.3.1)

*identify different kinds of fossils and tell how they are preserved (4.5.2)

*demonstrate how vibrations cause sound (4.3.2)

Grade 3

*compare various habitats to plants and animals and note the availability of food, air and water (4.4.2)

*recognize changes in habitat made by sun, wind and water (4.5.1)

*distinguish between liquids and gases (4.3.1)

*identify various homes of animals and construct a model of a habitat (4.4.3)

*describe the differences between a solid, liquid and gas by telling about their properties (4.3.1)

*recognize and name the inside part of the body (lungs, heart, muscles, bones, stomach, brain) (4.4.1)

*observe the incubation and hatching of chicken eggs (4.4.2)

*identify and explain the steps of the water cycle (4.1.1)

*identify the different types of rocks by their formation (4.5.1)

*identify the names of the teeth and how to properly care for them (4.7.1)

*describe the functions of each of six nutrients in the body (4.7.1)

*describe a community's environment and populations and graph a habitat's evolution (4.4.3)

*explain how an animal adapts to its environment (4.4.3)

*observe and record an animal's response(s) to stimuli introduced into its environment (4.4.1)

Grade 4

*observe how light travels and how combinations of colors produce white light using a prism (4.3.3)

*create an electrical circuit and demonstrate its electrical charge (4.3.3)

*label parts of a flowering plant and a seed, and explain the function of each (4.4.1)

*write a hypothesis, do an experiment, record data and write a conclusion (4.1.2, 4.6.1, 4.6.2)

*conduct an experiment and write up procedures followed to allow replication

*describe the composition of planets and their position in the solar system (4.3.1, 4.3.2, 4.5.2)

*demonstrate safety rules when using electricity (4.3.3)

*identify methods of preserving food and explain how these relate to good nutrition (4.7.1)

Grade 5

*describe the processes of weathering, erosion, volcanoes and earthquakes which cause changes in the earth's surface (8.5.1, 8.5.2, 8.7.3)

*list atmospheric conditions which are responsible for weather (8.5.1)

*use math equations to determine the balancing of specific objects (8.1.2)

*define reflection and refraction (8.3.3)

*define an ecosystem and the relationships that exist within it (8.1.1, 8.4.2, 8.4.3, 8.4.4)

*define producers, herbivores, omnivores, carnivores and decomposers and identify the part each plays in the balance of nature (8.1.1, 8.4.4)

*identify the major energy sources people use today and alternative energy sources for the future (8.7.2)

*identify ways people can conserve energy and our environment (8.7.1, 8.7.2)

*describe the parts of the skin, the skeletal, muscular and their functions (8.1.1, 8.1.4)

Grade 6

8.1.1 Interpret how changes in one system will affect relationships within that system and between other systems.

8.1.2 Recognize that models are an invaluable way to learn about things, to relate things,

and can be used to make predictions about future events.

8.1.3 Investigate the concepts of constancy and change as demonstrated in the passing of traits.

8.1.4 Evaluate an object's design for performing specialized tasks.

8.2.1 Use process skills to develop understanding in science.

8.3.1 Examine different properties, states, and changes in matter.

8.3.2 Investigate how changes in motion result from unbalanced forces.

8.3.3 Recognize that energy is involved in the formation of new materials, and that changes in matter involve changes in energy.

8.4.1 Examine the role of cells in sustaining life on Earth

8.4.2 Describe how reproduction, heredity and evolution are the processes that ensure the continuation of all forms of life.

8.4.3 Examine the defining characteristics of the scientific kingdoms.

8.4.4 Investigate how species that are alive today are related to and descended from different species of the past.

8.5.1 Develop an understanding of the structure of the Earth

8.5.2 Examine ways in which Earth has changed over time.

8.5.3 Develop an understanding of the Earth in the solar system.

8.6.1 Make connections between the natural and designed world linking science and technology.

8.6.2 Compare science and technology.

8.7.1 Examine the role that science has played in the development of various cultures.

8.7.2 Examine local and global impacts of depletion of resources.

8.7.3 Develop an awareness of the effects of natural hazards

8.7.4 Investigate how perceptions affect decision-making processes.

8.7.5 Develop an appreciation for science's code of ethics.

8.8.1 Research the various ways that men and women engage in activities of science.

8.8.2 Use communication skills to state differences between scientific fact and theory.

8.8.3 Develop an understanding of conflicts experienced by scientists when forming conclusions.

Mathematics Curriculum GLE's (K-6) and CLE's (7-12)

In Kindergarten, the learner will:

1.1.1 Count to 100.

1.1.2 Identify position in the line using ordinal numbers.

1.1.4 Make a set of objects to correspond to a given number and count them

1.2.2 Demonstrate adding and subtracting using objects up to 10.

1.3.1 Compare length, height, weight, and temperature.

1.4.1 Tell which object is in the following position: top, bottom, inside, outside, right, left, etc.

1.5.2 Classify objects by color and shape and identify objects of the same

1.5.3 Compare two sets, greater or less than.

1.6.1 Identify and demonstrate a variety of patterns.

1.6.2 Classify objects by color and shape and identify objects of the same length.

In Grade 1 the learner will:

1.1.1 Count objects and write corresponding numerals through 100.

1.1.3 Compare a story to correspond to a mathematical situation.

Count and record the value of a collection of pennies, nickels, dimes and quarters to 100 cents or less. (10 pennies= 1 dime, 10 dimes = 1 dollar)

1.1.4 Make a set of objects to correspond to a given number and count them to

1.2.1 Solve addition and subtraction problems and write the answers for sums through 12.

1.2.2 Evaluate answers and determine their reasonableness.

1.3.1 Compare length, height, weight, and temperature.

1.3.2 Associate tools of measurement and their appropriate use (clocks, calender, etc)

1.3.3 Tell time to the half hour.

1.3.4 Identify the different units of measurement used in their environment, such as cents, dollars, pounds, gallons, liters, meters, miles, minutes, and

hours.

1.3.5 Organize information according to past, present, future, earlier and later.

1.4.2 Identify and produce circles, triangles, squares and rectangles.

1.5.1 Describe and show how to count, collect and graph information.

1.5.3 Describe and show how to count, collect and graph information.

1.5.4 Communicate the process of gathering, displaying, and interpreting data.

1.6.1 Identify and demonstrate a variety of patterns.

1.6.2 Identify and demonstrate a variety of patterns.

1.6.3 Identify and demonstrate a variety of patterns.

In Grade 2 the learner will:

4.1.1 Count up to 1000 objects and write the standard numeral.

4.1.2 Identify a product (25 or less) in multiplication using picture clues or counters.

Identify basic geometric shapes and recognize or write a fraction (1/2, 1/3, 1/4) for part of a shaded region.

4.1.3 Identify key words to solve additions and subtraction application problems.

4.1.5 Find the value of a collection of coins under a dollar using pennies, nickels, dimes and quarters.

4.2.1 Solve and write addition facts from sums to 18 and subtractions factsfrom 18 or less. Identify key words to solve additions and subtraction

4.2.2 Compute two-digit addition and subtraction problems without regrouping.

4.3.1 Estimate and measure using metric and standard units.

4.3.2 Estimate and measure suing metric and standard units.

4.3.3 Identify and tell time in five minute intervals on a standard number clock.

4.4.1 Construct and describe 2 and 3 dimensional geometric shapes.

4.4.3 Identify basic geometric shapes and recognize or write a fraction (1/2,1/3, 1/4) for part of a shaded figure.

4.5.1 Collect and organize numerical and categorical data.

4.6.1 Write a word problem involving addition or subtraction in real life situations.

4.6.2 Identify patterns using concrete materials.

In Grade 3 the learner will:

4.1.1 Identify the correct place value of any digit up to and including hundred- thousands. Read and write number through hundred-thousands and decimals to the hundredths.

4.1.2 Identify fractions as a part of a whole number (halves through eighths).

4.1.3 Write or say from memory the multiplication tables of two through nine.

4.1.4 Name and locate positive and negative numbers and zero on a number line.

4.1.5 Find the correct value of any collection of coins and bills.

4.2.1 Solve and write solutions to subtractions and addition problems which include regrouping. Complete addition and subtraction problems with regrouping and using decimals as expressed as decimals

4.2.2 Solve adding and subtraction problems with decimals in money.

4.2.3 Identify fractions as a part of a whole, halves through eighths.

4.3.1 Estimate and measure to find length, with (perimeter), weight (mass), using Standard and Metric measure.

4.3.2 Estimate and measure to find length, with (perimeter), weight (mass), using Standard and Metric measure.

4.3.3 State clock's correct time to the nearest minute.

4.3.4 Measure length width and height and solve for perimeter.

4.4.1 Construct, identify, and describe 2 and 3 dimensional geometric shapes.

4.4.2 Identify and draw points, lines, and line segments.

4.4.3 Compare geometric figures using congruence and similarity.

4.5.1 Represent numerical and categorical data using tables and charts.

4.6.1 Write a story problem involving addition, subtraction and multiplication.

4.6.2 Construct a "t" table of patterned data.

In Grade 4 the learner will:

4.1.1 Read and write and order numbers through billionsand decimals to the hundredths place.

4.1.2 Read and write numbers in standard and expanded form.

Example: Write 30 as 3 tens and 15 tens as 150.

4.1.3 Identify operation(s) necessary to solve application problems and solve them.

4.1.4 Use a number line to locate 3,-5, etc.Show on a number line 5-6 = -1.

4.1.5 Count correct change from $20 given an amount of money spent.

4.2.1 Estimate and then solve by writing solutions to application problems involving the use of addition, subtraction, multiplication and division problems.

4.2.2 Identify operations necessary to solve decimal application problems and solve them.

4.2.3 Add and subtract fractions, decimals and mixed numbers with like denominators.

4.3.1 Estimate measures of rectangular solids (length, width, and height) and solve for perimeter, area and volume using standard, non-standard and Metric units of measurement.

4.3.2 Estimate measures of rectangular solids (length, width, and height) and solve for perimeter, area and volume using standard, non-standard and Metric units of measurement.

4.3.3 Add and subtract with regrouping including hours and minutes.

4.3.4 Measure length, width, and height and solve for perimeter, area, and volume using standard, nonstandard, and metric measurement.

4.4.1 Construct the following: ray, angle, diameter, square, cube, cone, pyramid, cylinder, and rectangular solid.

4.4.2 Construct the following: ray, angle, diameter, square, cube, cone, pyramid, cylinder, and rectangular solid.

4.4.3 Analyze and solve problems using simple transformations & illustrate lines of symmetry.

4.5.1 Interpret numerical and categorical data and clearly communicate finding.

4.6.1 Write and simplify expressions and sentences which identify mathematical properties.

4.6.2 Describe and extend patterns on "t" table.

In Grade 5 the learner will:

8.1.1 Add, subtract and multiply whole numbers through the hundreds place value.Divide any whole number by one and two digit divisors.

8.1.2 Round whole numbers and decimals numbers to the nearest whole, tenth, hundredth and thousandth.

8.1.3 Convert fractions to decimals & decimals to fractions. Identify relationships between fractions and decimals.

.1.4 List factors and multiples of numbers.

8.2.1 Add and subtract decimals through the thousandths place.

Add subtract and multiply decimals through the thousandth place.Add subtract and multiply fractions and mixed numbers.Divide any decimal by a whole number.

8.2.2 Solve one-step application problems.

8.2.3 Solve problems by choosing addition, subtraction, or multiplication of whole numbers.

8.2.5 Use compatible numbers to perform mental math, sums and differences. Round whole numbers and decimals to the nearest hundred, ten, whole, tenth, hundredth, and thousandth.

8.3.1 Choose an appropriate customary measure of length (inch, foot or yard). Choose an appropriate metric measure of length (centimeter or meter).

8.3.2 Know the customary conversion ratios for inches-feet, feet-yard.Know the Metric conversion ratio for centimeter to meter.

8.4.1 Identify rays, angles, and lines. Compare rectangles, squares, triangles and circles.Identify plane and solid figures.

8.4.2 Identify lines of symmetry. Compare congruent and similar polygons.

8.4.3 Calculate perimeters and areas of simple regions.

8.4.4 Draw a net for a rectangular solid.

8.4.5 Identify pictures that show a slide, turn or flip.

8.5.4 Recognize and use appropriate sampling techniques through demonstrations.

8.6.1 Order numbers on a number line.Graph ordered pairs on a coordinate plane.

8.6.2 Apply the commutative and associative properties with addition.

Apply the identity properties of multiplication and addition.

In Grade 6 the learner will:

8.1.1 Write and compare numbers through billions, recognizing place value.

8.1.2 Identify relationships between fractions, decimals, and percents.

8.1.3 Convert fractions and decimals to percents.

8.1.4 Use the divisibility rules to distinguish between prime and composite numbers.Demonstrate an understanding of powers.

8.2.1 Perform operations on decimals and 1,2 and 3 digit whole numbers.Add and subtract fractions and mixed numbers.

8.2.2 Solve problems by writing equations involving addition, subtraction, multiplication, division, and proportions.

8.2.3 Solve problems by writing equations involving addition, subtraction, multiplication, division, and proportions.

8.2.4 Use order of operations to numerical expressions.

8.2.5 Estimate to check reasonableness of an answer.

8.3.1 Identify liquid capacity measurement as liter or cups; mass measurement as grams or pounds; length measurement as feet or meters and temperature as Celsius or Fahrenheit.

8.3.2 Convert to and from the basic Metric unit. ie grams to kg, mm to meter. Convert English measurements of inches, feet and yards; fluid ounces, cup and pints.

8.4.1 Identify points, lines, planes, rays, segments, congruent segments, intersecting and parallel lines. Identify polygons and classify triangles and quadrilaterals in terms of their sides and angles.

8.4.2 Identify congruent shapes and similar figures. Draw the line of symmetry.

8.4.3 Find the perimeter and area of a square, rectangle, parallelogram, triangle, and circle using a formula.

8.4.4 Calculate the surface area of a rectangular prism by adding the area of the rectangular faces.

8.4.5 Recognize slides, flips and turns of geometric figures.

8.4.6 Draw rectangular and circular representations and calculate area and perimeter.

8.5.1 Recognize and use appropriate charts and graphs.

8.5.2 Solve problems by using data from a table, chart or graph.

8.5.3 Find the probability of a simple event through an experiment.

8.5.4 Find the range, mean, median, mode of a set of data.

8.6.1 Locate and plot points on a four quadrant grid.

8.6.2 Add and multiply whole numbers and decimals using the commutative and associative properties.

8.6.3 Discover number patterns and complete tables that show number patterns.

In Math 7, the learner will:

8.1.1 Demonstrate number sense by recognizing real world situations asnatural numbers, decimals, integers or rational numbers.

8.1.2 Find the equivalences between fractions, decimals, and percents.

8.1.3 Write numbers in expanded form using exponential notation. Express small and large numbers using scientific notation.

8.1.4 Identify prime and composite numbers, find factors and multiples ofnumbers, and use divisibility codes.

8.2.1 Perform operations on whole numbers, decimals, integers, fractions and mixed numbers.

8.2.2 Add, subtract, multiply or divide to solve a wide variety of problems.

8.2.3 Write and use ratios and proportions to represent and solve applications involving similar figures and percents.

8.2.4 Demonstrate proper use of order of operations when performing calculations. Interpret grouping symbols to include parenthesis and fraction bars.

8.2.5 Round to the nearest place value of any number.Perform estimation by rounding, clustering, or using compatible numbers.Use compatible numbers to perform mental math.

8.3.1 Connect the measurement of length, liquid, and mass with theappropriate customary and Metric units.

8.3.2 Convert units within and between measurement systems usingconversion ratios.

8.4.1 Describe, classify, and compare geometric figures and solids.

8.4.2 Find the missing sides of similar figures using proportions.

8.4.3 Calculate perimeter of any geometric figure.Calculate area of geometric figures.

8.4.4 Draw a net and find the surface area of prisms and cylinders by additionof areas.Calculate volume of prisms as V=Bh

8.4.5 Perform and identify translations and scale changes on triangles andrectangles.

8.4.6 Communicate with relevant geometric vocabulary and draw geometricpictures to represent real-life situations.

8.5.1 Determine and calculate the measures of central tendency.

8.5.2 Read and answer questions concerning bar graphs, line graphs, and circle graphs.

8.5.3 Calculate simple probability.

8.5.4 Identify and use appropriate sampling techniques, charts and graphs.

8.6.1 Order numbers on a number line.Graph ordered pairs on a coordinate plane.

8.6.2 Solve multi-step equations with one variable. Use order of operations to evaluate algebraic expressions for given replacement values of the variables.Identify and apply the commutative and associative properties.

8.6.3 Identify and describe patterns.

In Math 8, the learner will:

8.1.1 Demonstrate number sense by recognizing real world situations asnatural numbers, decimals, integers or rational numbers.

8.1.2 Find the equivalences between fractions, decimals, and percents.

8.1.3 Write numbers in expanded form using exponential notation. Express small and large numbers using scientific notation.

8.1.4 Identify prime and composite numbers, find factors and multiples ofnumbers, and use divisibility codes.

8.2.1 Perform operations on whole numbers, decimals, integers, fractions andmixed numbers.

8.2.2 Add, subtract, multiply or divide to solve a wide variety of problems.

8.2.3 Write and use ratios and proportions to represent and solve applicationsinvolving similar figures and percents.

8.2.4 Demonstrate proper use of order of operations when performing calculations. Interpret grouping symbols to include parenthesis and fraction bars.

8.2.5 Round to the nearest place value of any number. Perform estimation by rounding, clustering, or using compatible numbers.Use compatible numbers to perform mental math.

8.3.1 Connect the measurement of length, liquid, and mass with theappropriate customary and Metric units.

8.3.2 Convert units within and between measurement systems usingconversion ratios.

8.4.1 Describe, classify, and compare geometric figures and solids.

8.4.2 Find the missing sides of similar figures using proportions

8.4.3 Calculate perimeter of any geometric figure. Calculate area of geometric figures.

8.4.4 Draw a net and find the surface area of prisms and cylinders by additionof areas. Calculate volume of prisms as V=Bh.

8.4.5 Perform and identify translations and scale changes on triangles andrectangles.

8.4.6 Communicate with relevant geometric vocabulary and draw geometricpictures to represent real-life situations.

8.5.1 Determine and calculate the measures of central tendency.

8.5.2 Read and answer questions concerning bar graphs, line graphs, andcircle graphs.

8.5.3 Calculate simple probability.

8.5.4 Identify and use appropriate sampling techniques, charts and graphs.

8.6.1 Order numbers on a number line.

Graph ordered pairs on a coordinate plane.

8.6.2 Solve multi-step equations with one variable. Use order of operations to evaluate algebraic expressions for givenreplacement values of the variables.Identify and apply the commutative and associative properties.

8.6.3 Identify and describe patterns.

In Pre-Algebra, the learner will:

8.1.1 Demonstrate number sense by recognizing real world situations as naturalnumbers, decimals, integers or rational numbers.

8.1.2 Find the equivalences between fractions, decimals, and percents.

8.1.3 Write numbers in expanded form using exponential notation. Express small and large numbers using scientific notation.

8.1.4 Identify prime and composite numbers, find factors and multiples ofnumbers, use divisibility codes, calculate powers and use properties andidentities.

8.2.1 Perform operations on whole numbers, decimals, integers, fractions andmixed numbers.

8.2.2 Add, subtract, multiply or divide to solve a wide variety of problems.

8.2.3 Write and use ratios and proportions to represent and solve applications involving similar figures, scale drawings, and percents.

8.2.4 Make calculations demonstrating proper use of order of operations. Interpret grouping symbols to include parenthesis, fraction bars, andexponents.

8.2.5 Round up, down or to the nearest place value of any number. Perform estimation by rounding, clustering, or using compatible numbers. Estimate square roots of whole numbers of zero to one hundred to the nearest whole number. Use compatible numbers to perform mental math.

8.3.1 Connect the measurement of length, liquid, and mass with the appropriatecustomary and Metric units.

8.3.2 Convert units within and between measurement systems using conversionratios. Convert between various units of area and various units of volume. Calculate and convert rates through conversion ratios and label correctly.

8.4.1 Describe, classify, and compare geometric figures and solids.

8.4.2 Find the missing sides of similar figures using proportions. Find the missing sides of right triangles using the Pythagorean Theorem.

8.4.3 Calculate perimeter and area of geometric figures using 2"r, "r^2; 4s, s^2; 2(b+h), bh; a+b+c, 1/2bh, a+b+c, 1/2(b+b)h.

8.4.4 Calculate the surface area of prisms and cylinders as SA = Ph + 2B and the volume of prisms and cylinders as V=Bh.

8.4.5 Perform and identify translations and scale changes on triangles and rectangles. Identify rotations and reflections of polygonal shapes.

8.4.6 Communicate with relevant geometric vocabulary and draw geometric pictures to represent real-life situations.

8.5.1 Determine and calculate the appropriate measure of central tendency to describe the data set. Select appropriate representations of data when constructing graphs, tables, and charts.

8.5.2 Read and answer questions concerning bar graphs, line graphs, and circlegraphs.

8.5.3 Calculate simple probability and compare to relative frequency through anexperiment.

8.5.4 Identify and use appropriate sampling techniques, charts and graphs. Calculate measures of central tendency.

8.6.1 Order numbers on a number line. Graph ordered pairs on a coordinate plane. Generate a table of ordered pairs to graph an equation in two variables.

8.6.2 Solve multi-step equations with one variable. Use order of operations to evaluate algebraic expressions for given replacement values of the variables.

8.6.3 Use variables to identify and describe patterns.

In Algebra One, the learner will:

12.1.1 Read and interpret set notation, find unions and interceptions, draw Venndiagrams. Given a number, identify which subsets it belongs.

12.1.2 Simplify square roots, factorials, algebraic fractions, powers, absolute values. Solve percents as proportions.

12.2.1 Evaluate numerical and algebraic expressions using properties (commutative, associative, distributive, double distributive, and identities).

12.2.2 Give instances of a pattern. Check solutions by the substitution principle.

12.2.3 Perform operations with integers, algebraic fractions, fractions, and decimals.

12.3.2 Use conversion ratios to calculate rates.

12.4.1 Find area and perimeter of squares giving meaning to square and square root. Represent the multiplication of binomials as rectangular area.

12.4.4 Graph a geometric shape and determine the slope of the sides. Identify the miss vertices of a polygon. Locate a two dimensional slide on a coordinate plane.

12.4.6 Apply the Pythagorean Theorem. Solve angles using the Triangle Sum Theorem.

12.4.7 Justify steps when solving an algebraic equation using properties of real numbers.

12.5.1 Create a spreadsheet to represent equations.

12.5.2 Read and summarize a broken line graph.

12.5.3 Calculate rate of change for real data.

12.5.6 Use probability notation and calculate simple probability. Calculate a sample set by drawing a tree diagram using the FCP or permutations.

12.6.1 Describe a graph by identifying intercepts, slope, parallel and perpendicular lines. Write a linear equation to describe a graph.

12.6.2 Solve multi-step equations, quadratic equations and inequalities of one variable.

12.6.3 Solve systems of equations by graphing, linear combination, or substitution. Model real-life situations with systems.

12.6.4 Generate tables describing data and graphs with and without the use of technology. Use variables to describe patterns.

In Geometry, the learner will:

12.1.1 Determine the union and intersections of lines, segments and rays.

12.2.2 Write instances of patterns.

12.3.1 Perform compass and straightedge constructions. Perform constructions and justify theorems using technology.12.3.2

12.4.1 Calculate perimeter, area, and volume using formulas.

12.4.2 Identify and use notation for lines, segments, rays, angles, and planes. Draw perspective and scale models. Represent sets as discrete, synthetic, or coordinate geometry.

12.4.3 Classify and compare two- and three-dimensional shapes in terms of congruence and similarity and apply the relationships. Apply properties, draw images, and make conclusions of and about transformations (translations, reflections, rotations, and glides).

12.4.4 Calculate distance and midpoints between two points on a coordinate graph. Draw right triangles between any two points and apply the Pythagorean Theorem.

12.4.5 Know and use the definitions of sine, cosine, and tangent. Estimate values of trigonometric ratios. Use sin, cos, and tan to determine unknown lengths in real situations.

12.4.6 Find missing angles, arcs, chords made by the intersection of secants, tangents and circles. Determine measurements of angles formed by parallel, perpendicular and transversal lines. Use the Polygonal Sum Theory and the Pythagorean Theorem.

12.4.7 Use logic statements, paragraph proof, two-column proof to arrive at aconclusion.

12.6.2 Solve equations to find measures of corresponding parts of congruentfigures.

12.6.4 Solve parts of polygons using similarity proportions.

In Algebra Two, the learner will:

12.1.1 Perform operations on complex numbers, including real numbers, rational numbers, irrational numbers and integers.

12.1.2 Rewrite, evaluate and simplify expressions, equations and polynomials with whole number, integer, and rational powers.

12.2.1 Use operations, powers, roots, sequences, functions, linear equations,linear programming and matrices to model and solve real-world situations.

Identify and use properties (order, commutative, associative, distributive, powers, roots, logarithms, and matrices) when simplifying expressions and solving equations.

12.2.3 Perform operations with real numbers, complex numbers, polynomials and matrices including inverses with and without technology.12.3.1

12.3.2 Convert angle measures from radians to degrees or degrees to radians using a conversion ratio.

12.4.3 Identify characteristics of parabolas, circles, ellipses, and hyperbolas. Classify curves as circles, ellipses, parabolas, or hyperbolas using algebraic or geometric properties.

12.4.4 Transform an equation of a conic section (general form to/from vertex form) and graph.

12.4.5 Approximate and give exact values of trigonometric functions with and without a calculator. Determine the measure of an angle given its sine, cosine, or tangent. Identify and use definitions and theorems relating sines, cosines, and tangents. Solve real-world problems and find missing parts of triangles using right triangle trigonometry, Law of Cosines, and Law of Sines.

12.5.1 Use matrices to store data and to represent and solve real-world situations.

12.5.2 Fit an appropriate model to data (linear, quadratic, power, exponential). Relate the slope (rate of change) and intercepts (initial values) of a regression line. Predict values from a mathematical model (linear, quadratic, power, exponential). Consider the correlation coefficient and determine the validity of predictions made from regression equations.

12.5.4 Identify relationships between figures and their transformation images.

12.6.1 Estimate, graph, write and solve functions (linear, quadratic, power, polynomial, absolute value, exponential and logarithmic). Describe a graph by identifying intercepts, slope, increasing and decreasing intervals and relative extrema. Find and apply properties to functions and their inverses. Find values and rules for composition functions.

12.6.2 Solve multi-step equations, exponential equations, and logarithmic equations. Solve quadratic equations by factoring, completing the square, and the quadratic formula.

12.6.3 Write, solve and graph linear inequalities in one and two variables.

12.6.4 Identify patterns as sequences (geometric or arithmetic) and write general and recursive definitions. Identify, translate, write, graph and solve variation problems. Determine whether a relation defined by a table, a list of ordered pairs or a simple equation is a function.

12.... Transform equations from vertex form to standard form, and vise versa. Use the discriminant of a quadratic equation to determine the nature of the solutions to the equation.

In Functions, Statistics & Trigonometry, the student will:

12.1.1 Recognize answers in multiple forms (exponents, radicals, ratios, etc).

12.1.2 Express answers in simplified form (algebraic, exponentials, radicals,ratios).

12.2.1 Solve equations and applied problems of various forms.

12.2.2 Summarize results in graphics and in writing.

12.2.3 Perform and represent computations using the TI 83 and the spreadsheet.

12.3.1 Investigate the accuracy and precision in measurement.

12.4.3 Represent transformations and composite transformations as matrices. Use a matrix to find a transformation image. Graph transformations images of parent and circular functions.

12.4.5 Identify points on a unit circle and properties of circular functions. Find lengths and areas using trigonometry. Interpret and use the Law of Sines and the Law of Cosines.

12.4.6 Find lengths and angle measures using ruler, protractor, and the scale of a drawing.

12.5.1 Construct and interpret probability distributions. Make predictions from data considering interpolation, exterpolation and the correlation coefficient.

12.5.2 Read and interpret information from a table and model situations using linear, exponential, quadratic, and step functions. Display data in a scatter plot, describe its shape, and estimate how close the data comes to fitting the equation.

12.5.3 List sample spaces and calculate probabilities of simple events. Apply probabilities to real situations.

12.5.4 Compare data using statistical measures. Determine the statistical measures and displays (box 'n whisker, bar, stem and leaf, circle) most appropriate to a given situation. Evaluate central tendencies and interpret the effects of translations, size and scale changes.

12.5.5 Find measures of center, standard deviation, and variance for a data set. Use and interpret properties of normal distributions. Sketch a normal curve with appropriate labels. Calculate and interpret %-iles, determining position and rank.

12.5.6 Compute probabilities and using the fundamental counting principle and permutations.

12.6.1 Apply the vocabulary of polynomials. Find the zeros, extrema, factor and solve polynomial functions.

12.6.2 Solve linear, quadratic, exponential and logarithmic problems and equations. Translate formulas and write a relations for conic sections.

12.6.4 Name characteristics of functions and the families of functions. Find formulas and values of inverses and composites of functions. Determine if a sequence is arithmetic or geometric and define explicitly and recursively finding specific terms. Evaluate finite arithmetic or geometric series and their limits.

In Applied Math I & II, the learner will:

12.1.2 Factor and multiply algebraic expressions.

12.2.1 Apply math concepts to real situations.

12.2.3 Perform operations and show key sequences on a scientific calculator.

12.3.2 Perform operations in standard and Metric measurement.

12.4.3 Solve applications of triangles, quadrilaterals, and circles.

12.4.5 Use trig functions to solve right and oblique triangles.

12.5.1 Interpret basic statistical data.

12.6.1 Solve first degree equations, ratios, and proportions showing all work and giving answers in clear, concise format. Graph and solve linear equations manually and on graphic calculator. Solve and graph quadratic equations manually and graphically.

12.6.3 Solve and interpret linear equations and systems.

In Calculus, the learner will:

1. Model, interpret and solve real world problems with functions.

2. Use technology for graphing, numerical computations, and symbolic manipulations.

3. Perform routine operations and analyze answers.

4. Differentiate and integrate single variable functions.

5. Use the definitions of a derivative to effectively examine the properties of a function.

6. Effectively apply the formal treatment of limits followed by fundamental definitions and applications of differential and integral calculus.

7. Apply proper mathematical tools to specific situations (maxima and minima, related rates, approximations, area calculations, volume calculations).

8. Calculate area and volume defined by functions on a coordinate graph.

9. Think abstractly developing and analyzing algorithms.

10. Communicate orally and in writing working independently and collaboratively on mathematics through projects, exercises, written assignments and examinations.

11. Introduce graphing and computing technology and apply it to the study of math.

12. Create a positive outlook toward mathematics.

13. Provide a realistic view of its involvement in the applied sciences.