2015 Curriculum Framework

Curriculum Framework 2015!

Trinity School!

Table of Contents Mission Statement……………………………………………………………………..……………………………………………….….3 Introduction………………………………………………………………………………………………………………………….…….5 Academic Program Overview …………………………………………………………………………………………………………….7 Trinity School Basic 8…………………………………………………………………………………………………………………….9 Trinity Curriculum……………………………………………………………………………………………………….……………....11 Principles and Practices………………………………………………………………………………………………………….……....13 Curriculum Development……………………………………………………………………………………………………….….…….15 • Curriculum Planning, Review, and Evaluation: Curriculum Mapping • Curriculum: Understanding by Design • Student Achievement: Differentiation • Measuring Student Achievement: Assessment Preschool and Early Childhood Program……………………………..………………………………………………………………....16 Elementary Program……………………………………………………………………………………………………………………..16 • Technology Integration • Specialists • Science and Garden • Assessment • Student Leadership and Student Learning • Heart of Trinity School Awards • Kin Way Wen Tang Library • Teaching Methods Grade Level Curriculum Guides ………………………………………………………………………………………………………...23 Early Childhood Curriculum Guide ……………………………………………………………………………………………..26 Elementary Curriculum Guides • Kindergarten Curriculum …………………………………………………………………………………………………....68 • Grade 1 Curriculum………………………………………………………………………………………………………...108 • Grade 2 Curriculum ………………………………………………………………………………………………………..154 • Grade 3 Curriculum ………………………………………………………………………………………………………..198 • Grade 4 Curriculum ……………………………………………………………………………………………………......240 • Grade 5 Curriculum ………………………………………………………………………………………………………..286

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Trinity School Mission Statement Trinity gives each child a voice.

We guide children to self-discovery.

We celebrate the child’s growth in critical thinking, character development, and social responsibility.

Trinity School encourages preschool to fifth grade children from all backgrounds to love learning. We foster rigorous academics grounded in child-centered content and innovative practices. Trinity upholds the values and traditions of the Episcopal Church and honors the role of the family in educating children.

The legacy of a Trinity education is a curious mind and a discerning heart.

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Introduction This document outlines the foundation for our approach to curriculum development and instruction at Trinity School. It describes the academic content, pedagogy, and values, school wide and at each grade level. The curriculum framework consists of standards, components and benchmarks, which identify what is essential for all Trinity students to know, understand, and be able to accomplish.

Specific standards for the early childhood program, and for the elementary program are listed by content area. Teachers use these standards to develop big ideas and target units of instruction in curriculum maps. Analytic reports are provided for teachers’ maps and provide data that helps track gaps or overlaps. The curriculum framework is designed to ensure that all Trinity students, from preschool to Grade 5, receive a comprehensive and balanced curriculum that: •

Provides students with the essential knowledge, understandings and skills to be active, effective, and responsible participants in society

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Gives students discipline-based studies from core learning areas including reading, writing, and listening, mathematics, science, social studies, technology, health and physical education, world languages, and the arts

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Prepares students to be problem solvers, critical thinkers, and collaborators

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Encourages and enables students to enjoy learning and to realize individual potential

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Encourages and enable students to contribute to a fair and just society that values diversity

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Promotes continuity and coherence of learning across academic years, and school transitions from preschool to Grade 5 and beyond

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Academic Program Overview

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Trinity School Basic 8 At the highest level, the Trinity School Basic 8 summarizes the schools academic aspirations for each child.

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Think- Delight in thinking to solve problems. Value different perspectives.

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Read- Read fluently with understanding and pleasure.

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Write- Write to know what you think and why. Learn many forms of communication so you can match message with audience.

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Learn Languages- Of different cultures, of art, of music, of our bodies.

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Reason Mathematically- Know basic math facts. Mentally manipulate numbers. Use math concepts to solve real problems.

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Know the Past- Know who and what came before you so that you can build on their good ideas or maybe avoid their errors.

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Think Scientifically- Explore the unknown by learning to frame the next question and pursue its logical response.

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Know yourself- Forgive yourself so you can forgive others. Treat others as yourself. Serve the common good.

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Trinity Curriculum Our curriculum encompasses learning that is planned, implemented, and guided by expert instructors and specialists to ensure that each student has a voice, participates in self-discovery, develops critical thinking, character development, and acquires social responsibility skills. Trinity’s carefully crafted curriculum promotes the growth of the whole child by working from Key Concepts for the Early Learning Program (ECP) and from Standards for the elementary program. The framework of Key Concepts and Standards allows teachers to exercise both the art and the science of their craft.

Curriculum planning derives from what students need to know and be able to do at each grade level. In planning teachers select from Key Concepts and Standards that fit the learning needs of their students. Planning specifies the timeframe and content for achieving Key Concepts and Standards. It also details how students will demonstrate achievement of goals and standards. This planning, documented in Curriculum Maps, creates the yearly overview and evaluation of learning outcomes, content, pedagogy, and assessment.

Curriculum implementation is the integral role of the teachers. It encompasses instruction delivered to students and the assessment of what students know and are able to do. Implementation differentiates in response to students’ needs. Teachers’ decision making and fine tuning leads to a dynamic teaching and learning environment, where students gain confidence and experience success.

Curriculum guidance involves the review, evaluation, and alignment of pedagogy and practice within and across grades with regard to content, methodologies, school policies, goals to ensure that all students are meeting the goals and are demonstrating the school’s values.

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Principles and Practices Key Concepts and Standards: Scope and Sequence Standards and Key Concepts are the guiding principles, concepts, ideas and beliefs that we want our students to absorb and learn throughout the years of Trinity School education. Different types of content standards address various aspects important to learning.

Content standards (Scope) cover what students are to learn in various subject areas and across all grade levels. Components of standards specify the level of learning and performance expected at each grade level (Sequence). Benchmarks identify opportunities for learning and state the conditions and resources necessary for each student to meet the standard at each grade level. Standards ensure that our students are engaged in depth of learning as opposed to superficial breadth.

Trinity Standards The Definition of Standards: Standards are statements about what students should know and be able to do; they are the established level of achievement, quality of performance or degree of proficiency. Different types of standards address various aspects important to learning.

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Content standards cover what students are to learn in various subject areas, such as science and social and emotional development. (Trinity Standards) Example: Social Studies 1. Culture: Unique and Shared Identities

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Performance standards (Components) specify what levels of learning are expected in each strand of the content standard.

Example: Social Studies 1. Culture: Unique and Shared Identities (the standard) 1.1 Elements of Culture (the component or performance expectation)

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Benchmarks or “Opportunity-to-learn” are reference points that state the conditions and resources necessary to give all students an equal chance to meet performance standards. Benchmarks are opportunities provided within the unit to ensure that achievement, quality, and performance are met at each grade level. (See example below).

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Example of Content Standard: Social Studies (Content Area) 1. Culture: Unique and Shared Identities (Standard) 1.1 Elements of Culture (Component) Kindergarten: Building Class Community-Friends Unit (Benchmark for Kindergarten) What is a friend? How do friends treat each other?

Fifth Grade: First Americans, Native American Cultures (Benchmark for Grade 5) What is culture? What were Native Americans' cultures before the arrival of Columbus? How and when do historians think the first groups of people came to the Americas, and why have they reached these conclusions?

How were tribes alike and different, and how did their environment affect their cultures?

Early Childhood Key Concepts (Standards) Example of Key Concept: Social and Emotional Development (The standard) 1.0 Self-Awareness (The component) ECP Three and ECP Four (Benchmarks or opportunities to learn) 1.1 Describe their physical characteristics, behavior, and abilities positively.

1.2 Children view their characteristics and abilities positively, enjoy demonstrating them, and assert their own preferences and desires. Children also want to be viewed positively by adults who matter to them.

ECP Four and Junior Kindergarten 1.3 Compare their characteristics with those of others and display a growing awareness of their psychological characteristics, such as thoughts and feelings.

The standards, components, and benchmarks form the bases for a well-rounded Trinity School education.

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Curriculum Development 1. Curriculum Planning, Review, and Evaluation: Curriculum Mapping Curriculum mapping is a school wide communication tool used to visually represent the curriculum vertically and horizontally. It represents the articulation of standards, their components and benchmarks from grade level to grade level and from year to year.

Content, skills, and assessments can be communicated cohesively and clearly. Curriculum maps assist in planning and evaluating curricular areas for scope and sequence, for depth of learning, and for pedagogical attunement. By using maps, Trinity teachers and administrators are able to focus on student assessment, identify gaps and repetitions, and to provide continuous teacher training or induction.

2. Curriculum Design: Understanding by Design As a means of maximizing student learning, and providing sustained opportunities for learning, teachers at Trinity are trained in the Understanding by Design (UBD) principles and practices. Designing curricular units by identifying what students already know and understand, what they need to learn and how they will be instructed are important features of the UBD system. UBD units are created to ensure that students will develop a deep grasp of concepts and ideas, and that students have opportunities to demonstrate meaningful and deep understanding of those concepts and ideas. Varied instructional methodologies and pedagogical processes underpin each UBD teacher created unit.

3. Student Achievement: Differentiation To assure that all Trinity students have access to learning, instruction is designed with a focus on identifying the conditions and resources that support student achievement regardless of gender, ability, disability, physical, or intellectual attributes, language, culture, religion, race, or ethnicity, age and social or economic condition. Curricular design includes differentiation by content, by process, or by product. Teachers and administrators plan, guide, and implement instruction recognizing and valuing the perspectives, cultural backgrounds, knowledge, and experiences each student brings to their learning. All students are supported within reasonable measures to participate in meaningful and relevant learning experiences.

4. Measuring Student Achievement: Assessment A multi-metric system relying on formative and summative assessments provide teachers and administrators necessary data and information to maintain a dynamic and responsive learning environment. Data from standardized tests, (Educational Records Bureau, ERB’s) and formative assessments, (Children’s Progress Adaptive Assessment, CPaA, and Measures of Academic Progress, MAP) are reviewed regularly to identify gaps in content areas, curricular weaknesses and individual and cohort achievement. Formative and Â

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summative assessments are used to calibrate instruction to support the ongoing needs of students. Assessment data provide critical information that guides planning and implementation of relevant, essential, and worthwhile learning opportunities for Trinity students.

Preschool and Early Childhood Program Trinity School's Preschool, which we refer to as our Early Childhood Program (ECP), encourages authentic, holistic learning through two programs.

Preschool (ECP 3-4) educates three- and four-year old children at the Preschool Campus on the campus of Trinity Church.

Junior Kindergarten educates young five-year olds at the Elementary School Campus on the campus of St. Bede's Church.

Both programs feature exceptional teachers leading intimate classes where: • Each child is viewed and respected.

• Each child's strengths and areas of growth inform the program content and pacing.

Children engage in inquiry projects, small group work, indoor/outdoor play, and relationships among peers.

Teachers infuse these learning opportunities with concepts and invitations to skills that support Key Concepts, the learning goals that form the backbone of the early childhood program.

Children admitted to Trinity School as three year olds matriculate to subsequent grades as long as the School is the appropriate placement for the child and family. Trinity School’s Early Childhood Program is accredited by The National Association for the Education of Young Children (NAEYC).

Elementary Program In intimate class settings on the Elementary School Campus, children experience a strong and balanced academic program. Strong academics depend on the child's engagement with his or her own learning process. Student engagement depends on the trust that is built between the teacher and the child as well as with peers. In robust learning environments, students engage with diverse learning tools - from paper and pencil to SMART Boards, laptops, learning manipulates and amazing books - both actual and virtual.

A balanced Elementary School Program ensures that children learn both basic skills as well as the ability to think and ask relevant questions in the language arts, mathematics, social studies, and science. Art, music, Spanish, library, garden, religious studies, and physical education programs extend a well-rounded curriculum, allowing each student to enjoy broad opportunities for challenge and success. Diversity, service learning, sustainability, exploration of spirituality and faith are extended conversations and practices that inform the life and culture of Trinity School's elementary program.

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Students matriculate from grade to grade as long as Trinity School is the appropriate placement for the child and family. California Association of Independent Schools (CAIS) and the Western Association of Schools and Colleges (WASC) accredit Trinity School's elementary program.

Technology Integration Technology is a tool to leverage learning and to support students' ability to communicate their thinking. Teachers use technology to amplify teaching and learning practices such as higher-order thinking, which includes creativity and knowledge construction.

Technology standards at each grade level guide teachers. All Upper Campus classroom features a SMART Board that teachers use regularly as an integral part of student learning. iPads and laptop computers or notebooks, available to each student, provide individual access to curricular resources, printers, guided Internet sites, email. Students use iPads, digital cameras, and e-readers for individual and small group work. Blended learning supports student achievement in all content areas. Digital citizenship instruction is provided at each grade level. The School ensures that students are educated in the appropriate and responsible use of technology. We implement the Common Sense Media, digital citizenship curriculum which emphasizes digital literacy and digital citizenship. As with all student tasks, productivity tools help meet specific student needs, whether for skills and concepts or for personal productivity such as writing, research, or idea development. These tools, along with traditional learning tools, form the ways to explore and express thinking for Trinity School students. The School also views accurate keyboarding as an essential life skill. In addition to traditional handwriting instruction, students begin learning keyboard skills in Grade 1 and continue through the grades. By Grade 5 most students prefer to keyboard extensive writing assignments. Trinity School students delight in using the rich repertoire of technology available that helps them explore, expand, and express their learning.

Specialists Trinity School preschool and elementary school specialist teachers expose a child to the broad array of experiences and modes of thinking that create palette for more advanced learning.

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Science and Garden: How do we explore the known and the unknown through science? What does nature teach us in the garden and on the nature path?

Music: How can we make and appreciate music?

Art: What are the ways we can express beauty and our ideas in art?

Religious Studies: What do we learn from the themes we explore in Chapel? What is faith?

Physical Education/Movement: What can my body do in space and time? How do we care for our bodies?

Spanish: How does exposure to another language change the way we think?

Library: How do the great stories and information in books and other media expand experience and pleasure?

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Preschool incorporates science into the daily program. Specialist classes include Spanish/Movement, Art, and the Book Bag program in addition to access to the Upper Campus Library. Junior Kindergarten incorporates science into the daily program. Specialist classes include physical education, religious studies, art, library, and music. Kindergarten through Grade 5 participate in the seven specialist classes listed above.

Assessment Trinity School acknowledges and understands that while instruction may take place in large or small groups, learning is individual. To stay attuned to student needs, teachers use continuous assessment of student progress to guide their teaching as well as the pacing of skills and content.

Observation: Teachers use informal and formal observations to track elements of learning such as, how the child and group feel about the learning experience, skill/concept acquisition, pacing, and depth of understanding.

Student Products: Whether a single assignment or an extended project composed of multiple guided sub-tasks, teachers provide student feedback, while learning what the child or the group needs next. Every spring Trinity School showcases student achievement through Celebration of Learning. Parents, personnel, friends, and other students provide authentic audiences for students to share their accomplishments with. Here is the 2014 schedule for Celebration of Learning.

In-Class Assessments: These may be brief, informal check-ins, individual progress assessments, or a class quiz or test for which students have prepared. Teachers use student performance to know what to review, what to extend, and when to progress to new skills and concepts.

Trinity School also uses standardized assessments to calibrate teaching and learning as well as to benchmark the school against other independent schools in California and the nation.

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The Comprehensive Testing Program (ERB) is the School's standardized testing program. Children in Grades 2-5 take the ERB assessments in late October/early November so that information from testing can be applied to current teaching and learning.

ECP 4 through Grade 2 students work with the Children's Progress Academic Assessment ERB, three times per year. This adaptive assessment provides teachers with information on how to refine instruction.

Grades 3, 4, and 5 students work with the Measures of Academic Progress Assessment, given three times per year. Similar to the Children’s Progress Academic Assessment, this assessment provides teachers with information for calibrating and adjusting instruction.

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Student Leadership and Service Learning Who are you? How do you see me? How are we the same? How are we different? What can we learn from each other? What can we share with each other? How can we work together to protect the earth and make living conditions better?

These questions drive service learning at Trinity School. Through the School's innovative Student Teacher Leadership Team (STLT), students are encouraged to explore and exercise their responsibility to others and to meet the needs of their community. Each quarter, Jr. Kindergarten through Grade 5 students volunteer to participate based on each individual's demonstrated initiative, interest, and prior service. This group is charged with assessing who needs our help and how to best engage with them. Students develop a service project from conception to implementation and communicate it to the entire student body, bringing the community together to fulfill the idea.

Heart of Trinity School Awards Grade 5 students reflect upon their years of service learning, considering the values they have incorporated by interacting with other people, other organizations. Students honor five organizations with the Heart of Trinity School Award in the areas of education, environment, animals, fitness, and peace. The award includes a donation and a medallion representing the Heart of Trinity School.

Kin May Wen Tang Library Trinity School families enthusiastically support and use the 15,000 carefully selected volumes in the Tang Library at Trinity School on the Elementary School Campus. There are so many books for every child to love!

Every grade level has a library class once a week. The Tang Library's welcoming environment is a natural gathering place in the morning, at recess, and after school for students and families.

The Tang Library collection extends into the classroom. Every classroom holds changeable collections that feature topical resources to enhance student interest and learning.

Preschool Campus In addition to the wonderful classroom collection at our Preschool campus, families participate in the Book Bag Program. A child can take home a bag of five books each week to read with parents.

Birthday Book Program Parents help the Tang Library grow by presenting a Birthday Book in honor of their child's birthday to the School. The Librarian maintains a collection of books for parents to purchase in the child's name. Birthday books are celebrated and presented at Chapel. Â

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Teaching Methods Early Childhood (ECP-Junior Kindergarten) Preschool and Junior Kindergarten teachers incorporate the key concepts to every teaching task choosing the appropriate methodology and resources to empower students.

They teach key concepts in three important ways: •

Teacher-child interactions: Every teacher-child interaction is a learning opportunity. Grounded in respect, love and trust, the child learns from the teacher, and the teacher learns from the child.

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Small Groups: Whether a circle time or a small group orchestrated by the teacher to attend to a particular kind of learning, children learn from each other and from the teacher.

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Project Based Learning: In this dynamic and sometimes extended process, the teacher integrates the key concepts into the child’s spontaneous, day-to-day discoveries, interests, and questions. Teachers also provoke the child’s curiosity with the unique and intriguing ideas. In turn, each child’s experiences, personality, knowledge, skills and interest, determine what, how and even whether a child will learn form any given opportunity.

Kindergarten through Grade 5 The elementary teachers' expertise is in knowing their students and gauging the academic program to students' needs in light of the Academic Standards. Four strategies guide the teacher's work: •

Teacher-child relationship: Every child wants to know, "Do you know me? Do you like me?" The expertise and experience of the Trinity School teachers ensures a resounding, "Yes!" Teachers bring different styles and talents to their work so that the ways of knowing the child, the ways of communicating trust and respect grow from grade to grade as the child grows and changes.

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Core teaching: Teachers ensure the child is exposed to the right teaching at the right time within a classroom setting. Skills and basic knowledge are a necessary foundation for meaningful application and expansion of learning.

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Integration: Teachers pose meaningful and motivating questions such as "What makes someone a hero?" Through these "essential questions" teachers help children make connections between disciplines and understand that learning and knowledge are holistic endeavors.

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Collaboration: Teachers know that consolidation of thinking and understanding are a result of collaborative learning.

Deliberate opportunities to negotiate with peers, to discuss ideas and information, or to engage in inquiry with others are arranged regularly to enhance greater learning and understanding.

Examples of specific teaching methodologies incorporated into every day learning: •

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Differentiation: providing all students many options for learning by adjusting pace, content, or product; by providing more or less support; providing a variety of resources print and electronic; by adjusting teaching styles; by supporting individual learning modalities Simulation and Demonstration Problem Based Inquiry Dialog and Discussion Storytelling Making and Tinkering Blended Learning Direct Instruction Classroom without walls Play Experimentation Games Hands on/Hands off

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Grade Level Curriculum Guides

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Early Childhood Curriculum Guide!

The legacy of a Trinity education is a curious mind and a discerning heart.

Language and Literacy Language and Literacy are an integral part of our Early Childhood Program. Students explore this dimension of learning by considering...!

• What makes me a reader?!

• How do I form my letters?!

• What do these letters mean?!

• How can I be a writer?!

• How do I express my own ideas for others to experience?!

Socio-Emotional The Early Childhood Program at Trinity School fosters the development of Social/Emotional growth in its students. During their time at ECP, students will discover...!

• How can I engage in the reading and writing experience with a friend?!

• How can I absorb from the literacy in the world around me?

Mathematics Mathematics is part of our everyday world. In our Early Childhood Program, our students are given the lens to explore this reality by analyzing...!

• How do I develop kindness and compassion?!

• What do numbers mean?!

• How can I be a good friend, helper and leader?!

• What can I do with numbers?!

• What do I need to do to thrive in a group and as an individual?!

• Why do I need to treat others with respect?!

• How do I take care of my own emotions?!

• What are the ways that I can express myself?

• What is less? More?!

• How many? !

• How long? Short?!

• How can we create this structure?!

• How do I define the figures and forms that are around us?!

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Science

Social Studies

Service Learning

Children are innately curious. That curiosity is nurtured through a hands-on, open-ended process by determining...!

Life is about the relationships we establish with our varying communities. We create these connections by questioning...!

We are the citizens of a large world. We explore our impacts on society by discussing... !

• How does this work?!

• Who am I? !

• What can I do to change this?!

• What are my roles and responsibilities?!

• Why is this happening?!

• What makes me similar and different from the people in my life?!

• How can I expand on the ideas of my friends?!

• What is a family?

• How can I make a difference?!

• How do I make the distinction between need versus want?!

• Service learning at ECP is focused on community outreach with an emphasis on understanding the joy of giving.

• How do scientist make sense of things in a world that they cannot see?!

• What can be done differently?

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Early Childhood Program

Social and Emotional Development

1.0 Self­Awareness ECP Three and Four 1.1 Describe their physical characteristics, behavior, and abilities positively.

1.2 Children view their characteristics and abilities positively, enjoy demonstrating them, and assert their own preferences and desires. Children also want to be viewed positively by adults who matter to them.

ECP Four and Junior Kindergarten 1.3 Compare their characteristics with those of others and display a growing awareness of the psychological characteristics, such as thoughts and feelings.

2.0 Self­Regulation ECP Three and ECP Four 2.1 Need adult guidance in managing their attention, feelings, and impulses and show some effort at self­control 2.2 Children follow simple rules and routines, seek to cooperate, manage classroom transitions, and make efforts and self­control (such as soothing and waiting) with adult guidance. Children also easily lose control of their attention, feelings, and behavior.

ECP Four and Junior Kindergarten 2.3 Regulate their attention, thoughts, feelings, and impulses more consistently, although adult guidance is sometimes necessary.

3.0 Empathy and Caring ECP Three and ECP Four 3.1 Demonstrate concern for the needs of others and people in distress.

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Children respond with concern when a child or adult is distressed, strive to understand why, and may display simple efforts to assist another person.

ECP Four and Junior Kindergarten 3.3 Respond to another’s distress and needs with sympathetic caring and are more likely to assist.

3.4 Children respond sympathetically to a distressed person and are more competent at responding helpfully.

4.0 Initiative in Learning ECP Three and ECP Four 4.1 Enjoy learning and are confident in their abilities to make new discoveries although may not persist at solving difficult problems.

ECP Four and Junior Kindergarten 4.2 Take greater initiative in making new discoveries, identifying new solutions, and persisting in trying to figure things out.

5.0 Interactions with Familiar Adults ECP Three and ECP Four 5.1 Interact with familiar adults comfortably and competently, especially in familiar settings.

5.2 Seek security and support from their primary teachers and caregivers.

ECP Four and Junior Kindergarten 5.3 Participate in longer and more reciprocal interactions with familiar adults and take greater initiative in social interaction.

5.4 Take greater initiative in seeking the support of primary teachers and caregivers.

6.0 Interactions with Peers ECP Three and ECP Four 6.1 Interact easily with peers in shared activities that occasionally become cooperative efforts.

6.2 Participate in simple sequences of pretend play.

6.3 Seek assistance in resolving peer conflict, especially when disagreements have escalated into physical aggression.

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6.4 Choose to play with one or two special peers whom they identify as friends.

ECP Four and Junior Kindergarten 6.5 More actively and intentionally cooperate with each other.

6.6 Create more complex sequences or pretend play that involve planning, coordination of roles, and cooperation.

6.7 Negotiate with each other, seeking adult assistance when needed, and increasingly use words to respond to conflict.

Disagreements may be expressed with verbal taunting in addition to physical aggression.

6.8 Friendships are more reciprocal, exclusive, and enduring.

7.0 Group Participation ECP Three and ECP Four 7.1 Participate in group activities and are beginning to understand and cooperate with social expectations, group rules, and roles.

7.2 Seek to cooperate with adult instructions but their capacities for self­control are limited, especially when they are frustrated or upset.

ECP Four and Junior Kindergarten 7.3 Participate positively and cooperatively as group members.

7.4 Have growing capacities for self­control and are motivated to cooperate in order to receive adult approval and think approvingly of themselves.

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ECP 3 Social Studies Units

Trinity School

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ECP 4 Social Studies Units

Trinity School

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Who am I? 2014-­15

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ECP JK Social Studies Units

Trinity School

Browse Unit Calendars › Social Studies

Ki rkpatri ck, Carol i ne

Junior K | Social Studies | Early Childhood

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Language and Literacy

1.0 Language Use and Conventions ECP Three and ECP Four 1.1 Use language to communicate with others in familiar social situations for a variety of basic purposes, including describing, requesting, commenting, acknowledging , greeting, and rejecting.

1.2 Speak clearly enough to be understood by familiar adults and children.

1.3 Use accepted language and style during communication with familiar adults and children.

1.4 Use language to construct short narratives that are real or fiction.

ECP Four and Junior Kindergarten 1.5 Use language to communicate with others in both familiar and unfamiliar social situations for a variety of basic and advanced purposes, including reasoning, predicting, problem solving, and seeking new information.

1.6 Speak clearly enough to be understood by both familiar and unfamiliar adults and children.

1.7 Use accepted language and style during communication with both familiar and unfamiliar adults and children.

1.8 Use language to construct extended narratives that are real or fiction.

2.0 Vocabulary ECP Three and ECP Four 2.1 Develop age­appropriate vocabulary.

2.2 Understand and use accepted words for categories of objects encountered and used frequently in everyday life.

2.3 Understand and use simple words that describe the relations between objects.

ECP Four and Junior Kindergarten 2.4 Children develop age­appropriate vocabulary.

2.5 Understand and use accepted words for categories of objects encountered in everyday life.

2.6 Understand and use simple and complex words that describe the relations between objects.

3.0 Grammar ECP Three and ECP Four

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3.1 Children develop age­appropriate grammar.

ECP Four and Junior Kindergarten 3.2 Children develop age­appropriate grammar with increasing complexity.

4.0 Concepts about Print ECP Three and ECP Four 4.1 Begin to display appropriate book­handling behaviors and begin to recognize print conventions.

4.2 Recognize print as something that can be read.

ECP Four and Junior Kindergarten 4.3 Display appropriate book­handling behaviors and knowledge of print conventions.

4.4 Understand that print is something that is read and has specific meaning.

5.0 Phonological Awareness ECP Three and ECP Four 5.1 Listen and respond to conversations with adults and other children during play.

5.2 Identify sounds and words in his or her daily environment.

5.3 Listen attentively to books and stories.

5.4 Repeat familiar songs, rhymes, and phrases from favorite storybooks.

5.5 Demonstrate understanding of an increasingly rich vocabulary.

5.6 Follow simple directions with two or more steps.

5.7 Recognize some rhyming sounds.

5.8 Demonstrate the ability to hear individual parts of words and separate the parts using clapping, finger snapping, or other movements.

5.9 Identify words that begin with the same sound from a small group of words. Repeat spoken words when requested.

ECP Four and Junior Kindergarten 5.10 Listen and respond to conversations with adults and other children during play.

5.11 Identify sounds and words in his or her daily environment.

5.12 Listen attentively to books and stories.

35

5.13 5.14 5.15 5.16 5.17 5.18 5.19 5.20

Repeat familiar songs, rhymes, and phrases from favorite storybooks.

Demonstrate understanding of an increasingly rich vocabulary.

Follow simple directions with two or more steps.

Recognize some rhyming sounds.

Demonstrate the ability to hear individual parts of words and separate the parts using clapping, finger snapping, or other movements.

Identify words that begin with the same sound from a small group of words. Repeat spoken words when requested.

Orally blend and delete words and syllables without the supports of pictures or objects.

Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.

6.0 Literacy Interest and Response ECP Three and ECP Four 6.1 Children demonstrate understanding of age­appropriate text read aloud.

6.2 Demonstrate knowledge from informational text through labeling, describing, playing, or creating artwork.

6.3 Children demonstrate motivation for literacy activities.

6.4 Engage in routines associated with literacy activities.

6.5 Children demonstrate understanding or age­appropriate text read aloud.

6.6 Demonstrate knowledge from informational text through labeling, describing, playing, or creating artwork.

ECP Four and Junior Kindergarten 6.7 Children demonstrate understanding of age­appropriate text read aloud.

6.8 Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.

6.9 Children demonstrate motivation for a broad range of literacy activities.

6.10 Engage in more complex routines associated with literacy activities.

6.11 Children demonstrate understanding of age­appropriate text read aloud.

6.12 Use information from informational text in a variety of ways, including describing, relating, categorizing, or comparing and contrasting.

36

ECP 3 Reading Units

Trinity School

Browse Unit Calendars › Reading

Junior K | Reading | Early Childhood

Castaned a, N ancy

Aug

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Reading to our interest Silent Reading Reading our friends names around the room Parts of a Book

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37

ECP 4 Reading Units

Trinity School

Browse Unit Calendars › Reading

Kri shna, Sue

Junior K | Reading | Early Childhood

Aug

Sep

Oct

Nov

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Sharing 2014-­15 The components of a book 2014-­15 Spelling my name 2014-­15 Rhyme a word 2014-­ 15 Author Studies 2014-­15 Mail a letter! 2014-­15 Chapter Books 2014-­15

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38

ECP JK Reading Units

39

7.0 Writing ECP Three and ECP Four 7.1 Experiment with grasp and body position using a variety of drawing and writing tools.

7.2 Write letters or letter­like shapes to represent words or ideas.

7.3 Attempt to write his or her name using a variety of materials.

7.4 Demonstrate motivation to draw and write during play, experimenting with writing tools, such as pencils, crayons, and markers.

7.5 Demonstrate understanding that his or her spoken words can be represented with written letters or symbols as he or she dictates.

7.6 Use environmental print (such as signs, labels on food, and general print) to help his or her ideas, and then begin to use letters and developmental or invented spelling words to communicate messages.

ECP Four and Junior Kindergarten 7.7 Adjust grasp and body position for increased control in drawing and writing.

7.8 Write using scribbles that are different from pictures. Child will use scribbling and drawing to represent his or her ideas, and then begin to use letters and developmental or invented spelling of words to communicate messages.

7.9 Write first name nearly correctly.

7.10 Demonstrate motivation to draw and write during play, experimenting with writing tools, such as pencils, crayons, markers, and the computer keyboard.

7.11 Demonstrate understanding that his or her spoken words can be represented with written letters or symbols as he dictates.

7.12 Use environmental print (such as signs, labels on food, and general print) to help in his or her writing and ask adults for help in writing messages, lists, and stories.

40

ECP 3 Writing Units

Trinity School

Browse Unit Calendars › Writing

Junior K | Writing | Early Childhood

Castaned a, N ancy

Aug

Sep

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Name Station Telling Our Stories Writing our names Class Books

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41

ECP 4 Writing Units

Trinity School

Browse Unit Calendars › Writing

Kri shna, Sue

Junior K | Writing | Early Childhood

Aug

Sep

Oct

Nov

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Unit:

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What's in a name?

2014-­15 Observe and Draw 2014-­15 Entry Routines!

2014-­15

Last Updated: Saturday, October 4, 2014, 2:54PM

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42

ECP JK Writing Units

Trinity School

Browse Unit Calendars › Writing

Ki rkpatri ck, Carol i ne

Junior K | Writing | Early Childhood

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Unit:

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Journals Your Name Card Making Mail and Messaging Inventive Writing Authors and Illustrators Science Drawing

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43

Mathematics

1.0 Number Sense ECP Three and ECP Four 1.1 Recite numbers in order to ten with increasing accuracy.

1.2 Begin to recognize and name a few written numerals.

1.3 Identify, without counting, the number of objects in a collection of up to three objects.

1.4 Count up to five objects, using one­to­one correspondence (one object for each number word) with increasing accuracy.

1.5 Use the number name of the last object counted to answer the question, “How many...?”

1.6 Children begin to understand number relationships and operations in their everyday environment.

1.7 Compare visually (with or without counting) two groups of objects that are obviously equal or non­equal and communicate, “more” or “same.”

1.8 Understand that adding to (or taking away) one or more objects from a group will increase (or decrease) the number of objects in the group.

1.9 Understand that putting two groups of objects together will make a bigger group.

1.10 Solve simple addition and subtraction problems nonverbally (and often verbally) with a very small number of objects (sums up to 4 or 5).

ECP Four and Junior Kindergarten 1.11 Recite numbers in order to twenty with increasing accuracy.

1.12 Recognize and know the name of some written numerals.

1.13 Identify, without counting, the number of objects in a collection of up to four objects (i.e., subtilize).

1.14 Count up to ten objects, using one­to­one correspondence (one object for each number word) with increasing accuracy.

1.15 Understand, when counting, that the number name of the last object counted represents the total number of objects in the group (i.e., cardinality).

1.16 Children expand their understanding of number relationships and operations in their everyday environment.

1.17 Compare, by counting or matching, two groups of up to five objects and communicate, “more,” “same as,” or “fewer” (or “less”).

1.18 Understand that adding one or taking away one changes the number in a small group of objects by exactly one.

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1.19 1.20

Understand that putting two groups of objects together will make a bigger group and that a group of objects can be taken apart into smaller groups.

Solve simple addition and subtraction problems with a small number of objects (sums up to 10), usually by counting.

2.0 Classification and Patterning ECP Three and ECP Four 2.1 Children begin to sort and classify objects in their everyday environment.

2.2 Sort and classify objects by one attribute into two or more groups, with increasing accuracy.

2.3 Children begin to recognize simple, repeating patterns.

2.4 Begin to identify or recognize a simple repeating pattern.

2.5 Attempt to create a simple repeating pattern or participate in making one.

ECP Four and Junior Kindergarten 2.6 Children expand their understanding of sorting and classifying objects in their everyday environment.

2.7 Sort and classify objects by one or more attributes, into two or more groups, with increasing accuracy (e.g., may sort first by one attribute and then by another attribute).

2.8 Children expand their understanding of simple, repeating patterns.

2.9 Recognize and duplicate simple repeating patterns.

2.10 Begin to extend and create simple repeating patterns.

3.0 Measurement ECP Three and ECP Four 3.1 Children begin to compare and order objects.

3.2 Demonstrate awareness that objects can be compared by length, weight, or capacity, by noting gross differences, using words such as bigger, longer, heavier, or taller, or by placing objects side by side to compare length.

3.3 Order three objects by size.

ECP Four and Junior Kindergarten 3.4 Children expand their understanding of comparing, ordering, and measuring objects.

3.5 Compare two objects by length, weight, or capacity directly.

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3.6 3.7

Order four or more objects by size.

Measure length using multiple duplicates of the same­size concrete units laid end to end.

4.0 Geometry ECP Three and ECP Four 4.1 Children begin to identify and use common shapes in their everyday environment.

4.2 Identify simple two­dimensional shapes, such as a circle and square.

4.3 Use individual shapes to represent different elements of a picture or design.

4.4 Children begin to understand positions in space.

4.5 Identify positions of objects and people in space, such as in/on/ under, up/down, and inside/outside.

ECP Four and Junior Kindergarten 4.6 Children identify and use a variety of shapes in their everyday environment.

4.7 Identify, describe, and construct a variety of different shapes, including variations of a circle, triangle, rectangle, square, and other shapes.

4.8 Combine different shapes to create a picture or design.

4.9 Children expand their understanding of positions in space.

4.10 Identify positions of objects and people in space, including in/on/under, up/ down, inside/outside, beside/between, and in front/behind.

5.0 Mathematical Reasoning ECP Three and ECP Four 5.1 Children use mathematical thinking to solve problems that arise in their everyday environment.

5.2 Begin to apply simple mathematical strategies to solve problems in their environment.

ECP Four and Junior Kindergarten 5.3 Children expand the use of mathematical thinking to solve problems that arise in their everyday environment.

5.4 Identify and apply a variety of mathematical strategies to solve problems in their environment.

46

ECP 3 Math Units

Trinity School

Browse Unit Calendars › Math

Junior K | Math | Early Childhood

Castaned a, N ancy

Aug

Sep

Oct

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Blast Off! Measuring Tape Exploring Numeracy Patterns, circle game Everyday Math Number Sense

Last Updated: Wednesday, May 28, 2014, 11:49AM

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47

ECP 4 Math Units

Trinity School

Browse Unit Calendars › Math

Kri shna, Sue

Junior K | Math | Early Childhood

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Unit:

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Shapes and figures 2014-­15 Where does it go?

2014-­15 Patterns and sequence 2014-­15 First and last-­ all in a sequence! 2014-­15 Counting one to one 2014-­15 Standard & non-­ standard measurement 2014-­ 15 More, less and in between 2014-­15

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ECP JK Math Units

Trinity School

Browse Unit Calendars › Math

Ki rkpatri ck, Carol i ne

Junior K | Math | Elementary

Aug

Sep

Oct

Nov

Dec

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Feb

Mar

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Unit:

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Money Shape Identification Math Meeting 1:1 Correspondence Number Sense Patterns -­ extending and revisiting Morning Meeting Math Symmetry Sorting Grouping and Comparing Patterns Estimation Intro to Addition/Subtraction Math sentences

33 34 35 36 37 38 49 Last Updated: Tuesday, November 4, 2014, 4:14PM

Science

1.0 Observation and Investigation ECP Three and ECP Four 1.1 Demonstrate curiosity and raise simple questions about objects and events in their environment.

1.2 Observe objects and events in the environment and describe them.

1.3 Begin to identify and use, with adult support, some observation and measurement tools.

1.4 Compare and contrast objects and events and begin to describe similarities and differences.

1.5 Make predictions and check them, with adult support, through concrete experiences.

1.6 Make inferences and form generalizations based on evidence.

ECP Four and Junior Kindergarten 1.7 Demonstrate curiosity and an increased ability to raise questions about objects and events in their environment.

1.8 Observe objects and events in the environment and describe them in greater detail.

1.9 Identify and use a greater variety of observation and measurement tools. May spontaneously use an appropriate tool, though may still need adult support.

1.10 Compare and contrast objects and events and describe similarities and differences in greater detail.

1.11 Demonstrate an increased ability to make predictions and check them (e.g., may make more complex predictions, offer ways to test predictions, and discuss why predictions were correct or incorrect).

1.12 Demonstrate an increased ability to make inferences and form generalizations based on evidence.

2.0 Documentation and Communication ECP Three and ECP Four 2.1 Record observations or findings in various ways, with adult assistance, including pictures, words (dictated to adults), charts, journals, models, and photos.

2.2 Share findings and explanations, which may be correct or incorrect, with or without adult prompting.

ECP Four and Junior Kindergarten 2.3 Record information more regularly and in greater detail in various ways, with adult assistance, including pictures, words (dictated to adults), charts, journals, models, photos, or by tallying and graphing information.

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2.4

Share findings and explanations, which may be correct or incorrect, more spontaneously and with greater detail.

3.0 Properties, Characteristics and Changes of Non­Living Things ECP Three and ECP Four 3.1 Observe, investigate, and identify the characteristics and physical properties of objects and of solid and nonsolid materials (size, weight, shape, color, texture, and sound).

3.2 Demonstrate awareness that objects and materials can change; explore and describe changes in objects and materials (rearrangement of parts; of parts; change in color, shape, texture, temperature).

3.3 Observe and describe the motion of objects (in terms of speed, direction, the way things move), and explore the effect of own actions (eg.,pushing, pulling, rolling, dropping) on making objects move.

ECP Four and Junior Kindergarten 3.4 Demonstrate increased ability to observe, investigate, and describe in greater detail the characteristics and physical properties of objects and of solid and nonsolid materials (size, weight, shape, color, texture, and sound).

3.5 Demonstrate an increased awareness that objects and materials can change in various ways. Explore and describe in greater detail changes in objects and materials (rearrangement of parts; change in color, shape, texture, form, and temperature.)

3.6 Demonstrate an increased ability to observe and describe in greater detail the motion of objects (in terms of speed, direction, the way things move), and to explore the effect of own actions on the motion of objects, including changes in speed and direction.

4.0 Properties, Characteristics and Changes of Living Things ECP Three and ECP Four 4.1 Identify characteristics of a variety of animals and plants, including appearance (inside and outside) and behavior, and begin to categorize them.

4.2 Begin to indicate knowledge of body parts and processes (e.g., eating, sleeping, breathing, walking) in humans and other animals.

4.3 Identify the habitats of people and familiar animals and plants in the environment and begin to realize that living things have habitats in different environments.

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4.4

Indicate knowledge of the difference between animate objects (animals, people) and inanimate objects. For example, expect animate objects to initiate movement and to have different insides than inanimate objects.

4.5 Observe and explore growth and changes in humans, animals, and plants and demonstrate an understanding that living things change over time in size and in other capacities as they grow.

4.6 Recognize that animals and plants require care and begin to associate feeding and watering with the growth of humans, animals, and plants.

ECP Four and Junior Kindergarten 4.7 Identify characteristics of a greater variety of animals and plants and demonstrate an increased ability to categorize them.

4.8 Indicate greater knowledge of body parts and processes (e.g., eating, sleeping, breathing, walking) in humans and other animals.

4.9 Recognize that living things have habitats in different environments suited to their unique needs.

4.10 Indicate knowledge of the difference between animate and inanimate objects, providing greater detail, and recognize that only animals and plants undergo biological processes such as growth, illness, healing, and dying.

4.11 Observe and explore growth in humans, animals and plants and demonstrate an increased understanding that living things change as they grow and go through transformations related to the life cycle (for example, from a caterpillar to butterfly).

4.12 Develop a greater understanding of the basic needs of humans, animals, and plants (e.g., food, water, sunshine, shelter).

52

ECP 4 Science Units

Trinity School

Browse Unit Calendars › Science

Junior K | Science | Early Childhood

Castaned a, N ancy

Aug

Sep

Oct

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Baking Frozen Shaving Cream Space

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ECP 4 Science Units

Trinity School

Browse Unit Calendars › Science

Kri shna, Sue

Junior K | Science | Early Childhood

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

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Unit:

1

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Classification/wild/farm/domestic/ ocean 2014-­15 From seed to plant 2014-­15 Testing materials 2014-­15 Insects & spiders-­ what's the difference? 2014-­15

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54

ECP JK Science Units

Trinity School

Browse Unit Calendars › Science

Ki rkpatri ck, Carol i ne

Junior K | Science | Early Childhood

Aug

Sep

Oct

Nov

Dec

Jan

Feb

Mar

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Seeds!

Baking Garden Movement Inquiry Season Observations

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Physical Development

1.0 Fundamental Movement Skills ECP Three and ECP Four 1.1 Maintain balance while holding still; sometimes may need assistance.

1.2 Maintain balance while in motion when moving from one position to another or when changing directions, though balance may not be completely stable.

1.3 Walk with balance, not always stable, oppositional arm movements still developing, and relatively wide base of support (space between feet). Walk with balance, oppositional arm movements, and relatively narrow base of support (space between feet).

1.4 Run with short stride length and feet off the ground for a short period of time. May show inconsistent opposition of arms and legs.

1.5 Jump for height (up or down) and for distance with beginning competence.

1.6 Begin to demonstrate a variety of locomotor skills, such as galloping, sliding, hopping, and leaping.

ECP Four and Junior Kindergarten 1.7 Show increasing balance and control when holding still.

1.8 Show increasing balance control while moving in different directions and when transitioning from one movement or position to another.

1.9 Walk with balance, oppositional arm movements, and relatively narrow base of support (space between feet).

1.10 Run with a longer stride length and each foot off the ground for a greater length of time. Opposition of arms and legs is more consistent.

1.11 Jump for height (up or down) and for distance with increasing competence. Uses arm swing to aid forward jump.

1.12 Demonstrate increasing ability and body coordination in a variety of locomotor skills, such as galloping, sliding, hopping, and leaping.

2.0 Manipulative Skills ECP Three and ECP Four

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2.1

Begin to show gross motor manipulative skills by using arms, hands, and feet, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking.

2.2 Begin to show fine motor manipulative skills using hands and arms such as in­hand manipulation, writing, cutting, and dressing.

ECP Four and Junior Kindergarten 2.3 Show gross motor manipulative skills by using arms, hands, and feet with increased coordination, such as rolling a ball underhand, tossing underhand, bouncing, catching, striking, throwing overhand, and kicking.

2.4 Show increasing fine motor manipulative skills using hands and arms such as, in hand manipulation, writing, cutting, and dressing.

3.0 Motor Awareness ECP Three and ECP Four 3.1 Demonstrate knowledge of the names of body parts.

3.2 Use own body as reference point when locating or relating to other people or objects in space.

3.3 Distinguish movements that are up and down and to the side of the body (for example, understands “use that side, now the other side”).

3.4 Move forward and backward or up and down easily.

3.5 Can place an object on top of or under something with some accuracy.

3.6 Use any two body parts together.

ECP Four and Junior Kindergarten 3.7 Demonstrate knowledge of an increasing number of body parts.

3.8 Use own body, general space, and other people’s space when locating or relating to other people or objects in space.

3.9 Begin to understand and distinguish between the sides of the body.

3.10 Can change directions quickly and accurately.

3.11 Can place an object or own body in front of, to the side, or behind something else with greater accuracy.

3.12 Demonstrate more precision and efficiency during two­handed fine motor activities.

57

Health

1.0 Basic Health and Hygiene ECP Three and ECP Four 1.1 Demonstrate knowledge of some steps in the hand washing routine.

1.2 Practice health habits that prevent infectious diseases and infestations (such as lice) when appropriate, with adult support, instruction, and modeling.

1.3 Communicate to an adult about not feeling well, feeling uncomfortable, or about a special health need, with varying specificity and reliability.

ECP Four and Junior Kindergarten 1.4 Demonstrate knowledge of more steps in the hand washing routine.

1.5 Begin to independently practice health habits that prevent infectious disease and infestations (such as lice) when appropriate, with less adult support, instruction, and modeling.

1.6 Communicate to an adult about not feeling well, feeling uncomfortable, or about a special health need, with more specificity and reliability.

2.0 Nutrition ECP Three and ECP Four 2.0 Identify different kinds of foods.

2.1 Demonstrate a beginning understanding that eating a variety of food helps the body grow and be healthy, and choose from a variety of foods at mealtimes.

2.2 Indicate food preferences that reflect familial and cultural practices.

2.3 Indicate awareness of own hunger and fullness.

ECP Four and Junior Kindergarten 2.4 Identify a larger variety of foods and may know some of the related food groups.

2.5 Demonstrate greater understanding that eating a variety of food helps the body grow and be healthy, and choose from a greater variety of foods at mealtimes.

2.6 Indicate food preferences based on familial and cultural practices and on some knowledge of healthy choices.

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2.7 Indicate greater awareness of own hunger and fullness.

3.0 Safety ECP Three and ECP Four 3.1 Follow safety rules with adult support and prompting.

3.2 Begin to show ability to follow emergency routines after instruction and practice (for example, a fire drill or earthquake drill).

ECP Four and Junior Kindergarten 3.3 Follow safety rules more independently though may still need adult support and prompting.

3.4 Demonstrate increased ability to follow emergency routines after instruction and practice.

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Visual Arts

1.0 Create, Invent and Express through Visual Art ECP Three and ECP Four 1.1 Notice and communicate about objects or forms that appear in art.

1.2 Create marks with crayons, paints, and chalk and then identify them; mold and build with dough and clay and then identify them.

1.3 Enjoy and engage with displays of visual art, inside or outside the classroom. Begin to express preferences for some art activities or materials.

1.4 Choose own art for display in the classroom or for inclusion in a portfolio or book and briefly explain choice.

1.5 Make straight and curved marks and lines; begin to draw rough circle shapes.

1.6 Begin to create paintings or drawings that suggest people, animals, and objects.

1.7 Make somewhat regular shaped balls and coils out of dough or clay.

1.8 Begin to use paper and other materials to assemble simple collages.

1.9 Begin to recognize and name materials and tools used for visual arts.

1.10 Demonstrate some motor control when working with visual arts tools.

1.11 Create art and sometimes name the work.

1.12 Begin to draw figures or objects.

1.13 Begin to use intensity of marks and color to express a feeling or mood.

ECP Four and Junior Kindergarten 1.14 Communicate about elements appearing in art (such as line, texture, or perspective), and describe how objects are positioned in the artwork.

1.15 Begin to plan art and show increasing care and persistence in completing it.

1.16 Enjoy and engage with displays of visual art. May expand critical assessment of visual art to include preferences for types of artwork or art activities.

1.17 Choose own art for display in the classroom or for inclusion in a portfolio or book and explain her or his ideas in some detail.

1.18 Draw single circle and add lines to create representations of people and things.

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1.19 1.20 1.21 1.22 1.23 1.24 1.25 1.26

Begin to create representative paintings or drawings that approximate or depict people, animals, and objects.

Make more representational forms out of dough or clay, using tools.

Use paper and other materials to make two and three dimensional assembled works.

Recognize and name materials and tools used for visual arts.

Demonstrate increasing coordination and motor control when working with visual arts tools.

Intentionally create content in a work of art.

Draw more detailed figures or objects with more control of line and shape.

Use intensity of marks and color more frequently to express a feeling or mood.

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Junior Kindergarten Art Units

Trinity School

Art

Early Childhood > Junior K > Art > Art Last Updated: Wednesday, October 15, 2014 by Kristine Petermeier

Petermeier, Kristine

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self portaits kandinsky abstract puzzle art pop art recycled abstract art mo willems drawings ceramics Picasso blue periood pigs Asian brush painting paper shapes piet mondrian

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ECP 3 Investigations Units

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Castaned a, N ancy

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ECP 4 Investigations Units

Trinity School

Unit Overview › Investigations

Kri shna, Sue

Junior K | Projects | Project Approach

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Me, myself & I-­ 2014-­ 15 The Dot goes global!

2014-­15 Traditions and Foods! 2014-­15 The Gift of Giving 2014-­15

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ECP JK Investigations Units

Trinity School

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Yoga Practice Bridge Project Listen and Draw Mindfulness Exploring Schools Abroad Makers Haven Maps Author Studies

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Kindergarten Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Reading Through a reading workshop model, Kindergarten facilitates each child’s growth toward greater literacy.

Components of reading instruction include phonemic awareness, phonics, word study, fluency and comprehension. Skills, strategies and good reading habits are reinforced through a daily direct instruction lesson, individual teacher/ student conferring, student reading time, and a lesson reflection. !

Through this model, students will acquire content knowledge and begin to answer some of the following questions:!

• What is in a book?!

• How do I choose a “just right book”?!

• From taking a picture walk and looking at the words, what is the book probably going to be about?!

• How are letters, words and sentences formed?!

• What might happen next in the story? How can you tell?

Writing In Kindergarten, a writing workshop model is integrated closely with Reading Workshop. This model fosters lifelong writers. Some of the components include: brainstorming, organizing, and continuing the writing process.!

Through the study of our writing units students will acquire content knowledge and begin to answer some of the following questions:!

• Why write? !

• What do good writers look like? !

• What do you do when you don’t know how to spell a word?!

• What is brainstorming? How can I organize my ideas about a story?!

• What details can be added to your story to make it more interesting for the reader?!

• Who will read my writing?

Mathematics The Kindergarten math program is designed to meet the learning needs of all students. Concepts are introduced and then revisited throughout the year. Math concepts are introduced in whole group and small group instruction. Math facts and written practice are worked on daily.!

Through this program, students will acquire content knowledge and begin to answer some of the following questions:!

• What is a number sequence?!

• What is a pattern? How can we show what a pattern is?!

• What does it mean to add and to subtract? How can you demonstrate it using manipulatives?!

• How do you sort? What are different ways you can sort items?!

• What is the length of an object? How do you measure length? What is weight? What is the best measure for weight, and/or height?!

• *How do we measure time? !

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Science Science and garden curriculum invites students to make meaningful connections to the world around them. Learning takes place in the science room, in the garden, and in other natural spaces around campus. Students in Kindergarten study physical science, biology and ecology, and the process of science through the following interdisciplinary units: The Five Senses, Trees, Tree Communities, Rain Forests, Light, Vertebrates, Ponds, Butterflies, Weather, Human Body, and the Fava Bean Life Cycle.!

By the end of the year, Kindergarten students will begin to answer the following questions:!

• Which tools help me look more closely at the world? !

• How do we organize our ideas to share our discoveries? !

• Why is a habitat important to living things? !

• What are the systems in our bodies that help us survive? !

• What is the role of light in our world? !

• How does science connect to my life?

Social Studies In Kindergarten, we focus on learning and working now and long ago. Through these units of study: Me and my Community, My Country, Stories of the Past, Being a Good Citizen, and Community Workers, students will acquire content knowledge and begin to answer some of the following questions:!

• What is a community? What is my role in that community?!

• What does it mean to be a good citizen? What does it look like? !

• What are our state and national symbols? What are holidays and how do we celebrate them?!

• What roles do workers play in our community? !

• How events, people, and places change over time?

Service Learning In Kindergarten, we focus on three main topics including: Litter, coat collecting and making lunches for the homeless. Kindergarteners learn about how they can make a difference in their community by taking action in several different ways. !

• Through their study of service learning in Kindergarten, students will acquire content knowledge and begin to answer some of the following questions: !

• What are the needs/problems in my community?!

• How do they affect people and the environment?!

• How can we help resolve these issues?!

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Kindergarten

Reading

1.1

1.2

1.3

Decoding: Print awareness The student recognizes the characteristics of written language (print awareness). a.

Identifies a book's front cover, back cover, and title page. b.

Follows words from left to right and from top to bottom on the printed page. c.

Understands that printed materials provide information d.

Recognizes that sentences in print are made up of separate words. e.

Distinguishes letters from words. f.

Recognizes and names all uppercase and lowercase letters of the alphabet both in and out of sequence. g.

Understands there is a relationship between pictures and text.

Decoding: Phonetic awareness The student hears and distinguishes the sounds from which words are made (phonemic awareness). a.

Identifies and produces rhyming words in response to an oral prompt. b.

Orally blends word parts into words. c.

Orally blends and segments initial and final consonants. d.

Orally blends and segments initial vowels. e.

Orally segments words into word parts. f.

Orally segments consonant blends.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading. a.

Matches all consonant and short­vowel sounds to appropriate letters. b.

Reads simple one­syllable words. c.

Understands that as letters of words change, so do the sounds. d.

Uses consonant blends when reading.

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1.4

2.1

2.2

2.3

3.1

4.1

e.

Uses digraphs when reading. f.

Uses syllables when reading. g.

Uses long vowel sounds when reading.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading. N/A Vocabulary Development: High­frequency Words The student automatically recognizes high­frequency words. a.

Reads common high­frequency words.

Vocabulary Development: Word Meaning The student uses a variety of techniques to determine the meaning of words. a.

Uses synonyms to determine the meaning of words. b.

Uses antonyms to determine the meaning of words. c.

Uses position words to determine the meaning of words. d.

Uses question words to determine the meaning of words. e.

Uses time and order words to determine the meaning of words.

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency. N/A Reading Comprehension Applies skills and strategies to construct meaning of text. a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections.

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e. f. g. h. i. j. k. l. m. n.

The student will summarize The student will visualize.

The student will understand the relationship between the cause and effect.

The student will classify and categorize.

The student will compare and contrast.

The student will draw conclusions.

The student will identify the main idea and details.

The student will make inferences.

The student will sequence events.

The student will relate story content to own experiences.

5.1

Literature Analysis: Genres The student recognizes the features and functions of different literary genres. a.

Adventure fiction b.

Adventure true c.

Autobiography d.

Biography e.

Contemporary fiction f.

Diary g.

Expository text h.

Fables i.

Fairytales j.

Fantasy k.

Fiction l.

Folktales m.

Historical fiction n.

Humor o.

Informational text

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5.2

5.3

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p.

Legend q.

Mystery r.

Myths s.

Nonfiction t.

Nursery rhyme u.

Pictorial essay v.

Picture books w.

Plays x.

Poetry y.

Realistic fiction z.

Rhyme aa.

Science fiction bb.

Tall tales Literature Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her. a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literature Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Identifies characters, settings, and important events.

Literature Appreciation: Enjoyment The student reads for personal enjoyment.

Lit Appreciation: Enthusiasm The student shows enthusiasm for literature.

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7.1

7.2

Listening The student listens well. a.

Listens attentively. b.

Understands and follows one­ and two­step oral directions.

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Shares information and ideas, speaking audibly in complete, coherent sentences. d.

Describes people, places, things, locations, and actions. e.

Relates an experience or creative story in a logical sequence.

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Kindergarten Reading Units

Trinity School

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RW Unit 1: We Are Readers RW Unit 2: Readers Read, Think, and Talk Words Their Way 2 Words Their Way 1 Rhyme Word Wall RW Unit 3: Readers Use Super Powers to Read Read Aloud Winter RW Unit 4: Becoming a Class of Reading Teachers RW Unit 5: Learning about Ourselves and Our World RW Unit 6: Character Study

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Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Print many upper­ and lowercase letters. b.

Use frequently occurring nouns and verbs. c.

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d.

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e.

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f.

Produce and expand complete sentences in shared language activities.

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.

Capitalize the first word in a sentence and the pronoun I. b.

Recognize and name end punctuation.

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c. d.

Write a letter or letters for most consonant and short­vowel sounds (phonemes).

Spell simple words phonetically, drawing on knowledge of sound­letter relationships.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing

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Kindergarten Writing Units

Trinity School

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Handwriting Writer's Workshop Writing friendly letters Celebration of Learning

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Mathematics

Number Sense 1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement): 1.1 Read and write whole numbers in the 100's 1.2 Count read and write whole numbers up to 100.

1.3 Count and group objects in ones and tens.

1.4 Identify, know the value of pennies and dimes, count and represent amounts of and sums of money with dimes and pennies.

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems, estimate, calculate with numbers that use the ones place and addition only with the ones and tens places.

2.1 Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10).

Algebra and Functions 1.0 Students sort and classify objects: 1.1 Identify, sort, and classify objects by attribute and identify objects that do not belong to a particular group (e.g., all these balls are green, those are red).

Measurement and Geometry 1.0 Students understand the concept of time and units to measure it; they understand that objects have properties, such as length, weight, and capacity, and that comparisons may be made by referring to those properties: 1.1 Compare the length, weight, and capacity of objects by making direct comparisons with reference objects. (e.g., note which object is shorter, longer, taller, lighter, heavier, or holds more) 1.2 Demonstrate an understanding of concepts of time (e.g., morning, afternoon, evening, today, yesterday, tomorrow, week, year) and tools that measure time (e.g., clock, calendar).

1.3 Name the days of the week.

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1.4 Identify the time (to the nearest hour) of everyday events (e.g., lunch time is 12 o'clock; bedtime is 8 o'clock at night).

2.0 Students identify common objects in their environment and describe the geometric features: 2.1 Identify and describe common geometric objects (e.g., circle, triangle, square, rectangle, cube, sphere, cone).

2.2 Compare familiar plane and solid objects by common attributes (e.g., position, shape, size, roundness, number of corners).

Data Analysis and Probability 1.0 Students collect information about objects and events in their environment: 1.1 Pose information questions; collect data; and record the results using objects, pictures, and picture graphs.

1.2 Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors.

Mathematical Reasoning 1.0 Students make decisions about how to set up a problem: 1.1 Determine the approach, materials, and strategies to be used.

1.2 Use tools and strategies, such as manipulatives or sketches, to model problems.

2.0 Students solve problems in reasonable ways and justify their reasoning: 2.1 Explain the reasoning used with concrete objects and/ or pictorial representations.

2.2 Make precise calculations and check the validity of the results in the context of the problem.

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Kindergarten Math Units

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Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function a.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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3.2 3.3 3.4

3.5 3.6

a.

Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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a.

Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology a.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

K. Forces and Interactions: Pushes and Pulls Performance Expectations a.

K­PS2­1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. b.

K­PS2­2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.

K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment Performance Expectations a.

K­LS1­1. Use observations to describe patterns of what plants and animals (including humans) need to survive. b.

K­ESS2­2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. c.

K­ESS3­1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. d.

K­ESS3­3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

K.Weather and Climate Performance Expectations a.

K­ESS2­1. Use and share observations of local weather conditions to describe patterns over time. b.

K­ESS3­2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. c.

K­PS3­1. Make observations to determine the effect of sunlight on Earth’s surface. d.

K­PS3­2. Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.

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K. Engineering Design Performance Expectations a.

K­2­ETS1­1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. b.

K­2­ETS1­2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. c.

K­2­ETS1­3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Kindergarten Science Units

Trinity School

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Trees Rainforest/Tree Communities Vertebrates/Invertebrates Ponds Light Human Body

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Kindergarten Garden Units

Trinity School

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Ackermann , R al ph

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Fives Senses in the Garden 5 Senses Decomposition Insects Weather Butterflies Plant Parts Ant Communities Tree to Table

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Social Studies

1.0 Culture: Unique and Shared Identities 1.1 Elements of Culture a.

Identify cultural symbols, icons and traditions of United States that provide continuity and community across time. b.

Explore the similarities and differences of self and others.

1.2 Cultural Similarities and Differences a.

Understand how similarities and differences influence who we are.

2.0 History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

Understand how people lived in earlier times and compare how our lives are different today, (e.g.getting water from a well, growing food, making clothing, types of play, forming organizations, living by rules and laws).

2.2 Community and Society a.

Match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts. b.

Know the triumphs in American legends and historical accounts through the stories of such people such as Pocahontas, George Washington, Abraham Lincoln, Booker T. Washington, Daniel Boone, and Benjamin Franklin. c.

Identify the purposes of, and the people and events honored in, commemorative holidays, (e.g., Thanksgiving, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day, Memorial Day, Columbus Day, Veterans Day). d.

Through the exploration of playground social issues, and create non­violent solutions to problems (as explored through our study of Martin Luther King Jr. Special presentation made in Chapel explaining how we each have a dream to make the world better in some special way).

2.3 Global and Historical Perspectives a.

Place events in temporal order using a calendar, placing days, weeks, and months, in proper order.

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b. c.

Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.

Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions.

3.0 Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Demonstrate familiarity with the school’s layout, environments, and the jobs people do there. b.

Determine the relative locations of objects using the terms near/far, left/right, and behind/in front. c.

Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories. d.

Identify traffic symbols and map symbols (e.g., those for land, water, road, cities). e.

Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, school, homes, places of worship, and transportation.

3.3 Human and Environmental Interaction a.

Participate in litter pickup patrol around school 1­2 times a week. b.

Practice conscientious trash disposal using recycling, composting, and trash in class and during lunch.

4.0 Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management)

a.

Identify and describe a variety of feelings using body language and tone of voice. b.

Demonstrate the elements needed in establishing and maintaining relationships (focus on friendships) 4.2 Group Interaction Skills (Social­Awareness and Social­Management)

a.

Follow rules, such as sharing and taking turns, and know the consequences of breaking them b.

Recognize turn taking in discussions c.

Learn and demonstrate the use of “Talk it Out” method of conflict resolution 4.3 Social Action

a.

Identify basic needs of people in a defined community

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b.

Develop a response to an identified community need 4.4 Ethical Literacy

a.

Identify needs and wants, and prioritize them according to Us and Me b.

Discuss how individual and groups make choices and decisions.

5.0 Government: Power, Authority, and Governance 5.1 Power and Systems of Authority

a.

Recognize authority figures in the community and country.

5.2 Laws and Rules

a.

Recognize society laws and classroom rules and discuss needs for them during community meetings and “Boomtown” unit.

5.3 Government

a.

Recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.

5.4 Civic Responsibilities and Practices

a.

Recognize and practice responsibilities as a member of the classroom, school, community, and country through class discussions, community building activities.

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Kindergarten Social Studies Units

Trinity School

Browse Unit Calendars › Social Studies

Col l aborati on

Kindergarten | Social Studies | Elementary

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Morning Meeting Me and my Community 5th Grade Buddies Behavior Vocabulary Social Emotional Learning Being a Good Citizen Stories of the Past MLK, Jr. Building Class Community-­Friends Unit Families: Same and Different Community Workers Compliments My Country and State Maps: Where We Live

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World Language

1.0 Communication: Listening, Speaking, Reading, Writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural Products, Practices (social, political, economic) and Perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

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3.3

Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

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Grade 1 Spanish Units

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Visual and Performing Arts

Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Use icons or invented symbols to represent beat.

Listen to, Analyze, and Describe Music 1.2 Identify and describe basic elements in music (e.g., high/low, fast/slow, loud/soft, beat).

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Use the singing voice to echo short melodic patterns.

2.2 Sing age­appropriate songs from memory.

2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

Compose, Arrange, and Improvise 2.4 Create accompaniments, using the voice or a variety of classroom instruments.

3.0 Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of Music Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music 3.1 Identify the various uses of music in daily experiences.

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Diversity of Music 3.2 Sing and play simple singing games from various cultures.

3.3 Use a personal vocabulary to describe voices and instruments from diverse cultures.

3.4 Use developmentally appropriate movements in responding to music from various genres and styles (rhythm, melody).

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Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Recognize and describe simple patterns found in the environment and works of art.

1.2 Name art materials (e.g., clay, paint, and crayons) introduced in lessons.

Analyze Art Elements and Principles of Design 1.3 Identify the elements of art (line, color, shape/form, texture, value, space) in the environment and in works of art, emphasizing line, color, and shape/form.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Use lines, shapes/forms, and colors to make patterns.

2.2 Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper in creating a three­dimensional construction.

2.3 Make a collage with cut or torn paper shapes/forms.

Communication and Expression Through Original Works of Art 2.4 Paint pictures expressing ideas about family and neighborhood.

2.5 Use lines in drawings and paintings to express feelings.

2.6 Use geometric shapes/forms (circle, triangle, square) in a work of art.

2.7 Create a three­dimensional form, such as a real or imaginary animal.

3.0 Historical and Cultural Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

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Role and Development of the Visual Arts 3.1 Describe functional and non­utilitarian art seen in daily life; that is, works of art that are used versus those that are only viewed.

3.2 Identify and describe works of art that show people doing things together.

Diversity of the Visual Arts 3.3 Look at and discuss works of art from a variety of times and places.

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Discuss their own works of art, using appropriate art vocabulary (e.g., color, shape/form, texture).

4.2 Describe what is seen (including both literal and expressive content) in selected works of art.

Make Informed Judgments 4.3 Discuss how and why they made a specific work of art.

4.4 Give reasons why they like a particular work of art they made, using appropriate art vocabulary.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications 5.1 Draw geometric shapes/forms (e.g., circles, squares, and triangles) and repeat them in dance/movement sequences.

5.2 Look at and draw something used every day (e.g., scissors, toothbrush, fork) and describe how the object is used.

Visual Literacy 5.3 Point out images (e.g., photographs, paintings, murals, ceramics, sculptures) and symbols found at home, in school, and in the community, including national and state symbols and icons.

Career and Career­Related Skills

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5.4

Discuss the various works of art (e.g., ceramics, paintings, sculpture) that artists create and the media used.

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Kindergarten Art Units

Trinity School

Browse Unit Calendars › Art

Petermei er, Kri sti ne

Kindergarten | Art | Elementary

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Pattern leg octopus Hungry caterpillar Kandinsky paintings Hungry caterpillar collage Blue cubist Picasso kittys Food pop art Color butterflys Ceramics Asian Brushpainting/ multi-­cultural Self portraits Contour bug watercolor Monet trees Georges Braques collage

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Physical Education

Motor Skills and Movement Patterns 1.0 Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Movement Concepts 1.1 Travel within a large group using locomotor skills without bumping into others or falling.

1.2 Travel forward and sideways while changing direction quickly in response to a signal.

1.3 Demonstrate clear contrasts between slow and fast speeds while using locomotor skills.

1.4 Create shapes at high, medium, and low levels using hands, arms, torso, feet, and legs in a variety of combinations.

Body Management 1.5 Create shapes using non­locomotor movements.

1.6 Balance on one, two, three, four, and five body parts.

1.7 Balance while walking forward and sideways on a narrow, raised surface.

1.8 Demonstrate the relationship of under, over, behind, next to, through, right, left, up, down, forward, backward and in front of by using the body and an object.

Locomotor Movement 1.9 Perform a continuous log roll.

1.10 Travel in straight, curved, and zigzag pathways.

1.11 Jump over a stationary rope several times in succession using forward and back and side­to­side movement patterns.

Manipulative Skills 1.12 Strike a stationary ball or balloon with the hands, arms, and feet.

1.13 Toss a ball using the underhand throw pattern to self and catch it before it bounces twice.

1.14 Kick a stationary object using a simple kicking pattern.

1.15 Bounce a ball continuously using two hands.

Rhythmic Skills 1.16 Perform locomotor and non­locomotor movements to a steady beat.

1.17 Clap in time to a simple rhythmic beat.

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Movement Concepts, Principles and Strategies 2.0 Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Movement Concepts 2.1 Explain the difference between under and over, behind and in front of, next to and through, up and down, forward and backwards, and sideways.

2.2 Identify and use independently personal space, general space, and boundaries and discuss why they are important.

Body Management 2.3 Identify and describe body parts including the head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists, hands, fingers, legs, knees, ankles, feet, and toes.

2.4 Explain base of support.

Locomotor Movement 2.5 Identify the locomotor skills of walk, jog, run, hop, jump, slide, and gallop.

Manipulative Skills 2.6 Explain the role of the eyes when striking objects with the hands, arms, and feet.

2.7 Identify the point of contact for kicking a ball in a straight, forward direction.

2.8 Describe the position of the fingers in the follow through phase of dribbling a ball continuously.

Maintain Physical Fitness 3.0 Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging.

Aerobic Capacity 3.2 Participate 3­4 days per week in moderate to vigorous physical activities that increase breathing and heart rate.

Muscular Strength/Endurance 3.3 Hang and hold body weight on overhead bars for a prolonged period of time.

3.4 Climb a ladder, jungle gym, or apparatus.

Flexibility

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3.5 Stretch shoulders, legs, arms, and back without bouncing.

Body Composition 3.6 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Assessment 3.7 Identify indicators of increased capacity to participate in vigorous physical activity.

Physical Fitness Concepts, Principles, and Strategies 4.0 Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Fitness Concepts 4.1 Identify physical activities that are enjoyable and challenging.

4.2 Explain that the body is comprised mostly of water.

4.3 Explain why nutritious food provides energy for physical activity.

Aerobic Capacity 4.4 Identify that the heart is a muscle located in the chest, and explain that the heart beats faster and becomes stronger with physical activity.

4.5 Identify that the lungs are in the chest near the heart and explain that they collect air.

Muscular Strength/Endurance 4.6 Explain that strong muscles help the body to climb, hang, push, and pull.

4.7 Explain that muscles move bones.

Flexibility 4.8 Identify the body part involved when stretching.

Body Composition 4.9 Explain that the body is composed of bones, muscles, organs, tissue, and fat.

Psychological and Sociological Concepts 5.0 Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

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Self Responsibility 5.1 Identify feelings that result from participation in physical activity.

5.4 Describe how positive social interaction can make physical activity with others more fun.

Social Interaction 5.3 Demonstrate the characteristics of sharing in a physical activity setting.

5.4 Describe how positive social interaction can make physical activity with others more fun.

Group Dynamics 5.5 Participate as a leader and a follower during physical activity.

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Physical Education Kindergarten

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Grade 1 Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Reading

Through a reading workshop model, Grade 1 facilitates each child’s growth toward greater literacy.

Components of reading instruction include phonemic awareness, phonics, word study, fluency and comprehension.

Skills, strategies and good reading habits are reinforced through a daily direct instruction lesson, individual teacher/student conferring, student reading time, and a lesson reflection. Through the study of a variety of reading units, Grade 1 students will acquire content knowledge and begin to answer some of the following questions:!

• What is a reading life and how do we develop it?!

• How do we use what we already know to help us understand what is happening in the story?!

• Why is it important to share and talk about our reading experiences?!

Writing

Mathematics

Through a writing workshop model, Grade 1 encourages each child to strengthen and build upon their writing base. Components of writing instruction include journaling, handwriting, and documentation of individual student work in a portfolio. Skills, strategies and good writing habits are reinforced through direct instruction lessons, individual teacher/student conferring, and regular sharing of student writing samples. Through the study of a variety of writing units, Grade 1 students will acquire content knowledge and begin to answer some of the following questions:!

Through

• How can we connect our handwriting practice to our everyday writing?!

• What can numbers show better than words?!

• Why is it important to communicate our thoughts and ideas through writing?!

• Who is our audience? For whom are we writing?!

• What resources are available to make our reading experience richer?!

• What resources are available to make our writing experience richer? !

• How can iPads improve our spelling, phonics, and reading life?

• Why is learning to read on a screen important?

hands-on

activities

and

direct

instruction, Grade 1 reinforces and extends prior learning to include a sampling of these concepts: calendar, estimation and money, place value to 100, addition and subtraction facts, telling time, volume, mass, and area.

Online learning is

another key component in personalizing each child’s math life. Through the study of a variety of math units, Grade 1 students will acquire content knowledge and begin to answer some of the following questions:!

• How does creating our own math problems extend our thinking?!

• Why is math an important part of our everyday life?!

• Who are our key helpers in building a math life?!

• How can we play the role of a teacher in our own online math learning?!

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Science

Science and garden curriculum invites students to make meaningful connections to the world around them. Learning takes place in the science room, in the garden, and in other natural spaces around campus. Students in Grade 1 study physical science, biology and ecology, astronomy, and the process of science through the following interdisciplinary units: Rocky Shore, Seeds, Simple Machines, Wolves, Weather, Space, Photosynthesis, and Garden Ecology. !

By the end of the year, Grade 1 students will begin to answer the following questions:!

"

• What are the connections between habitat and adaptation? !

• What is the relationship between work and force? !

• How are life cycles connected to seasons? !

• How do we ask questions that help us investigate our ideas? !

• Why are plants an important part of a food web? !

• What evidence helps us understand the function of adaptations?

Service Learning Social Studies

Through our core language of embracing the art of being a whole person in an interrelated world, Grade 1 supports each child’s curiosity about groups outside their own family. Students research our school mascot, the Timber Wolf, celebrate diversity in a festival of lights unit, play a key role in our school’s litter initiative, and study the key concepts of maps, globes, and graphs. !

Through a variety of Social Studies units, Grade 1 students will acquire content knowledge and begin to answer some of the following questions:!

• Why is it important to have guidelines as a member of society/the classroom?!

Grade 1 students participate in service learning through brainstorming, choosing, and implementing an individual class project reflecting their concerns and authentic ways they can help people around them or the world. They also participate in school-wide projects and fundraiser Penny Panic for all projects.!

Through developing and executing service projects, students reflect on these questions in tangible ways:!

• Why is it important to share our resources with others?!

• Why should we personally show responsibility for people around us and our environment?

• How can we contribute to our class community so that we all feel safe and can learn?!

• What are some common themes throughout multiple cultures' celebrations?!

• How can we work together to get involved and make a difference?!

• How do map skills help us navigate through everyday life?

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Grade 1

Reading/Listening/Speaking

1.1

1.2

1.3

Decoding: Print awareness The student recognizes the characteristics of written language (print awareness). a.

Matches oral words to printed words. b.

Identifies the title and author of a reading selection. c.

Identifies letters, words, and sentences. d.

Understands the picture/text relationship. e.

Understands a book's table of contents and page numbering. f.

Recognizes the variance in word length.

Decoding: Phonetic awareness The student hears and distinguishes the sounds from which words are made (phonemic awareness). a.

Distinguishes initial, medial, and final sounds in single­syllable words. b.

Distinguishes long­ and short­vowel sounds in orally stated single­syllable words (e.g., bit/bite). c.

Creates and states a series of rhyming words, including words that end with consonant blends (e.g., dish and fish). d.

Adds, deletes, or changes target sounds in order to change words (e.g., change cow to how). e.

Blends two to four phonemes into a recognizable word (e.g., /c/a/t/ = cat). f.

Segments single syllable words into their components.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading. a.

Uses knowledge of consonant blends when reading. b.

Uses knowledge of consonant digraphs when reading.

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c.

Uses knowledge of consonant sounds when reading. d.

Uses knowledge of syllables when reading. e.

Uses knowledge of vowel diphthongs when reading. f.

Uses knowledge of digraphs when reading. g.

Uses knowledge of long vowels when reading. h.

Uses knowledge of short vowels when reading. i.

Uses knowledge of r­controlled vowels when reading. j.

Reads common word families.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading. a.

Reads using inflectional endings. b.

Reads using root words. c.

Reads using irregular plurals.

1.4

2.1

2.2

Vocabulary Development: High­frequency Words The student automatically recognizes high­frequency words. a.

Reads high­frequency words.

Vocabulary Development: Word Meaning The student uses a variety of techniques to determine the meaning of words. a.

Uses inflectional endings to determine the meaning of words. b.

Uses root words to determine the meaning of words. c.

Uses antonyms to determine the meaning of words. d.

Uses compound words to determine the meaning of words. e.

Uses homophones to determine the meaning of words. f.

Uses synonyms to determine the meaning of words. g.

Uses context to resolve ambiguities about word meaning.

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2.3

3.1

4.1

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency. a.

Reads aloud in a manner that sounds like natural speech.

Reading Comprehension Applies skills and strategies to construct meaning of text. a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections. e.

The student will summarize. f.

The student will visualize. g.

The student will understand the relationship between the cause and effect. h.

The student will classify and categorize. i.

The student will compare and contrast. j.

The student will draw conclusions. k.

The student will identify the main idea and details. l.

The student will make inferences. m.

The student will sequence events. n.

The student will distinguish between fact and opinion. o.

The student will relate story content to own experiences.

5.1

Literature Analysis: Genres The student recognizes the features and functions of different literary genres.

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a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r. s. t. u. v. w. x. y. z. aa. bb.

Adventure fiction Adventure true Autobiography Biography Contemporary fiction Diary Expository text Fables Fairytales Fantasy Fiction Folktales Historical fiction Humor Informational text Legend Mystery Myths Nonfiction Nursery rhyme Pictorial essay Picture books Plays Poetry Realistic fiction Rhyme Science fiction Tall tales

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5.2

5.3

6.1 6.2

7.1

7.2

Literature Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her. a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literature Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Identifies and describes the story elements of plot, setting, and characters. b.

Identifies and describes the story's beginning, middle, and ending.

Literature Appreciation: Enjoyment The student reads for personal enjoyment.

Literary Appreciation: Enthusiasm The student shows enthusiasm for literature.

Listening The student listens well. a.

Listens attentively. b.

Asks questions for clarification and understanding. c.

Gives, restates, and follows simple two­step directions.

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Stays on topic when speaking. d.

Uses descriptive words when speaking about people, places, things, and events. e.

Recounts experiences and retells stories in a logical sequence.

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Grade 1 Reading Units

Trinity School

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R utherford , Li nd a

Grade 1 | Reading | Elementary

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The ARCH:Building Independence&Reading Role Models Core Words & Poetry Reading Journal Homework & Conference Tool Language Arts Technology Component Year Long: Teacher Read Aloud Making Wise Book Choices/Reading Fiction Growing a Sense of Story Investigating Character Traits Building Stamina: Reading Long and Strong Book Clubs

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Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Print all upper­ and lowercase letters. b.

Use common, proper, and possessive nouns. c.

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d.

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e.

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f.

Use frequently occurring adjectives. g.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

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h. i. j.

4.2

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.

Capitalize dates and names of people. b.

Use end punctuation for sentences. c.

Use commas in dates and to separate single words in a series. d.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing

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Grade 1 Writing Units

Trinity School

Browse Unit Calendars › Writing

Grade 1 | Writing | Elementary

R utherford , Li nd a

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Handwriting Writing Samples Parent Journals Small Moment Memories Writing for Readers: The Craft of Revision Write Source Direct Instruction Four Prompts Storytelling Festival of Lights book Non Fiction Writing: All About (chosen country) Wolf Portfolios Typing Pal Writing About Reading

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Mathematics

Number Sense 1.0 Students understand and use numbers up to 100: 1.1 Count, read, and write whole numbers to 100.

1.2 Compare and order whole numbers to 100 by using the symbols for less than, equal to, or greater than ().

1.3 Represent equivalent forms of the same number through the use of physical models, diagrams, and number expressions (to 20) (e.g., 8 may be represented as 4 + 4, 5 + 3, 2 + 2 + 2 + 2, 10 ­2, 11 ­3).

1.4 Count and group object in ones and tens (e.g., three groups of 10 and 4 equals 34, or 30 + 4).

1.5 Identify and know the value of coins and show different combinations of coins that equal the same value.

2.0 Students demonstrate the meaning of addition and subtraction and use these operations to solve problems: 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.

2.2 Use the inverse relationship between addition and subtraction to solve problems.

2.3 Identify one more than, one less than, 10 more than, and 10 less than a given number.

2.4 Count by 2s, 5s, and 10s to 100.

2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).

2.6 Solve addition and subtraction problems with one­and two­digit numbers (e.g., 5 + 58 = __).

2.7 Find the sum of three one­digit numbers.

Algebra and Functions 1.0 Students use number sentences with operational symbols and expressions to solve problems: 1.1 Write and solve number sentences from problem situations that express relationships involving addition and subtraction.

1.2 Understand the meaning of the symbols +, ­, =.

1.3 Create problem situations that might lead to given number sentences involving addition and subtraction.

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Measurement and Geometry 1.0 Students use direct comparison and nonstandard units to describe the measurements of objects: 1.1 Compare the length, weight, and volume of two or more objects by using direct comparison or a nonstandard unit.

1.2 Tell time to the nearest half hour and relate time to events (e.g., before/after, shorter/longer).

2.0 Students identify common geometric figures, classify them by common attributes, and describe their relative position or their location in space: 2.1 Identify, describe, and compare triangles, rectangles, squares, and circles, including the faces of three­dimensional objects.

2.2 Classify familiar plane and solid objects by common attributes, such as color, position, shape, size, roundness, or number of corners, and explain which attributes are being used for classification.

2.3 Give and follow directions about location.

2.4 Arrange and describe objects in space by proximity, position, and direction (e.g., near, far, below, above, up, down, behind, in front of, next to, left or right of).

Data Analysis and Probability 1.0 Students organize, represent, and compare data by category on simple graphs and charts: 1.1 Sort objects and data by common attributes and describe the categories.

1.2 Represent and compare data (e.g., largest, smallest, most often, least often) by using pictures, bar graphs, tally charts, and picture graphs.

2.0 Students sort objects and create and describe patterns by numbers, shapes, sizes, rhythms, or colors: 2.1 Describe, extend, and explain ways to get to a next element in simple repeating patterns (e.g., rhythmic, numeric, color, and shape).

Mathematical Reasoning 1.0 Students make decisions about how to set up a problem: 1.1 Determine the approach, materials, and strategies to be used.

1.2 Use tools, such as manipulatives or sketches, to model problems.

2.0 Students solve problems and justify their reasoning:

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Explain the reasoning used and justify the procedures selected.

Make precise calculations and check the validity of the results from the context of the problem.

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Grade 1 Math Units

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Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function b.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology b.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

1. Waves: Light and Sound Performance Expectations a.

1­PS4­1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. b.

1­PS4­2. Make observations to construct an evidence­based account that objects in darkness can be seen only when illuminated. c.

1­PS4­3. Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. d.

1­PS4­4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

1. Structure, Function, and Information Processing Performance Expectations a.

1­LS1­1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. b.

1­LS1­2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. c.

1­LS3­1. Make observations to construct an evidence­based account that young plants and animals are like, but not exactly like, their parents.

1. Space Systems: Patterns and Cycles Performance Expectations a.

1­ESS1­1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. b.

1­ESS1­2. Make observations at different times of year to relate the amount of daylight to the time of year.

1. Engineering Design

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Performance Expectations a.

K­2­ETS1­1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. b.

K­2­ETS1­2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. c.

K­2­ETS1­3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Grade 1 Science Units

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Rocky Shore Simple Machines Wolves Solar System

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Grade 1 Garden Units

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Seeds Plant Parts Photosynthesis Food Chains Botany

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Social Studies

1.0 Culture: Unique and Shared Identities 1.1 Elements of Culture

a.

Children understand the significance of our national holidays and songs and the people associated with them. b.

Children understand symbols, icons and traditions of United States that provide continuity and community across time. c.

Children discover some of the different world religions in their understanding of the various Festivals of Light that occur in the winter months. d.

Children personally partake of the dance, music, food and literature as pertains each different festival. In such a way they can compare and contrast their culture to another’s. e.

Children learn about different cultures through storytelling. f.

Children explore the Chinese Culture, exploring traditional clothing, music, writing, stories, food, and art.

1.2 Cultural Similarities and Differences a.

Children compare and contrast particular aspects of our culture and other cultures around the world.They examine how some cultural traditions stay the same and some evolve over time. b.

Children study how people and their cultural traditions relate to their physical environment by noting the geography and time of year of each Festival of Light. c.

Children discover different modes of storytelling across cultures and cultural differences and similarities through the elements of folktales and fairytales.

2.0 History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

In the Who Am I? Project, children create a page about themselves and their familys. They delineate his/her lifestyle and preferences in a collective published book, which symbolizes the many individuals of our classroom community coming together to make one group. b.

Sharing and comparing preferences allow children to see how they grew up in similar and different surroundings or family structures.

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Community and Society a.

Focus on the Trinity Community with all the elements of work and contribution that make a school act as a community. Children explore the school grounds and learn about the different roles of students and faculty that build our community. b.

Children develop a sense of ownership and responsibility in taking care of the school, and discuss conflicts and needs within our Trinity Community. They work to find solutions to these problems, such as over flowing Lost and Found, garbage left by picnic tables, care of garden, etc. c.

Students work together to create their own classroom rules. Once the rules are decided upon, they pledge to uphold them throughout the year. d.

Students learn about Martin Luther King Jr. and his non­violent movement. They explore ways that they practice peace in their everyday lives.

2.3 Global and Historical Perspectives a.

View different Festivals of Light as they are experienced now and how the festivities were once celebrated, especially Dias de Los Muertos and Sinterklaas. b.

Students look back at the history of Trinity School. Using Google maps, they explore the campus as it is now, and as it was 50 years ago. Student compare and contracts the differences and make predictions about changes that they think will happen in the future. c.

Students explore the things necessary for a school. They compare their own school experience with other students in the same grade through Pen Pal letters.

3.0 Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Children identify the parts of a maps and use google earth to view a birds­eye view of the school. They identify the different buildings and school areas. b.

Students create their own maps for other students to use to find something special. They write directions that are specific and clear. c.

Students learn about the parts of a map and direction skills. They use these skills to locate and track wolves.

3.2 Earth’s Processes for Shaping Earth, Land, and Water

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In­depth study of the solar system; each planet is studied by paired team and presented to the group.

Remember the order of the planets. How the proximity to the sun affects the climate of each planet. The various gases, rocks and minerals on each planet are compared. b.

Study landscape architect’s map of Trinity School before our Leaf Project and look at the playground and field now. c.

Read and follow a route based on large map of upper Courtyard.Can you really find the actual spot to stand by looking at a finger pointing to a map?

3.3 Human and Environmental Interaction a.

See human impact on wolf habitat and potential of global warming on North American environment and climate. b.

See human impact on wolf habitat as seen between ranchers and farmers and those trying to introduce the gray wolf in Yellowstone Park. c.

Trinity trash impacts our environment in that we get more bugs and pests. It means others people have to clean up after us. d.

Recycle and compost our lunch materials to generate as little trash as possible.

4.0 Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management) a.

Encourage children to participate in lively class discussions. b.

Discuss morality and of Fables, Talk It Out sessions, Open Class meeting. c.

Kevin Henkes and other authors help us discuss social issues and relationships. d.

Raising your hand rather than calling out. Giving kind response to a peer. Recognizing that some children need more time or help than you do. e.

Monitor behavior using Class Dojo f.

Take responsibility for cleaning the classroom, and rotate through class jobs that assign multiple roles. g.

Reflect on daily classroom experiences and behavior throughout the day.

4.2 Group Interaction Skills (Social­Awareness and Social­Management) a.

Listen and participate in community meetings.

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Participate in morning meeting, circle time, and group discussions. c.

Work closely with others in small group stations. d.

Practice raising your hand rather than calling out and giving kind response to a peer. e.

Serve as role models in and out of the classroom 4.3 Social Action a.

Identify needs of Trinity Community and local residents in our area. b.

Make commitment to classroom jobs and to work needed to maintain tidiness of Trinity campus. c.

Participate in STLT projects throughout the year. d.

Use STLT funds raised during the Penny Panic for projects of their choice throughout the year. (Collected school supplies, made toy kits for Haven House). e.

Clean and tidy the areas that we use on campus, especially the snack/lunch area. f.

Recycle and compost.

4.4 Ethical Literacy a.

Create classroom rules the entire class agrees are safe and fair. b.

Discuss major themes of social justice (right and wrong, golden rule) in Chapel and in classroom meetings. c.

Identify lessons and morals that characters learn in our independent and group reading, especially in the folktales, fairytales, and fables unit

5.0 Government: Power, Authority, and Governance 5.1 Power and Systems of Authority a.

Learn about power and authority through the wolf community. b.

Investigate the hierarchy of pack life. c.

Connect the wolf pack system to our society in the classroom and in the family.

5.2 Laws and Rules a.

Discuss the need for rules in the classroom, much like traffic laws. The class creates their own rules to live by in first grade and then each child signs the doc. b.

Discuss the consequences of actions. In some ways we lose respect or friendships. At other times we would give reminders and yellow lights. If activity persists or is too extreme a red light is given to mean stop it now.

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Government a.

Investigate and discuss the role of government in the hierarchy of the timber wolf pack. Students learn about the roles of each member of the pack. b.

Connect the hierarchy of the wolf pack to other systems in our own world: family, school, community.

5.4 Civic Responsibilities and Practices a.

Learn the Pledge of Allegiance and try to understand meaning as we say it. b.

Learn the words to the patriotic songs and see how old­fashioned some of the words are.That people have been singing these songs for a long, long time. c.

Rights and responsibilities compare to choices and consequences in first grade.(You made the choice not to finish your math work so now you have the consequence of not having much time during Centers Workshop) d.

Majority Rule Temper the joy we feel in games or at votes or during quizzes when we win or get a perfect score. Remember the feelings of those who lost.

6.0 Economics: Production, Distribution, and Consumption 6.1 Production of Distribution of Goods and Services a.

Learn about the marketplace on main street. Students “run” their own business and learn about the relationship between supply and demand, and trading. b.

Discuss the importance of advertising, and work in small groups to create marketing strategies for their business. c.

Understand the relationship of the ranchers and their need for grazingspace for their cattle and sheep and how that impacts the Wolf’s habitat. d.

Sharing classroom supplies requires prioritizing and sharing. e.

Explore the relationship between supply and demand in the Main Street Unit.

6.3 Economic and Exchange Systems a.

Explore the coins and paper bills of our currency system through the Saxon math program. b.

We develop a sense of the role of money with simulated grocery stores, cafes and post offices. c.

Explore different exchange systems by trading in games and simulations.

6.4 Economic Interdependence

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Earn and donate money for Penny Panic.

Make decisions about their own business practices in the Main Street Marketplace.

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Grade 1 Social Studies Units

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All About Our Classroom Morning Meeting & Daily News All About Our Community & Exploring Maps Time For Kids (Current Events) Folktales, Fairytales, and Fables Around the World Festivals of Light Geography -­ People, Places and Environment Country Study Martin Luther King Jr. Timberwolf 136

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World Language

1.0 Communication: Listening, speaking, reading, writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural products, practices (social, political, economic) perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

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Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

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Grade 1 Spanish Units

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Visual and Performing Arts

Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Read, write, and perform simple patterns of rhythm and pitch, using beat, rest, and divided beat (two sounds on one beat).

Listen to, Analyze, and Describe Music 1.2 Identify simple musical forms (e.g., phrase, AB, echo).

1.3 Identify common instruments visually and aurally in a variety of music.

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Sing with accuracy in a developmentally appropriate range.

2.2 Sing age­appropriate songs from memory.

2.3 Play simple accompaniments on classroom instruments.

Compose, Arrange, and Improvise 2.4 Improvise simple rhythmic accompaniments, using body percussion or classroom instruments.

3.0 Historical and Cultural Context Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music 3.1 Recognize and talk about music and celebrations of the cultures represented in the school population.

Diversity of Music

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3.2 3.3 3.4

Sing and play simple singing games from various cultures.

Use a personal vocabulary to describe voices, instruments, and music from diverse cultures.

Use developmentally appropriate movements in responding to music from various genres, periods, and styles (rhythm, melody, form).

4.0 Aesthetic Valuing Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Derive Meaning 4.1 Create movements to music that reflect focused listening.

4.2 Describe how ideas or moods are communicated through music.

5.0 Connections, Relationships, and Applications Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications 5.1 Recognize and explain how people respond to their world through music.

Careers and Career­Related Skills 5.2 Describe how the performance of songs and dances improves after practice and rehearsal.

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Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Describe and replicate repeated patterns in nature, in the environment, and in works of art.

1.2 Distinguish among various media when looking at works of art (e.g., clay, paints, drawing materials).

Analyze Art Elements and Principles of Design 1.3 Identify the elements of art in objects in nature, in the environment, and in works of art, emphasizing line, color, shape/form, and texture.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Use texture in two­dimensional and three­dimensional works of art.

2.2 Mix secondary colors from primary colors and describe the process.

2.3 Demonstrate beginning skill in the manipulation and use of sculptural materials (clay, paper, and papier maché) to create form and texture in works of art.

Communication and Expression Through Original Works of Art 2.4 Plan and use variations in line, shape/form, color, and texture to communicate ideas or feelings in works of art.

2.5 Create a representational sculpture based on people, animals, or buildings.

2.6 Draw or paint a still life, using secondary colors.

2.7 Use visual and tactual texture in original works of art.

2.8 Create artwork based on observations of actual objects and everyday scenes.

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3.0 Historical and Cultural Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts 3.1 Recognize and discuss the design of everyday objects from various time periods and cultures.

3.2 Identify and describe various subject matter in art (e.g., landscapes, seascapes, portraits, still life).

Diversity of the Visual Arts 3.3 View and then describe art from various cultures.

3.4 Identify art objects (e.g., Japanese screen painting, Mexican tin art, African masks) from various cultures and describe what they have in common and how they differ.

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Discuss works of art created in the classroom, focusing on selected elements of art (e.g., shape/form, texture, line, color).

4.2 Identify and describe various reasons for making art.

Make Informed Judgments 4.3 Describe how and why they made a selected work of art, focusing on the media and technique.

4.4 Select something they like about their work of art and something they would change.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications

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5.1

Clap out rhythmic patterns found in the lyrics of music and use symbols to create visual representations of the patterns.

5.2 Compare and contrast objects of folk art from various time periods and cultures.

Visual Literacy 5.3 Identify and sort pictures into categories according to the elements of art emphasized in the works (e.g., color, line, shape/form, and texture).

Career and Career­Related Skills 5.4 Describe objects designed by artists (e.g., furniture, appliances, cars) that are used at home and at school.

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Grade 1 Art Units

Trinity School

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Pattern fish Shape fish collage Color trees Color Clay butterflies and turtles Asian brush painting

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Physical Education

Motor Skills & Movement Patterns Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Movement Concepts 1.1 Demonstrate an awareness of personal space, general space, and boundaries while moving in different directions and with the body at high, medium and low levels in space.

1.2 Travel over, under, in front of, behind and through objects and partners using locomotor skills.

1.3 Change speeds in response to tempos, rhythms, and signals while travleing in straight, curved, and zigzag pathways using the following locomotor movements: walking, running, leaping, hopping, jumping, galloping, sliding, and skipping.

1.4 Change direction from forward and back and right and left in response to tempos, rhythms, and signals while walking, running hopping, and jumping (i.e., locomotor skills).

1.5 Demonstrate the difference between slow and fast, heavy and light, and hard and soft while moving.

Body Management 1.6 Balance, demonstrating momentary stillness, in symmetrical and asymmetrical shapes using body parts other than two feet as a base of support.

Locomotor Movement 1.7 Roll smoothly in a forward direction, without stopping or hesitating, emphasizing a rounded form.

1.8 Land on two feet using one and two footed takeoffs.

1.9 Jump a swinging rope held by others.

Manipulative Skills 1.10 Demonstrate the underhand movement (throw) pattern.

1.11 Demonstrate the overhand movement (throw) pattern.

1.12 Demonstrate the two­handed overhead (throw) pattern.

1.13 Catch a gently thrown ball showing proper form.

1.14 Underhand toss and catch a ball to self.

1.15 Catch a self­bounced ball.

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1.16 Kick a rolled ball from a stationary position.

1.17 Kick a stationary ball using a smooth continuous running approach.

1.18 Strike a balloon upward continuously using arms, hands, and feet.

1.19 Strike a balloon upward continuously using a large, short­handled paddle.

1.20 Dribble a ball in a forward direction using the inside of the foot.

1.21 Continuously dribble a ball with one hand.

Rhythmic Skills 1.22 Create or imitate movement in response to rhythms and music.

Movement Concepts,Principles and Strategies 2.0 Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Movement Concepts 2.1 Identify the right and left sides of the body and movement from right to left and left to right.

2.2 Identify people/objects that are within personal space and within boundaries.

Body Management 2.3 Identify the base of support of balanced objects.

Locomotor Movement 2.4 Distinguish between a job and a run, a hop and a jump, and a gallop and a slide and explain the key differences and similarities in those movements.

Manipulative Skills 2.5 Identify examples of underhand and overhand movement patterns.

2.6 Explain that when using the underhand throw, the position of the fingers at the time of the release influences the direction an object travels.

2.7 Explain that the non­throwing arm and hand provide balance and can influence the direction an object travels.

2.8 Explain that the point of release influences the direction of a tossed object and of a thrown object.

2.9 Describe the proper hand and finger position for catching a ball.

2.10 Demonstrate and explain how to absorb force while catching.

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2.11 2.12 2.13

Identify the position to plant the non­kicking foot when kicking with a smooth running approach.

Identify the location of the contact point to strike an object upward.

Analyze how much force is needed to move the ball forward while dribbling with the hand and also the foot.

Maintain Physical Fitness 3.0 Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts 3.1 Participate in physical activities that are enjoyable and challenging.

Aerobic Capacity 3.2 Participate 3­4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate.

Muscular Strength/Endurance 3.3 Demonstrate for increasing periods of time a "v" sit position, a push­up position with arms extended, and a squat position.

3.4 Move from a sitting to standing position and a lying to sitting position without using arms to brace self while on the floor.

3.5 Travel hand­over­hand along a horizontal ladder, or hang from an overhead bar.

Flexibility 3.6 Stretch arms, shoulders, back, and legs without hyper­flexing or hyper­extending the joints.

Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Assessment 3.8 Identify and use two indicators of increased capacity for vigorous physical activity to measure change in activity levels.

Physical Fitness Concepts, Principles, and Strategies Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Fitness Concepts 4.1 Identify enjoyable and challenging physical activities that one can do for increasing amounts of time without stopping.

4.2 Explain the importance of drinking water during and after physical activity.

4.3 Explain that nutritious food provides energy for alertness and mental concentration.

Aerobic Capacity 4.4 Recognize that the heart is the most important muscle in the body and is approximately the size of a fist.

4.5 Explain that increasing the heart rate during physical activity strengthens the heart muscle.

4.6 Identify physical activities that cause the heart to beat faster.

4.7 Describe the role of blood in transporting oxygen from the lungs.

Muscular Strength/Endurance 4.8 Explain that strengthening muscles will help prevent injury and that strong muscles will produce more force.

4.9 Discuss how prolonged physical activity increases endurance, allowing movement to occur for longer periods of time.

Flexibility 4.10 Explain that proper body position while stretching and strengthening will help prevent injury.

4.11 Diagram how flexible muscles allow more range of motion in physical activity.

Body Composition 4.12 Identify and list the body components of bones, muscles, organs, tissue, and fat.

Psychological and Sociological Concepts 5.0 Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self Responsibility 5.1 Participate willingly in new physical activities.

5.2 Identify and demonstrate acceptable responses to challenges, successes, and failures in physical activity.

Social Interaction 5.3 Demonstrate the characteristics of sharing and cooperation in a physical activity setting.

5.4 Invite others to use equipment and/or apparatus before repeating a turn.

Group Dynamics

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5.5 5.6

Identify and demonstrate the factors for being an effective partner in a physical activity setting.

Identify and demonstrate effective practices for working with a group without interfering with others.

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Physical Education Grade 1

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Grade 2 Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Reading

Writing

Mathematics

Grade 2 readers focus on developing both phonemic awareness and deeper comprehension as well as increasing lexical knowledge. We use diverse resources to expand exposure to a variety of reading materials.!

!

Writing in Grade 2 is present in content throughout our classroom. From student journals to news stories, family treasures to personal blogs, Grade 2 students are given numerous avenues to express themselves.!

Second graders learn math through a combination of direct instruction and project-based learning.

Mathematical concepts are explored in multiple content areas to expand opportunities to apply them in real-world situations.!

Through the study of reading units, students acquire content knowledge and begin to answer some of the following questions:!

Through the study of writing units, students acquire content knowledge and begin to answer some of the following questions:!

Through the study of math units, students acquire content knowledge and begin to answer some of the following questions:!

• How do the sounds of letters and formation of words help to understand and pronounce new vocabulary?!

• How can using graphic organizers improve the quality of writing?!

• How can the use of lists help to enhance understanding of story problems?!

• How do we use books and internet sites to get information on a specific topic?!

• What are the strategies that we can use when we solve problems?!

• Why should we read different genres?!

• What information is important to record in a bibliography?!

• How do you decide which unit of measurement to use?!

• Why do speaking opportunities enhance the reading experience?!

• How does journaling help to focus our thinking?!

• How do patterns help us work through math problems?!

• How does the study of words help reading fluency and comprehension?!

• How does being a good listener help to become a better reader?!

• How can I represent my ideas in written form?

• How do numbers and functions relate to one another?!

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Science

Service Learning

Students in Grade 2 study physical science, biology and ecology, earth science, and the process of science through the following interdisciplinary units: Composting and Worms, Matter and its Interactions, Flowers and their Pollinators, Balance and Motion, Farm to Table, The Sandy Shore, Deserts, Dinosaurs, and Investigating Plants. !

Grade 2 students participate in service learning through: participating in STLT (student teacher leadership team) in leading school-wide projects; serving as the lead grade in the Penny Panic fundraiser which provides funds for all grades’ projects; and choosing, researching, and implementing an individual class project reflecting their concerns and authentic ways they can help people around them or the world.!

!

By the end of the year, Grade 2 students will begin to answer the following questions:!

• What are the basic needs, cycles, and adaptations of living organisms in diverse ecosystems? !

• How can we read the story of the past through the study of paleontology and geology? !

!

Social Studies

The study of ourselves and our community is essential to our class. Second graders step back and take in broader views of themselves, their environment, and their history.!

Through the study of social studies units, students acquire content knowledge and begin to answer some of the following questions:!

• How does what we create today become part of our yesterday?!

• What challenges have I turned into talents?!

• How can we organize information and test our ideas? !

• How do the actions of the past affect the present?!

• What is the effect of pushes, pulls, gravity, and friction? !

• How does technology affect the development or downfall of societies?!

• What is matter? !

• How does location on the globe affect temperature and climate?of each others' gifts and challenges?

• How do the properties of materials inform how we use them? !

Through developing and executing service projects, students reflect on these questions in tangible ways:!

• Why is it important to share our resources with others?!

• Why should we personally show responsibility for people around us and our environment? !

• How can we encourage our fellow students to give enthusiastically to service projects?

• What tools can we use to experiment with matter? !

• How can reflection on the scientific process inform our conclusions? !

• How does science connect to my life? ecology of a system?

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Grade 2

Reading/Listening/Speaking

1.1

1.2

1.3

1.4

Decoding: Print awareness The student recognizes the characteristics of written language (print awareness).

Assess to determine if children need intervention.

Decoding: Phonetic awareness The student hears and distinguishes the sounds from which words are made (phonemic awareness).

Assess to determine if children need intervention.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading. a.

Uses knowledge of consonant blends when reading. b.

Uses knowledge of consonant digraphs when reading. c.

Uses knowledge of consonant sounds when reading. d.

Uses knowledge of basic syllabication rules when reading. e.

Uses knowledge of vowel diphthongs when reading. f.

Uses knowledge of long vowel sounds when reading. g.

Uses knowledge of short vowel sounds when reading.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading. a.

Recognizes common abbreviations. b.

Identifies and correctly uses regular plurals and irregular plurals. c.

Reads using compound words.

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2.1

2.2

d.

Reads using contractions. e.

Reads using inflectional endings. f.

Reads using prefixes. g.

Reads using root words. h.

Reads using word families (­at, ­tch). i.

Decodes multi­syllable words.

Vocabulary Development: High­frequency Words The student automatically recognizes high­frequency words. a.

Reads high­frequency words within text.

Vocabulary Development: Word Meaning The student uses a variety of techniques to determine the meaning of words. a.

Uses antonyms and synonyms to determine the meaning of words. b.

Uses homophones and homonyms to determine the meaning of words. c.

Uses comparatives and superlatives to determine the meaning of words. d.

Uses compound words to determine the meaning of words. e.

Uses contractions to determine the meaning of words. f.

Uses connecting words to determine the meaning of words. g.

Uses meaning of prefixes and suffixes to determine the meaning of words. h.

Uses irregular plurals to determine the meaning of words. i.

Uses inflectional endings to determine the meaning of words. j.

Uses multiple meaning words to determine the meaning of words. k.

Uses position, time and order, and utility words to determine the meaning of words. l.

Uses question words to determine the meaning of words. m.

Uses idioms to determine the meaning of words. n.

Uses context clues to determine the meaning of words.

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2.3

3.1

4.1

5.1

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency.

Reads aloud accurately with grade­appropriate intonation and expression.

Reading Comprehension Applies skills and strategies to construct meaning of text. a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections. e.

The student will summarize. f.

The student will visualize. g.

The student will understand the relationship between the cause and effect. h.

The student will classify and categorize. i.

The student will compare and contrast. j.

The student will draw conclusions. k.

The student will identify the main idea and details. l.

The student will make inferences. m.

The student will sequence events. n.

The student will distinguish between fact and opinion. o.

The student will relate story content to own experiences. p.

The student will identify the author's point of view and purpose. q.

The student will interpret information from diagrams, charts, and graphs.

Literature Analysis: Genres

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The student recognizes the features and functions of different literary genres. a.

Adventure fiction b.

Adventure true c.

Autobiography d.

Biography e.

Contemporary fiction f.

Diary g.

Expository text h.

Fables i.

Fairytales j.

Fantasy k.

Fiction l.

Folktales m.

Historical fiction n.

Humor o.

Informational text p.

Legend q.

Mystery r.

Myths s.

Nonfiction t.

Nursery rhyme u.

Pictorial essay v.

Picture books w.

Plays x.

Poetry y.

Realistic fiction z.

Rhyme aa.

Science fiction

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5.2

5.3

6.1 6.2

7.1

bb.

Tall tales

Literary Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her. a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literary Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Compares and contrasts plots, settings, and characters. b.

Generates alternative story elements (e.g., endings to plots) and identifies reasons for and impact of the alternatives. c.

Compares and contrasts different versions of the same story that reflect different cultures.

Literary Appreciation: Enjoyment The student reads for personal enjoyment.

Literary Appreciation: Enthusiasm The student shows enthusiasm for literature.

Listening The student listens well. a.

Listens attentively. b.

Determines the purpose(s) for listening: to obtain information, to solve problems, for enjoyment. c.

Asks for clarification and explanation of information. d.

Paraphrases information that has been shared orally by others. e.

Gives and follows three­ and four­step directions.

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7.2

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Organizes presentation to maintain a clear focus. d.

Speaks clearly and at an appropriate pace for the type of communication: informal discussion, report to class. e.

Recounts experiences in a logical sequence. f.

Retells stories, including characters, setting, and plot. g.

Reports on a topic, including supportive facts and details.

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Grade 2 Reading Units

Trinity School

Browse Unit Calendars › Reading

Wi l l i ams, Al ex

Grade 2 | Reading | Elementary

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Sep: Buddy Reads Dragons Across Cultures Sep: Voyager Oct: Voyager Nov: Voyager Nov: Buddy Reads Book Clubs Dec: Voyager Jan: Voyager Personal Narratives Feb: Voyager Feb: Buddy Reads Mar: Voyager Apr: Voyager May: Voyager

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Atlas Version 8.0.4 © Rubicon International 2014. All rights reserved

Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Use collective nouns (e.g., group). b.

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c.

Use reflexive pronouns (e.g., myself, ourselves). d.

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e.

Use adjectives and adverbs, and choose between them depending on what is to be modified. f.

Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.

Capitalize holidays, product names, and geographic names.

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b. c. d. e.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing

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Grade 2 Writing Units

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Mathematics

Number Sense 1.0 Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000: 1.1 Count, read, and write whole numbers to 1,000 and identify the place value for each digit.

1.2 Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).

1.3 Order and compare whole numbers to 1,000 by using the symbols .

2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two­and three­digit numbers: 2.1 Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 ­ 6 = 8) to solve problems and check solutions.

2.2 Find the sum or difference of two whole numbers up to three digits long.

2.3 Use mental arithmetic to find the sum or difference of two two­digit numbers.

Algebra and Functions 1.0 Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships: 1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

1.2 Solve problems involving numeric equations or inequalities.

1.3 Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).

1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).

1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).

2.0 Students represent simple functional relationships: 2.1 Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

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2.2

Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

Measurement and Geometry 1.0 Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured: 1.1 Measure the length of objects by iterating (repeating) a nonstandard or standard unit.

1.2 Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used.

1.3 Measure the length of an object to the nearest inch and/ or centimeter.

1.4 Tell time to the nearest quarter hour and know relationships of time (e.g., minutes in an hour, days in a month, weeks in a year).

1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).

2.0 Students identify and describe the attributes of common figures in the plane and of common objects in space: 2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices.

2.2 Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle).

Data Analysis and Probability 1.0 Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations: 1.1 Record numerical data in systematic ways, keeping track of what has been counted.

1.2 Represent the same data set in more than one way (e.g., bar graphs and charts with tallies).

1.3 Identify features of data sets (range and mode).

1.4 Ask and answer simple questions related to data representations.

2.0 Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways: 2.1 Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...; the number of ears on one horse, two horses, three horses, four horses).

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2.2 Solve problems involving simple number patterns.

Mathematical Reasoning 1.0 Students make decisions about how to set up a problem: 1.1 Determine the approach, materials, and strategies to be used.

1.2 Use tools, such as manipulatives or sketches, to model problems.

2.0 Students solve problems and justify their reasoning: 2.1 Defend the reasoning used and justify the procedures selected.

2.2 Make precise calculations and check the validity of the results in the context of the problem.

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Grade 3 Math Units

Trinity School

Browse Unit Calendars › Math

Pal mer, N ancy

Grade 3 | Math | Elementary

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33 34 35 36 37 38 169 Last Updated: Wednesday, October 22, 2014, 5:01PM

Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function c.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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3.2 3.3 3.4

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a.

Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology c.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

2. Structures and Properties of Matter Performance Expectations a.

2­PS1­1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. b.

2­PS1­2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. c.

2­PS1­3. Make observations to construct an evidence­based account of how an object made of a small set of pieces can be disassembled and made into a new object. d.

2­PS1­4. Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

2. Interdependent Relationships in Ecosystems Performance Expectations a.

2­LS2­1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. b.

2­LS2­2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.* c.

2­LS4­1. Make observations of plants and animals to compare the diversity of life in different habitats.

2. Earth’s Systems: Processes that Shape the Earth Performance Expectations a.

2­ESS1­1. Use information from several sources to provide evidence that Earth events can occur quickly or slowly. b.

2­ESS2­1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. c.

2­ESS2­2. Develop a model to represent the shapes and kinds of land and bodies of water in an area. d.

2­ESS2­3. Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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2. Engineering Design Performance Expectations a.

K­2­ETS1­1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. b.

K­2­ETS1­2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. c.

K­2­ETS1­3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

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Grade 3 Science Units

Trinity School

Browse Unit Calendars › Science

Ackermann , R al ph

Grade 3 | Science | Elementary

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Heat *Sound Baylands Human Body

Last Updated: Friday, November 7, 2014, 2:32PM

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175

Grade 3 Garden Units

Trinity School

Browse Unit Calendars › Garden

Ackermann , R al ph

Grade 3 | Garden | Elementary

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Measuring in the Garden Senses Redwoods

Last Updated: Sunday, November 9, 2014, 9:11AM

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176

Social Studies

1.0 Culture: Unique and Shared Identities 1.1 Elements of Culture a.

Distinguish between the components of culture (dwelling, economy, belief systems, art, technology) and learn how to use text, photographs, and various resources to explore and understand a culture.

1.2 Cultural Similarities and Differences a.

Compare and contrast societies of different times and places in America (dwellings, food, technology, religion) b.

Recognize traditions and festivities of various cultures through discussion and literature.

2.0 History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

Differentiate between things that happened long ago and things that happened yesterday. b.

Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents. c.

Compare and contrast their daily lives of those of their parents, grandparents, and/or guardians through discussion and photos. d.

Understand how their lives compare and contrast with people who lives in America long ago and now (dwelling, food, religion, technology).

2.2 Community and Society a.

Recognize the significance of major American heroes. b.

Understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in other’s lives.

2.3 Global and Historical Perspectives a.

Place important events in their lives in order in which they occurred (e.g., on a timeline or story board). b.

Understand the changes over time in the environment, people, and culture and how these differences relate to today’s events.

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3.0 Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Recognize and understand the various ways to study geography (e.g., location, place, human/environment interaction, movement, regions) b.

Locate on a simple letter­number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of classroom, the school) c.

Identify the essential map elements: title, legend, labels, directional indicator, scale, and date. d.

Locate on a map where their ancestors live(d), telling when the family e.

Locate and identify countries on a simple map of the North American continent; locate and identify US states and capitals. Locate and understand the significance of national and state boundaries. f.

Understand location, directionality, and mapping on globes and locate the seven continents, four oceans, and equator.

3.2 Earth’s Processes for Shaping Earth, Land, and Water a.

Locate and identify the major landforms on a simple map of the North American continent, including oceans, Great Lakes, major rivers, plains, valleys, and mountain ranges.

3.3 Human and Environmental Interaction a.

Compare and contrast basic land use in urban, suburban, and rural environments in California b.

Understand the significance of movement of people, goods, ideas from place to place.

4.0 Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management) a.

Awareness of how individual behavior and an adjustment of behavior affects others (e.g., acts of kindness) b.

Recognize biases, prejudice, and discrimination through history and literature 4.2 Group Interaction Skills (Social­Awareness and Social­Management) a.

Understand the significance of friendships, sensitivity to needs, problems, and aspirations of others; adjustment of one’s behavior will affect others b.

Understand that leadership entails responsibility and effective communication skills

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c.

Identify various practical strategies for conflict resolution and develop an awareness of ways that work towards reasoned solutions free of aggression (e.g., talk it out) d.

Understanding importance of respecting people as individuals rather than as stereotypes 4.3 Social Action a.

Understand the relationship of the individual to the environment and identify ways to communicate environmental responsibility b.

Identify creative and effective ways to serve the local community and preserve the environment (e.g., recycling, composting) 4.4 Ethical Literacy

a. Recognizing the importance of human rights and ways to defend human rights

5.0 Government: Power, Authority, and Governance 5.1 Power and Systems of Authority a.

Describe and define what authority means b.

Understand how individuals get the authority to make decisions 5.2 Laws and Rules a.

Understand the significance and implications rules and procedures in the classroom and school­wide environment b.

Understand what makes effective rules and laws 5.3 Government a.

Recognize the differences of governmental institutions and practices in societies across America over time (e.g., making laws, carrying out laws).

5.4 Civic Responsibilities and Practices a.

Describe the ways in which societies of long ago and the recent past resolve problems in areas such as trade, cultural contacts, treaties, and military force.

6.0 Economics: Production, Distribution, and Consumption 6.1 Production of Distribution of Goods and Services

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a.

6.2 6.3

6.4

Describe food production and consumption in America of long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources b.

Understand how limits on resources affect production and consumption (what to produce and what to consume) Allocation and Consumption of Goods and Services a.

Understand how various landforms and environmental resources impact economic needs Economic and Exchange Systems a.

Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services b.

Compare and contrast the various economic exchange systems (barter, trade) in American societies over time Economic Interdependence a.

Understand how technology affects the economy and life of various societies in America over time

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Grade 2 Social Studies Units

181

World Language

1.0 Communication: Listening, speaking, reading, writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural products, practices (social, political, economic) perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

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3.3

Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

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Grade 2 Spanish Units

184

Visual and Performing Arts

Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.

1.2 Read, write, and perform simple patterns of pitch, using solfege.

Listen to, Analyze, and Describe Music 1.3 Identify ascending/descending melody and even/uneven rhythm patterns in selected pieces of music.

1.4 Identify simple musical forms, emphasizing verse/refrain, AB, ABA. 1.5 Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music.

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Sing with accuracy in a developmentally appropriate range.

2.2 Sing age­appropriate songs from memory.

2.3 Play rhythmic ostinatos on classroom instruments.

Compose, Arrange, and Improvise 2.4 Improvise simple rhythmic and melodic accompaniments, using voice and a variety of classroom instruments.

3.0 Historical and Cultural Context Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music

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3.1 Identify the uses of specific music in daily or special events.

Diversity of Music 3.2 Sing simple songs and play singing games from various cultures.

3.3 Describe music from various cultures.

4.0 Aesthetic Valuing Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess 4.1 Use the terminology of music in discussing individual preferences for specific music.

Derive Meaning 4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music.

4.3 Identify how musical elements communicate ideas or moods.

4.4 Respond to a live performance with appropriate audience behavior.

5.0 Connections, Relationships, and Applications Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications 5.1 Identify similar themes in stories, songs, and art forms (e.g., patterns, texture).

Careers and Career­Related Skills 5.2 Identify and discuss who composes and performs music.

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Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art.

1.2 Perceive and discuss differences in mood created by warm and cool colors.

Analyze Art Elements and Principles of Design 1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Demonstrate beginning skill in the use of basic tools and art­making processes, such as printing, crayon rubbings, collage, and stencils.

2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.

Communication and Expression Through Original Works of Art 2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.

2.4 Create a painting or drawing, using warm or cool colors expressively.

2.5 Use symmetry (bilateral or radial) to create visual balance.

3.0 Historical and Cultural Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts

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3.1 Explain how artists use their work to share experiences or communicate ideas.

3.2 Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.

Diversity of the Visual Arts 3.3 Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.

4.2 Compare different responses to the same work of art.

Make Informed Judgments 4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.

4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications 5.1 Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/ out, over/under, together/apart, fast/slow, stop/go).

5.2 Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past.

Visual Literacy 5.3 Identify pictures and sort them into categories according to expressive qualities (e.g., theme and mood).

Career and Career­Related Skills

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5.4

Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, sculpture).

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Grade 2 Art Units

Trinity School

Browse Unit Calendars › Art

Petermei er, Kri sti ne

Grade 2 | Art | Elementary

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Kandinsky abstracts NeoPopRealism Picasso Cubist Blue Paintings Neighborhood shapes Asian brush painting Clay slab birds Mexican clay suns Mo Willems Paul Klee cats Self portrait prints Aboriginal paintings Contour drawings of Chinese and Tibetan art

Last Updated: Monday, October 20, 2014, 3:27PM

190 Atlas Version 8.0.4 © Rubicon International 2014. All rights reserved

Physical Education

Motor Skills and Movement Patterns Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Movement Concepts 1.1 Move to open spaces within boundaries while traveling at higher rates of speed.

Body Management 1.2 Transfer weight from feet to hands and back to feet, landing with control.

1.3 Demonstrate balance on the ground and on objects, using bases of support other than two feet.

1.4 Create a routine including two types of body rolls: log roll, egg roll, shoulder roll, forward roll, with a stationary balance position after each roll.

Locomotor Movement 1.5 Jump for distance, landing on two feet and absorbing force.

1.6 Skip and leap using proper form.

Manipulative Skills 1.7 Roll a ball for distance using proper form.

1.8 Throw a ball for distance using proper form.

1.9 Catch a gently thrown ball above the waist by absorbing force with fingers pointing up.

1.10 Catch a gently thrown ball below the waist by absorbing force with fingers pointing down.

1.11 Kick a slowly rolling ball.

1.12 Strike a balloon consistently in an upward or forward motion, using a short­ handled paddle.

1.13 Strike a ball with a bat from a tee or cone, using correct grip and side orientation.

1.14 Hand­dribble a ball with control for a continuous time period.

1.15 Foot­dribble a ball along the ground with control.

1.16 Jump a turned rope repeatedly.

Rhythmic Skills 1.17 Demonstrate a smooth transition between even beat locomotor skills and uneven beat locomotor skills in response to music or an external beat.

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1.18 Perform rhythmical sequences related to simple folk dance or ribbon routines.

1.19 Perform with a partner rhythmical sequences related to simple folk dance or ribbon routines.

Movement Concepts, Principles and Strategies Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Movement Concepts 2.1 Define "open space."

2.2 Explain how to absorb the force of an oncoming object.

Body Management 2.3 Explain the importance of a wide base of support versus a narrow base of support in balance activities.

2.4 Explain why one hand or foot is often preferred when practicing movement skills.

Locomotor Movement 2.5 Compare and contrast locomotor movements conducted to even and uneven beats.

Manipulative Skills 2.6 List opportunities to use an underhand and overhand movement (throw) pattern.

2.7 List different opportunities to use striking skills.

2.8 Compare changes in force and speed when rolling a ball, and when rolling a ball for distance.

2.9 Explain key elements when throwing for distance.

2.10 Identify the roles of body parts not directly involved in catching objects.

2.11 Identify when to begin the kicking motion when kicking a slowly rolling ball.

2.12 Identify the different points of contact when striking a balloon upward and striking a balloon forward.

2.13 Explain the purpose of using a side orientation when striking a ball from a batting tee.

2.14 Explain the role of increasing arm and hand speed when hand­dribbling a ball.

Maintain Physical Fitness Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts

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3.1 Participate in physical activities for increasing amounts of time that are enjoyable and challenging.

Aerobic Capacity 3.2 Participate 3­4 times per week, for increasing amounts of time, in moderate to vigorous physical activities that increase breathing and heart rate.

Muscular Strength/Endurance 3.3 Perform abdominal curl­ups, modified push­ups, oblique curl­ups, forward and side lunges, squats, and triceps push­ups from a chair or bench, to enhance endurance and increase muscle efficiency.

3.4 Traverse overhead ladder one bar at a time.

Flexibility 3.5 Demonstrate proper form for stretching the hamstrings, quadriceps, shoulders, biceps and triceps.

Body Composition 3.6 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Assessment 3.7 Measure improvements in individual fitness levels.

Physical Fitness Concepts, Principles, and Strategies Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Fitness Concepts 4.1 Explain the fuel requirements of the body during physical activity and inactivity.

4.2 Explain that the body needs to move regularly in moderate to vigorous physical activity to achieve or maintain good health.

4.3 List ways to increase physical activity time outside of school.

4.4 Explain that water is essential during physical activity to maintain normal body temperature and normal blood volume.

4.5 Explain that the intensity and duration of exercise, as well as nutritional choices affect fuel use during physical activity.

Aerobic Capacity 4.6 Compare and contrast the function of the heart during rest and physical activity.

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4.7 Describe the relationship between the heart and lungs during physical activity.

4.8 Compare and contrast changes in heart rate before, during, and after physical activity.

Muscular Strength/Endurance 4.9 Describe how muscle strength and muscle endurance enhance motor skill performance.

4.10 Identify muscles that are being strengthened while performing specific physical activities.

4.11 List activities or skills that would be accomplished more efficiently with stronger muscles.

4.12 Explain the role that weight­bearing activities play in bone strength.

Flexibility 4.13 Identify the muscles that are being stretched during specific physical activities.

4.14 Explain why it is safer to stretch a warm muscle than a cold muscle.

Body Composition 4.15 Distinguish the differences in density and weight between bones, muscles, organs, tissue, and fat.

Psychological & Sociological Concepts Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self Responsibility 5.1 Participate in diverse group settings without interfering with others.

5.2 Accept responsibility for one's own behavior in a group activity.

Social Interaction 5.3 Acknowledge one's opponent or partner before, during, and after an activity or game and give positive feedback on their performance.

5.4 Encourage others using verbal and non­verbal communication.

5.5 Demonstrate respect for self, others, and equipment during physical activities.

5.6 Demonstrate how to solve a problem with another during physical activity.

Group Dynamics 5.7 Participate positively in physical activities that rely on cooperation.

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Physical Education Grade 2

Trinity School

Browse Unit Calendars › Physical Education

Cl el and , Bi m

Grade 2 | Physical Education | Elementary

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Social / Emotional Development rules/expectations/safety Intro to games and activities Motor Skills/jumping, hopping, leaping Cooperative activities manipulative skills/throwing, catching Nutrition aerobic conditioning Body/Management Math games Rhythms/Dance fitness training & testing motor skills/cooperative activities Team sports

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Grade 3 Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Writing Grade 3 students strengthen their writing skills through a variety of skills practice, direct instruction in grammar and vocabulary, and writing assignments increasing in length and complexity.

Students work individually with teachers and collaboratively with peer editors and small groups to refine their ideas, purpose, and written expression.!

Reading Reading Workshop is a method of teaching reading that engages each student at his or her own level. It focuses on reading comprehension and is highly personalized and ! differentiated for each student. Reading Workshop is comprised of direct instruction, teacher-student conferences, independent reading time, and a lesson reflection. !

Grade 3 students read and respond to a wide variety of texts and genres, including folktales, biographies, poetry, informational texts, and a robust selection of high-interest, high-quality picture and chapter books.

Using the Reading Workshop model, students strengthen their reading proficiency allowing them to engage with more complex materials across the curriculum. !

Through the study of a variety of reading units, Grade 3 students will acquire content knowledge and begin to answer the following questions:!

• How can I play an active role in creating a rich reading life, at school and at home? !

• What comprehension skills help me understand a text’s message and author’s purpose more meaningfully?!

• How do the features of different literary genres contribute to their function and meaning?

Writing in Grade 3 is anchored in a steady progression from crafting strong sentences to developing a well-organized, powerful paragraph.

Students write journals, blog posts, personal letters and announcements, and different kinds of paragraphs to retell, explain, and persuade.!

Through practice and targeted instruction, Grade 3 students acquire a deeper understanding of writing and will begin to answer the following questions:!

• Why is the five-step writing process essential, and how does it help me become a better writer? !

•How can I use powerful vocabulary and different kinds of sentences to better express my message?

Mathematics In math, Grade 3 students strengthen their math foundations and knowledge of numbers, operations, measurement, probability, and mathematical reasoning. Small group and whole group lessons use a varied selection of manipulatives, hands-on activities, technology tools, and direct instruction. !

Students practice facts and problem solving in a fast-paced, engaging, and supportive environment which increases content knowledge and leads students to begin answering the following questions:!

• How does mastering math facts help me solve more complex problems efficiently and accurately?!

• What do I need to know before I can solve this problem? !

•How can using estimation help me? !

•What are the most appropriate tools or units to use to measure this?!

• What is the likelihood of _________?!

• If this is true for this case, when else could it also be true?!

"

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Social Studies

Grade 3 students are curious about the world around them and eager to take on greater responsibilities as citizens of their community.

Students use technology tools to help them understand, make connections, and produce a variety of creative projects which reflect their growing knowledge and critical thinking skills. !

Through the study of a variety of social studies units, Grade 3 students gain content knowledge and begin to answer the following questions:!

• What are my rights and responsibilities as a citizen of my class, school, local community, nation, and the world?!

• Who are the different groups of people who have inhabited our region in the past? Who lives here now?!

• How have these different groups impacted the cultural and environmental landscape of California?!

Science

Science and garden curriculum invites students to make meaningful connections to their world.

Learning takes place in the science room, in the garden, and in other natural spaces around campus. Students in Grade 3 study physical science, biology and ecology, engineering practices, and the process of science through the following interdisciplinary units: Heat, Sound, Baylands, Human Body, Garden Investigations, Sensory Awareness, and Redwood Ecosystems.!

By the end of the year, Grade 3 students will begin to answer the following questions: !

• How have local resources been used by inhabiting groups, and how have systems of economy been based on these resources?

Service Learning

Each year, third graders lead the entire school community in a Service Learning project addressing a cause of particular concern to them.

Students explore the needs of the local, national, or global community and determine a course of action that is reasonable but will have an authentic impact. Past Service Learning projects in Grade 3 have included:!

• Conserving rain forest acreage!

• Providing toys and food to shelter pets!

• Educating and monitoring our school community on reducing energy use

• How can I use data to understand the world around me? !

• What is a reasonable conclusion? !

• What is the process of engineering, and how can I use it to innovate? !

• What is the relationship between my body and my environment? !

• How do humans depend on the health of wetlands? !

• What is sustainability?

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Grade 3

Reading/Listening/Speaking

1.1

1.2

1.3

1.4

2.1

2.2

Decoding: Print Awareness The student recognizes the characteristics of written language (print awareness).

Assess to determine if children need intervention.

Decoding: Phonemic Awareness The student hears and distinguishes the sounds from which words are made (phonemic awareness).

Assess to determine if children need intervention.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading.

Optional review at this grade. Assess to determine if child needs intervention.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading.

Decodes multi­syllable words.

Vocabulary Development: High­frequency Words The student automatically recognizes high­frequency words.

Assess high­frequency words at beginning of year.

Vocabulary Development: Word Meaning The student uses a variety of techniques to determine the meaning of words. a.

Uses knowledge of antonyms to determine the meaning of words. b.

Uses knowledge of synonyms to determine the meaning of words.

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2.3

3.1

c.

Uses dictionary to learn meaning of unknown words. d.

Uses knowledge of homophones to determine the meaning of words. e.

Uses knowledge of homographs to determine the meaning of words. f.

Uses sentence and word context to find meaning of unknown words.

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency. a.

Reads aloud accurately with appropriate pacing b.

Reads aloud with appropriate intonation. c.

Reads aloud with appropriate expression.

4.1

Reading Comprehension Applies skills and strategies to construct meaning of text. a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections. e.

The student will summarize. f.

The student will visualize. g.

The student will understand the relationship between the cause and effect. h.

The student will classify and categorize. i.

The student will compare and contrast. j.

The student will draw conclusions. k.

The student will identify the main idea and details. l.

The student will make inferences. m.

The student will sequence events.

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n. o. p. q. r.

The student will distinguish between fact and opinion.

The student will relate story content to own experiences.

The student will identify the author's point of view and purpose.

The student will interpret information from diagrams, charts, and graphs.

The student will demonstrate comprehension by identifying answers in text.

5.1

Literature Analysis: Genres The student recognizes the features and functions of different literary genres. a.

Adventure fiction b.

Adventure true c.

Autobiography d.

Biography e.

Contemporary fiction f.

Diary g.

Expository text h.

Fables i.

Fairytales j.

Fantasy k.

Fiction l.

Folktales m.

Historical fiction n.

Humor o.

Informational text p.

Legend q.

Mystery r.

Myths s.

Nonfiction t.

Nursery rhyme

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5.2

5.3

6.1 6.2

7.1

u.

Pictorial essay v.

Picture books w.

Plays x.

Poetry y.

Realistic fiction z.

Rhyme aa.

Science fiction bb.

Tall tales Literature Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her. a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literature Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Determines what characters are like by what they say or do. b.

Determines what characters are like by how the author or illustrator portrays them. c.

Determines the underlying theme or author's message in fiction. d.

Determines the underlying theme or author's message in non­fiction text. e.

Identifies the speaker or narrator in a selection.

Literature Appreciation: Enjoyment The student reads for personal enjoyment.

Literature Appreciation: Enthusiasm The student shows enthusiasm for literature.

Listening

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7.2

The student listens well. a.

Listens attentively. b.

Retells, paraphrases, and explains what has been said by a speaker. c.

Responds to questions with appropriate elaboration.

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Organizes ideas chronologically or around major points of interest. d.

Provides concrete details that develop a central idea. e.

Uses clear and specific vocabulary to communicate ideas and establish tone.

204

Grade 3 Reading Units

Trinity School

Browse Unit Calendars › Reading

Pal mer, N ancy

Grade 3 | Reading | Elementary

Aug

Sep

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Reading Buddies Year Long: Teacher Read Aloud Building a Reading Life: Reading Workshop Poetry Following Characters into Meaning: Reading Wrkshp Oct.-­Nov. Tall Tales Reading + Writing Project Fantasy Book Club: Reading Workshop 3rd Quarter Reading/Writing Projects Historical Fiction Reading

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Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b.

Form and use regular and irregular plural nouns. c.

Use abstract nouns (e.g., childhood). d.

Form and use regular and irregular verbs. e.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f.

Ensure subject­verb and pronoun­antecedent agreement.* g.

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

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4.2

h.

Use coordinating and subordinating conjunctions. i.

Produce simple, compound, and complex sentences.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.

Capitalize appropriate words in titles. b.

Use commas in addresses. c.

Use commas and quotation marks in dialogue. d.

Form and use possessives. e.

Use conventional spelling for high­frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f.

Use spelling patterns and generalizations (e.g., word families, position­based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing

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Grade 3 Writing Units

208

Mathematics

Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.

1.2 Compare and order whole numbers to 10,000.

1.3 Identify the place value for each digit in numbers to 10,000.

1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

1.5 Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

2.0 Students calculate and solve problems involving addition, subtraction, multiplication, and division: 2.1 Find the sum or difference of two whole numbers between 0 and 10,000.

2.2 Memorize to automaticity the multiplication table for numbers between 1 and 10.

2.3 Use the inverse relationship of multiplication and division to compute and check results.

2.4 Solve simple problems involving multiplication of multidigit numbers by one­digit numbers (3,671 x 3 = __).

2.5 Solve division problems in which a multidigit number is evenly divided by a one­digit number (135 ÷ 5 = __).

2.6 Understand the special properties of 0 and 1 in multiplication and division.

2.7 Determine the unit cost when given the total cost and number of units.

2.8 Solve problems that require two or more of the skills mentioned above.

Algebra and Functions 1.1 Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities.

1.2 Solve problems involving numeric equations or inequalities.

1.3 Select appropriate operational and relational symbols to make an expression true (e.g., if 4 __ 3 = 12, what operational symbol goes in the blank?).

1.4 Express simple unit conversions in symbolic form (e.g., __ inches = __ feet x 12).

1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).

2.0 Students represent simple functional relationships:

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2.1 2.2

Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).

Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

Measurement and Geometry 1.0 Students choose and use appropriate units and measurement tools to quantify the properties of objects: 1.1 Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.

1.2 Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them.

1.3 Find the perimeter of a polygon with integer sides.

1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

2.0 Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems: 2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).

2.2 Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).

2.3 Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).

2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

2.5 Identify, describe, and classify common three­dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).

2.6 Identify common solid objects that are the components needed to make a more complex solid object.

Data Analysis and Probability 1.0 Students conduct simple probability experiments by determining the number of possible outcomes and make simple predictions:

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1.1 1.2 1.3 1.4

Identify whether common events are certain, likely, unlikely, or improbable.

Record the possible outcomes for a simple event (e.g., tossing a coin) and systematically keep track of the outcomes when the event is repeated many times.

Summarize and display the results of probability experiments in a clear and organized way (e.g., use a bar graph or a line plot).

Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day).

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

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Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function d.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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3.2 3.3 3.4

3.5 3.6

a.

Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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a.

Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology d.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

3. Forces and Interactions Performance Expectations a.

3­PS2­1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. b.

3­PS2­2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. c.

3­PS2­3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. d.

3­PS2­4. Define a simple design problem that can be solved by applying scientific ideas about magnets.

3. Interdependent Relationships in Ecosystems Performance Expectations a.

3­LS2­1. Construct an argument that some animals form groups that help members survive. b.

3­LS4­1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. c.

3­LS4­3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. d.

3­LS4­4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

3. Inheritance and Variation of Traits: Life Cycles and Traits Performance Expectations a.

3­LS1­1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. b.

3­LS3­1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

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c. d.

3­LS3­2. Use evidence to support the explanation that traits can be influenced by the environment.

3­LS4­2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

3. Weather and Climate Performance Expectations a.

3­ESS2­1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. b.

3­ESS2­2. Obtain and combine information to describe climates in different regions of the world. c.

3­ESS3­1. Make a claim about the merit of a design solution that reduces the impacts of a weather­related hazard.*

3. Engineering Design Performance Expectations a.

3­5­ETS1­1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. b.

3­5­ETS1­2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. c.

3­5­ETS1­3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

216

Grade 3 Math Units

Trinity School

Browse Unit Calendars › Math

Pal mer, N ancy

Grade 3 | Math | Elementary

Aug

Sep

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Dec

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2014 Sept.-­Oct.: Level 3, Lessons 75-­ 130 Nov. Level 3, #125-­ 135;; Level 4, #1-­#10 Dec. Level 3, #125 -­ #135, Level 4, #1-­10 Jan. Level 4, lesson #6-­35 Jan. Measurement Olympics Feb. Level 4 Lesson #25-­#45 March Saxon Level 4, Lessons 45-­70 April-­ May Level 4 Lesson #55 -­ #85 May Level 4 Lesson # 70 -­ # 95

33 34 35 36 37 38 217 Last Updated: Wednesday, October 22, 2014, 5:01PM

Social Studies

Culture: Unique and Shared Identities 1.1 Elements of Culture a.

Describe the religious beliefs, customs, and folklore traditions of the Ohlone people long ago and in the recent past. b.

Know the histories of important national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol). c.

Know the stories of people, ordinary and extraordinary, who have journeyed to and within the United States through time and who have made the United States the varied and unique nation it is today.

1.2 Cultural Similarities and Differences a.

Discuss the interactions of the Ohlone, Spanish, Mexican, and American settlers with each other and their impacts on each other. b.

Describe, compare, and contrast the religions, traditions, and customs of the Ohlone, Mexican, Spanish, and American settlers. c.

Compare the ways in which people from different cultures think about and deal with their physical environment and social conditions.

History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

Research important historical figures who took risks to secure our freedoms.

2.2 Community and Society a.

Listen to/read and discuss personal narratives told or written by older members of our local community. c.

Trace why the local community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

2.3 Global and Historical Perspectives

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a. b. c.

Trace and organize the sequence of local historical events drawing from historical and community resources.

Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.

Trace why the local community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.

Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Identify geographical features in the local region. b.

Label maps showing the regions, states, and capitals of the United States. c.

Identify the countries that make up and the oceans that surround North America. d.

Recognize and understand the various aspects of geography (location, place, human/environmental interaction, movement, regions) e.

Identify and use a map key/legend. f.

Use cardinal directions and intermediate directions. g.

Use a map scale to determine distance on a map. h.

Use and create a resource map, a landform map, and a route map. i.

Use a grid to identify and label locations on a map. j.

Use pictographs, bar graphs, circle graphs, line graphs, flow charts, and time lines to organize information.

3.2 Earth’s Processes for Shaping Earth, Land, and Water a.

Name significant life forms found in an old­growth forest and describe their symbiotic relationships. b.

Bay lands unit (Science standards), watershed 3.3 Human and Environmental Interaction a.

Describe and compare the ways in which physical geography, including climate, influenced how settlers in the local area (the Ohlone people, the Spanish, the Mexicans, and the Americans) adapted to their natural environment (e.g., how they obtained food, clothing, tools). b.

Describe and compare how each period of settlement in the local area left its mark on the land.

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c. d. e.

Trace the ways in which people have used the resources of the local region and modified the physical environment.

Describe and discuss humans’ impact on old­growth forests.

Describe the different perspectives on the controversy surrounding old­growth forests, and formulate possible solutions to the controversy.

Explain the ways that clear­cutting and deforestation change the land and impact humans and animals.

f.

Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management) a.

Recognizes personal biases and prejudices and works on broadening perspectives. b.

Demonstrates conscientiousness and delaying gratification in order to pursue goals. Persevering in the face of setbacks and frustrations.

4.2 Group Interaction Skills (Social­Awareness and Social­Management) a.

Identify personal goals (academic and social), state actions needed to improve, and reflect upon progress. b.

Identify and share reasonable solutions to problems in peer problem­solving forum. c.

Listen to and record peer suggestions in problem­solving forum, identify one or more appropriate suggestions to try, and report back to the group. d.

Participate in execution of weekly class jobs. e.

State, support, and defend a persuasive argument in writing and orally. f.

Respond to a peer’s argument with clear feedback and appropriate comments. g.

Discuss the stereotypes that existed among groups of people who settled in North America and particularly California 4.3 Social Action a.

Write letters to community representatives discussing current issues and concerns.

4.4 Ethical Literacy a.

Recognizes the sanctity of life and the dignity of the individual. b.

Understand the ways in which different societies have tried to resolve ethical issues.

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c.

Realize that concern for ethics and human rights is universal and represents the aspiration of change agents in every time and place.

Government: Power, Authority, and Governance 5.1 Power and Systems of Authority a.

Identify uses and abuses of power among groups of people who settled in California.

5.2 Laws and Rules a.

Determine the reasons for rules, laws, and the U.S. Constitution b.

Establish and discuss the consequences for people who violate rules and laws both in the classroom/school community and within United States society. c.

Describe how state and federal laws are created.

5.3 Government a.

Understand the roles and purposes of the three branches of government (judicial, legislative, executive). b.

Know the names, positions, and duties of the main federal representatives. c.

Describe the local system of government. d.

Identify the systems of government used by Ohlone, Mexican, Spanish, and Americans.

5.4 Civic Responsibilities and Practices a.

Discuss the role of citizenship in the promotion of rules and laws. b.

Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

Economics: Production, Distribution, and Consumption 6.1 Production of Distribution of Goods and Services a.

Explain how people use the resources found in forests and how goods are made from those resources. b.

Recognize how deforestation affects the production and distribution of goods (products) made from trees.

6.2 Allocation and Consumption of Goods and Services a.

Explain how poor management of an area’s resources can negatively affect the economy of that area.

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b.

6.3

6.4

Recognize the short­term and long­term effects of clear­cutting and logging on both the local state economy and neighboring states’ economies.

Economic and Exchange Systems a.

Describe and compare the economic systems of groups of people who have lived in the local area through time (ie; Ohlone, Mexican, Spanish, United States citizens). b.

Understand the difference between importing and exporting goods and services. c.

Understand that individual economic choices involve the evaluation of costs and benefits.

Economic Interdependence a.

Understand that individual economic choices involve trade­offs and the evaluation of benefits and costs.

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Grade 3 Social Studies Units

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World Language

1.0 Communication: Listening, speaking, reading, writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural products, practices (social, political, economic) perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

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3.3

Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

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Grade 3 Spanish Units

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Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Read, write, and perform simple rhythmic patterns, using, eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests.

1.2 Read, write, and perform pentatonic patterns, using solfege.

Listen to, Analyze, and Describe Music 1.3 Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally.

1.4 Identify visually and aurally the four families of orchestral instruments and male and female adult voices.

1.5 Describe the way in which sound is produced on various instruments.

1.6 Identify simple musical forms (e.g., AABA, AABB, round).

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Sing with accuracy in a developmentally appropriate range.

2.2 Sing age­appropriate songs from memory, including rounds, partner songs, and ostinatos.

2.3 Play rhythmic and melodic ostinatos on classroom instruments.

Compose, Arrange, and Improvise 2.4 Create short rhythmic and melodic phrases in question­and­answer form.

3.0 Historical and Cultural Context Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music

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3.1 Identify the uses of music in various cultures and time periods.

Diversity of Music 3.2 Sing memorized songs from diverse cultures.

3.3 Play memorized songs from diverse cultures.

3.4 Identify differences and commonalities in music from various cultures.

4.0 Aesthetic Valuing Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess 4.1 Select and use specific criteria in making judgments about the quality of a musical performance.

Derive Meaning 4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics.

4.3 Describe how specific musical elements communicate particular ideas or moods in music.

5.0 Connections, Relationships, and Applications Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications 5.1 Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).

Careers and Career­Related Skills 5.2 Identify what musicians and composers do to create music.

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Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Perceive and describe rhythm and movement in works of art and in the environment.

1.2 Describe how artists use tints and shades in painting.

1.3 Identify and describe how foreground, middleground, and background are used to create the illusion of space.

1.4 Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer).

Analyze Art Elements and Principles of Design 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/ form, texture, space, and value.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Explore ideas for art in a personal sketchbook.

2.2 Mix and apply tempera paints to create tints, shades, and neutral colors.

Communication and Expression Through Original Works of Art 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

2.4 Create a work of art based on the observation of objects and scenes in daily life, emphasizing value changes.

2.5 Create an imaginative clay sculpture based on an organic form.

2.6 Create an original work of art emphasizing rhythm and movement, using a selected printing process.

3.0 Historical and Cultural Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

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Role and Development of the Visual Arts 3.1 Compare and describe various works of art that have a similar theme and were created at different time periods.

3.2 Identify artists from his or her own community, county, or state and discuss local or regional art traditions.

3.3 Distinguish and describe representational, abstract, and non­representational works of art.

Diversity of the Visual Arts 3.4 Identify and describe objects of art from different parts of the world observed in visits to a museum or gallery (e.g., puppets, masks, containers).

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art.

Make Informed Judgments 4.2 Identify successful and less successful compositional and expressive qualities of their own works of art and describe what might be done to improve them.

4.3 Select an artist's work and, using appropriate vocabulary of art, explain its successful compositional and communicative qualities.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications 5.1 Describe how costumes contribute to the meaning of a dance.

5.2 Write a poem or story inspired by their own works of art.

Visual Literacy

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5.3

Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas.

Career and Career­Related Skills 5.4 Describe how artists (e.g., architects, book illustrators, muralists, industrial designers) have affected people's lives.

231

Grade 3 Art Units

Trinity School

Browse Unit Calendars › Art

Petermei er, Kri sti ne

Grade 3 | Art | Elementary

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Physical Education

Motor Skills and Movement Patterns Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Movement Concepts 1.1 Chase, flee, and move away from others in a constantly changing environment.

Body Management 1.2 Perform an inverted balance (tripod) by evenly distributing weight on body parts.

1.3 Perform a forward roll.

1.4 Perform a straddle roll.

Locomotor Movement 1.5 Continuously jump a forward­turning rope and a backward­turning rope.

Manipulative Skills 1.6 Balance while traveling and manipulating an object on a ground­level balance beam.

1.7 Catch an object thrown by a stationary partner while traveling.

1.8 Roll a ball for accuracy toward a target.

1.9 Throw a ball using the overhand movement pattern at a target for accuracy.

1.10 Throw and catch with a partner while increasing distance and maintaining control.

1.11 Kick a ball to a stationary partner using the inside of the foot.

1.12 Continuously strike a ball upward using a paddle or racket.

1.13 Continuously hand­dribble a ball around obstacles.

Rhythmic Skills 1.15 Perform with a partner a line, circle, and folk dance.

Maintain Physical Fitness Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts

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3.1 Demonstrate warm­up and cool­down exercises.

3.2 Demonstrate how to correctly lift and carry objects.

Aerobic Capacity 3.3 Participate 3­4 days per week, for increasing periods of time, in continuous moderate to vigorous physical activities that require sustained movement of the large muscle groups to increase breathing and heart rate.

Muscular Strength/Endurance 3.4 Perform increasing numbers of each: abdominal curl­ups, oblique curl­ups on each side, modified push­ups or traditional push­ups with hands on bench, forward lunges, side lunges, and triceps push­ups from a chair.

3.5 Climb a vertical pole or rope.

Flexibility 3.6 Hold for an increasing period of time basic stretches for hips, shoulders, hamstrings, quadriceps, triceps, biceps, back, and neck.

Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Assessment 3.8 Measure and record improvement in individual fitness activities.

Physical Fitness Concepts, Principles, and Strategies Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Fitness Concepts 4.1 Identify the body's normal reactions to moderate to vigorous physical activity.

4.2 List and define the components of physical fitness.

4.3 Explain the purpose of warming­up before physical activity and cooling­down after.

4.4 Explain that the body will adapt to increased work loads.

4.5 Explain that fluid needs are linked to energy expenditure.

4.6 Explain that requirements for energy during ongoing muscle contraction include needing oxygen and fuel to be available while heat and waste products are removed.

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Aerobic Capacity 4.7 Describe the relationship of the heart, muscles, blood, and oxygen during physical activity.

4.8 Describe and record the changes in heart rate before, during, and after physical activity.

Muscular Strength/Endurance 4.9 Explain that a stronger heart muscle can pump more blood with each beat.

4.10 Identify which muscles are used in performing muscular endurance activities.

4.11 Name and locate the major muscles of the body.

4.12 Describe and demonstrate how to relieve a muscle cramp.

4.13 Describe the role of muscle strength and proper lifting in the prevention of back injuries.

Flexibility 4.14 Identify flexibility exercises that are not safe for the joints and should be avoided.

4.15 Explain why a particular stretch is appropriate preparation for a particular physical activity.

Body Composition 4.16 Differentiate the body's ability to consume calories and burn fat during periods of inactivity and during long periods of moderate physical activity.

Psychological and Sociological Concepts Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self Responsibility 5.1 Set a personal goal to improve a motor skill that is worked toward outside of school.

5.2 Collect and record progress data on a motor skill goal.

5.3 List the benefits of following and the risks of not following safety procedures and rules associated with physical activity.

Social Interaction 5.4 Use appropriate movement cues and positive words of encouragement while coaching others in physical activities.

5.5 Demonstrate respect for individual differences in physical abilities.

Group Dynamics

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5.6

Work in pairs or small groups to achieve an agreed­upon goal.

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Physical Education Grade 3

Trinity School

Browse Unit Calendars › Physical Education

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Grade 3 | Physical Education | Elementary

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Grade 4 Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Writing

In Fourth Grade, writing assignments respond to the need for Grade 4 students to express their own beliefs, and to research larger issues and topics uncovered in reading non-fiction and fiction work. Writing includes creative writing, blogging, report writing, and sharing writing. Students learn to structure essays by giving specific purpose to paragraphs as they communicate their increasing language. Through the study of a variety of Writing units, Grade 4 students will acquire content knowledge and will begin to answer the following questions:!

" Reading

In Fourth Grade, reading concepts and skills are important factors in each subject. Book clubs, the Reading Workshop model and independent reading in fiction and non-fiction genres engage the students’ interests and expand their world views and knowledge. Discussion and speech writing provide opportunities for students to apply increasing vocabulary and complex concepts.

Through the study of a variety of Reading units, Grade 4 students will acquire content knowledge and will begin to answer the following questions:!

"

• How can we use a variety of techniques to determine the meaning of words?!

• How can we demonstrate the knowledge and significance of the varieties of language?!

• What skills and strategies need to be applied to construct meaning of text?!

• How does literature from a range of eras, perspectives, and cultures make personal connections about the world around him/her?!

• How can we describe and analyze story elements and terms to better internalize the story’s value and meaning?

• What are the uses of communication, production, knowledge of language, and handwriting?!

• How do we demonstrate the conventions of standard English grammar and usage when writing or speaking?!

• How do we apply the conventions of capitalization, punctuation, and spelling when writing different genres?!

• How can I structure and organize my writing so that it appropriately reflects meaning relevant to the topic and to my audience?!

• How can I share my unique thoughts, opinions, and critical thinking with a global audience?!

• How can I evaluate my own writing and set goals to show growth in areas that are challenging for me?

Mathematics

In Grade 4, four critical areas of focus are: !

1. developing understanding and mastery of multiplication and division!

2. strategies and procedures for multiplication and division!

3. solving word problems using concepts, data display and analysis!

4. developing understanding of measurement and unit conversion. !

"

Through the study of a variety of Math units, Grade 4 students will acquire content knowledge and will begin to answer questions such as the following:!

"• • •

"

How do whole numbers and decimals relate to simple fractions?!

How can we use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences?!

How can we organize, represent, and interpret numerical and categorical data and clearly communicate their finding?

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Science

Social Studies

Service Learning

Science and garden curriculum invites students to make meaningful connections to the world around them. Learning takes place in the science room, in the garden, and in other natural spaces around campus. Students in Grade 4 study physical science, biology and ecology, earth science, astronomy, and the process of science through the following interdisciplinary units: Ichthyology, the Kelp Forest, Space, Garden Investigations, The Science of Bread, Rocks and Minerals, Weather, Plate Tectonics, and The Rock Cycle.!

By the end of the year, Grade 4 students will begin to answer the following questions: !

Grade 4 students study topics in depth, using online and hard copy resources either in groups or individually. They learn to order their personal research and ideas, to cite sources, and to represent information and analysis in clear writing before creating engaging media presentations, dioramas, and posters. Their active participation on the Student Teacher Leadership Team provides opportunities for identifying and implementing projects for the local community and beyond.

Through the study of a variety of Math units, Grade 4 students will acquire content knowledge and will begin to answer the following questions:!

Each year, Grade 4 leads in a community project through Service Learning that addresses the cause of particular concerns to them and the world around them. Students explore the needs of the local, national, or global community and determine a course of action that is reasonable but will have an authentic impact. Past Service Learning projects in Grade 4 have included:!

• How can we use technology to better understand our world? !

• How can modeling help us understand systems larger and smaller than ourselves? !

• How can we design an investigation of our own environment? !

• What is the connection between our planet and astronomy? !

• What is the history of geologic discovery that helps us understand our planet? !

• How do individual species contribute to the ecology of a system?

• Who are the people and what are the major events that have shaped California’s rich history? !

"

"

• How have Native Americans and the establishment of missions affected the history of California? !

• How can I search effectively and complete effective research while giving credit to my sources accurately? How can I interact with others in a way that protects my privacy and respectfully values communication?!

"

• Working with the homeless through the Shelter Network collecting materials such as toys, toiletries, school supplies and food. !

• Litter Responsibility by educating the student population on what is compost, recycling and trash. !

• Plastic Project by reducing the use of plastic due to the impact of it on the environments. !

• Health awareness for the school community and support for children in hospitals through donations and student activity sheets.

• How can our similarities and differences guide us to a better understanding and appreciation of each others' gifts and challenges?

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Grade 4

Reading/Listening/Speaking

1.1

1.2

1.3

1.4

2.1

2.2

Decoding: Print awareness The student recognizes the characteristics of written language (print awareness) Assess to determine if children need intervention.

Decoding: Phonetic awareness The student hears and distinguishes the sounds from which words are made. (phonemic awareness) Assess to determine if children need intervention.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading Assess to determine if children need intervention.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading.

Still to do.

Vocab Dev: High­freq Words The student automatically recognizes high­frequency words.

Should be in place by these grades.

Vocabulary Development: Word Meaning a.

The student uses a variety of techniques to determine the meaning of words. b.

Applies knowledge of word origins to determine the meaning of words. c.

Applies knowledge of derivations to determine the meaning of words. d.

Applies knowledge of synonyms, antonyms, and homophones to determine the meaning of words. e.

Applies knowledge of idioms to determine the meaning of words. f.

Applies knowledge of context clues to determine the meaning of words. g.

Uses knowledge of root words to determine the meaning of unknown words within a passage.

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h.

2.3

3.1

4.1

Knows common Greek­ and Latin­derived roots and affixes and uses this knowledge to analyze the meaning of words.

Distinguishes and interprets multiple meaning words.

i.

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency. a.

Reads aloud accurately with grade­appropriate pacing. b.

Reads aloud accurately with grade­appropriate intonation. c.

Reads aloud accurately with grade­appropriate expression.

Reading Comprehension Applies skills and strategies to construct meaning of text. a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections. e.

The student will summarize. f.

The student will visualize. g.

The student will understand the relationship between the cause and effect. h.

The student will classify and categorize. i.

The student will compare and contrast. j.

The student will draw conclusions. k.

The student will identify the main idea and details. l.

The student will make inferences. m.

The student will sequence events. n.

The student will distinguish between fact and opinion.

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5.1

o.

The student will relate story content to own experiences. p.

The student will identify the author's point of view and purpose. q.

The student will interpret information from diagrams, charts, and graphs. r.

The student will demonstrate comprehension by identifying answers in text.

Literature Analysis: Genres The student recognizes the features and functions of different literary genres. a.

Picture books b.

Plays c.

Poetry d.

Realistic fiction e.

Mystery f.

Myths g.

Nonfiction h.

Nursery rhyme i.

Pictorial essay j.

Rhyme k.

Science fiction l.

Tall tales m.

Adventure fiction n.

Adventure true o.

Autobiography p.

Biography q.

Contemporary fiction r.

Diary s.

Expository text t.

Fables u.

Fairytales v.

Fantasy

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5.2

5.3

6.1 6.2

7.1

w.

Fiction x.

Folktales y.

Historical fiction z.

Humor aa.

Informational text bb.

Legend Literature Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literature Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Identifies the main events of the plot, their causes, and how each influences future action(s). b.

Uses knowledge of the situation and setting and of a character's traits and motivations to determine the causes for that character's actions. c.

Compares and contrasts tales from different cultures by tracing the exploits of one character type and develops theories to account for similar tales in diverse cultures (e.g., trickster tales). d.

Defines figurative language (e.g., simile, metaphor, hyperbole, personification) and identifies its use in literary works.

Literature Appreciation: Enjoyment The student reads for personal enjoyment.

Literature Appreciation: Enthusiasm The student shows enthusiasm for literature.

Listening

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7.2

The student listens well. a.

Listens attentively. b.

Asks thoughtful questions and responds to relevant questions with appropriate elaboration in oral settings. c.

Summarizes major ideas and supporting evidence presented in spoken messages and formal presentations.

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Gives precise directions and instructions. d.

Presents effective introductions and conclusions that guide and inform the listener's understanding of key ideas and evidence. e.

Emphasizes points in ways that assist the listener in following key ideas and concepts. g.

Uses details, examples, anecdotes, or experiences to explain or clarify information. h.

Uses volume, pitch, phrasing, modulation, and gestures appropriately to enhance meaning.

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Grade 4 Reading Units

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Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b.

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e.

Form and use prepositional phrases. f.

Produce complete sentences, recognizing and correcting inappropriate fragments and run­ons. g.

Correctly use frequently confused words (e.g., to, too, two; there, their).

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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a. b. c. d.

Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade­appropriate words correctly, consulting references as needed.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing

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Grade 4 Writing Units

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Mathematics

Number Sense 1.0 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers.

1.1 Read and write whole numbers in the millions.

1.2 Order and compare whole numbers and decimals to two decimal places.

1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.

1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.

1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).

1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).

1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.

1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").

1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

2.0 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals: 2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.

2.2 Round two­place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.

Algebra and Functions 1.0 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences.

1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

1.2 Interpret and evaluate mathematical expressions that now use parentheses.

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1.3

Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.

1.5 Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.

2.0 Students know how to manipulate equations: 2.1 Know and understand that equals added to equals are equal.

2.2 Know and understand that equals multiplied by equals are equal.

Measurement and Geometry 1.0 Students understand perimeter and area: 1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).

1.2 Recognize that rectangles that have the same area can have different perimeters.

1.3 Understand that rectangles that have the same perimeter can have different areas.

1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.

2.0 Students use two­dimensional coordinate grids to represent points and graph lines and simple figures: 2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).

2.2 Understand that the length of a horizontal line segment equals the difference of the x­ coordinates.

2.3 Understand that the length of a vertical line segment equals the difference of the y­ coordinates.

3.0 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.

3.1 Identify lines that are parallel and perpendicular.

3.2 Identify the radius and diameter of a circle.

3.3 Identify congruent figures.

3.4 Identify figures that have bilateral and rotational symmetry.

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3.5

Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.

3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two­dimensional representations of three­dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.

3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.

3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).

Data Analysis and Probability 1.0 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings: 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.

1.3 Interpret one­and two­variable data graphs to answer questions about a situation.

2.0 Students make predictions for simple probability situations: 2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).

2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

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2.3

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

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Grade 4 Math Units

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Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function e.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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3.2 3.3 3.4

3.5 3.6

a.

Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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a.

Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology e.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

4. Energy Performance Expectations a.

4­PS3­1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. b.

4­PS3­2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. c.

4­PS3­3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. d.

4­PS3­4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. e.

4­ESS3­1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

4. Waves Performance Expectations a.

4­PS4­1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. b.

4­PS4­3. Generate and compare multiple solutions that use patterns to transfer information.

4. Structure, Function, and Information Processing Performance Expectations a.

4­PS4­2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. b.

4­LS1­1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. c.

4­LS1­2. Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

4. Earth’s Systems: Processes that Shape the Earth Performance Expectations

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a. b.

4­ESS1­1. Identify evidence from patterns in rock formations and fossils in rock layers for changes in a landscape over time to support an explanation for changes in a landscape over time.

4­ESS2­1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

4­ESS2­2. Analyze and interpret data from maps to describe patterns of Earth’s features.

4­ESS3­2. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

c. d.

4. Engineering Design Performance Expectations a.

3­5­ETS1­1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. b.

3­5­ETS1­2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. c.

3­5­ETS1­3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

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Grade 4 Science Units

261

Grade 4 Garden Units

Trinity School

Browse Unit Calendars › Garden

Ackermann , R al ph

Grade 4 | Garden | Elementary

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Measuring in the Garden Weather Soil and Bread Vegetative Reproduction

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262

Social Studies

1.0 Culture: Unique and Shared Identities 1.1 Elements of Culture a.

Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends and religious beliefs. b.

Describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

1.2 Cultural Similarities and Differences a.

Describe the social, political, cultural, and economic life and interactions among people of California from the pre­Columbian societies to the Spanish mission and Mexican rancho periods. b.

Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos. c.

Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). d.

Analyze the impact of twentieth­century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).

2.0 History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

Compares and contrasts the differences between themselves and the Native Californians, missionaries, settlers, immigrants, and other present day Californians.

2.2 Community and Society a.

Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy. b.

Study the lives of women who helped build early California (e.g., Biddy Mason).

2.3 Global and Historical Perspectives

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a. b. c.

d. e. f.

Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola) Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.

Discuss immigration and migration to California between 1850 and present, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

Understand the story and lasting influence of the Pony Express, Overland mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.

Describe rapid American immigration, internal migration, settlement, and growth of towns and cities (e.g., Los Angeles).

Discuss the effects of the Great Depression, the Dust Bowl, and World War 2 on California.

3.0 Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth. b.

Distinguish between the North and the South Poles; the equator, prime meridian; the tropics and the hemispheres, using coordinates to plot locations. c.

Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity. d.

Identify the locations of the Pacific Oceans, rivers valleys, and mountain passes, and explain their effects on the growth of towns. e.

Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services and transportation. f.

Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions. g.

Identify the locations of Mexican settlements, including Fort Ross and Sutter’s Fort.

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3.2

3.3

Earth’s Processes for Shaping Earth, Land, and Water a.

Distinguish the land features in California. b.

Understand what a region is, compare and contrast the different regions within the state of California. c.

Compare and contrast the climate from one region to another and understand how landforms affect it.

Human and Environmental Interaction a.

Analyze the effects of the Gold Rush on settlements, daily life, and politics. b.

Analyze the effects of the Gold Rush on physical environment. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends and religious beliefs. Describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources. c.

Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. d.

Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.

4.0 Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management) a.

Recognizes personal biases and prejudices and works on broadening perspectives. b.

Being conscientious and delaying gratification in order to pursue goals. Persevering in the face of setbacks and frustrations.

4.2 Group Interaction Skills (Social­Awareness and Social­Management) a.

Understands the different views of others and is sensitive to their needs, problems, and aspirations. b.

Recognizes that working in a group requires leadership skills and the willingness to follow other leaders. c.

Demonstrates skills of persuading, compromising, debating and negotiating.Knows, demonstrates, and assists others in resolving conflicts effectively.

4.3 Social Action a.

Ability to identify issues for social action. b.

Commitment to accept social responsibilities associated with citizenship.

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c.

4.4

Communicate convictions to those in political power to preserve and extend justice, freedom, equity, peace, and human rights. d.

Develop responsible leadership skills and identify situations in which to apply those skills in real­ life situations. e.

Willingness to accept the consequences of one’s own actions. f.

Understand the relationship of individual to environment. g.

Understand the relationship of group of environment (government, corporate, international). h.

Promote responsible allocation and equitable use and conservation of the world’s resources.

Ethical Literacy a.

Recognize the sanctity of life and the dignity of the individual b.

Understand the ways in which different societies have tried to resolve ethical issues. c.

Realize that concern for ethics and human rights is universal and represents the aspiration of change agents in every time and place. d.

Understand the early treatment of Native Californians by early settlers and missionaries. Understand conditions and treatment of individuals in Japanese internment camps.

5.0 Government: Power, Authority, and Governance 5.1 Power and Systems of Authority a.

Describe the components of California’s governance structure (e.g., cities and towns, Indian ranches, and reservations, counties, school districts). b.

Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments. c.

Understand how the mission system expanded the influence of Spain and the Catholicism throughout New Spain and Latin America.

5.2 Laws and Rules a.

Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S Constitution.

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5.3

5.4

Government a.

Describe the components of California’s governance structure (e.g., cities and towns, Indian ranches, and reservations, counties, school districts). b.

Explain the structure and function of the state governments, including the roles and responsibilities of their elected officials.

Civic Responsibilities and Practices a. Understand the role of voting and shared responsibilities in maintaining a democratic classroom

6.0 Economics: Production, Distribution, and Consumption 6.1 Production of Distribution of Goods and Services a.

Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people. b.

Describe the development and locations of new industries since the turn of the century, such as the aerospace industry, large­scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.

6.2 Allocation and Consumption of Goods and Services a.

Discuss the role of the Franciscans in changing the economy of California from a hunter­gatherer economy to an agricultural economy.

6.3 Economic and Exchange Systems a.

Describe how California exchange system has changed over time and what we use today.

6.4 Economic Interdependence a.

Understand California’s role in producing goods (technology) and services for the United States and other countries.

267

Grade 4 Social Studies Units

268

World Language

1.0 Communication: Listening, speaking, reading, writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural products, practices (social, political, economic) perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

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3.3

Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

270

Grade 4 Spanish Units

271

Visual and Performing Arts

Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Read, write, and perform melodic notation for simple songs in major keys, using solfege.

1.2 Read, write, and perform diatonic scales.

1.3 Read, write, and perform rhythmic notation, including sixteenth notes, dotted notes, and syncopation (e.g., eighth/quarter/eighth note and eighth­rest/quarter/eighth note).

Listen to, Analyze, and Describe Music 1.4 Describe music according to its elements, using the terminology of music.

1.5 Classify how a variety of instruments from diverse cultures produce sound (e.g., idiophone, aerophone, chordaphone, membranophone).

1.6 Recognize and describe aural examples of musical forms, including rondo.

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Sing a varied repertoire of music from diverse cultures, including rounds, descants, and songs with ostinatos, alone and with others.

2.2 Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, and ostinatos, by oneself and with others.

Compose, Arrange, and Improvise 2.3 Compose and improvise simple rhythmic and melodic patterns on classroom instruments.

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3.0 Historical and Cultural Context Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music 3.1 Explain the relationship between music and events in history.

Diversity of Music 3.2 Identify music from diverse cultures and time periods.

3.3 Sing and play music from diverse cultures and time periods.

3.4 Compare musical styles from two or more cultures.

3.5 Recognize the influence of various cultures on music in California.

4.0 Aesthetic Valuing Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess 4.1 Use specific criteria when judging the relative quality of musical performances.

Derive Meaning 4.2 Describe the characteristics that make a performance a work of art.

5.0 Connections, Relationships, and Applications Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications 5.1 Identify and interpret expressive characteristics in works of art and music.

5.2 Integrate several art disciplines (dance, music, theatre, or the visual arts) into a wellorganized presentation or performance.

5.3 Relate dance movements to express musical elements or represent musical intent in specific music.

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Careers and Career­Related Skills 5.4 Evaluate improvement in personal musical performances after practice or rehearsal.

274

Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Visual Arts Vocabulary 1.1 Perceive and describe contrast and emphasis in works of art and in the environment.

1.2 Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art.

1.3 Identify pairs of complementary colors (yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood.

1.4 Describe the concept of proportion (in face, figure) as used in works of art.

Analyze Art Elements and Principles of Design 1.5 Describe and analyze the elements of art (color, shape/form, line, texture, space and value), emphasizing form, as they are used in works of art and found in the environment.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Use shading (value) to transform a two­dimensional shape into what appears to be a three­dimensional form (e.g., circle to sphere).

2.2 Use the conventions of facial and figure proportions in a figure study.

2.3 Use additive and subtractive processes in making simple sculptural forms.

2.4 Use fibers or other materials to create a simple weaving.

Communication and Expression Through Original Works of Art 2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.

2.6 Use the interaction between positive and negative space expressively in a work of art.

2.7 Use contrast (light and dark) expressively in an original work of art.

2.8 Use complementary colors in an original composition to show contrast and emphasis.

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3.0 Historical and Cultural Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts 3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).

Diversity of the Visual Arts 3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage.

3.3 Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in California both past and present.

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Describe how using the language of the visual arts helps to clarify personal responses to works of art.

4.2 Identify and describe how a person's own cultural context influences individual responses to works of art.

4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.

Make Informed Judgments 4.4 Identify and describe how various cultures define and value art differently.

4.5 Describe how the individual experiences of an artist may influence the development of specific works of art.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications

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5.1

Select a nonobjective painting, work in small groups to interpret it through dance/ movement, and then write a paragraph reporting on the arts experience.

5.2 Research twentieth­century artists who have incorporated symmetry as part of their work and then create a work of art, using bilateral or radial symmetry.

Visual Literacy 5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.

Career and Career­Related Skills 5.4 Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture.

277

Grade 4 Art Units

Trinity School

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Artist studies Keith Haring scratchboard Molas Maasai figures Charcoal self portrait Ceramic shoes Multi cultural art Stop motion animation Painting Self portrait pastel and squeeze paint Plaster sculpture

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Physical Education

Motor Skills & Movement Patterns Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Body Management 1.1 Perform simple balance stunts with a partner sharing a common base of support.

1.2 Change directions quickly to maintain spacing between two players.

1.3 Change direction quickly to increase the spacing between two players.

1.4 Determine the spacing between offensive and defensive players based on the speed of the players.

Locomotor Movement 1.5. Jump a self­turned rope.

Manipulative Skills 1.6 Throw and catch an object with a partner while both partners are moving.

1.7 Throw overhand at increasingly smaller targets using proper follow through.

1.8 Throw a flying disc for distance using the backhand movement pattern.

1.9 Catch a fly ball above the head, below the waist, and away from the body.

1.10 Kick a ball to a moving partner using the inside of the foot.

1.11 Kick a stationary ball from the ground into the air.

1.12 Punt a ball dropped from the hands.

1.13 Strike with a paddle/racket a lightweight object that has been tossed by a partner.

1.14 Serve a lightweight ball to a partner using the underhand movement pattern.

1.15 Strike a gently tossed ball with a bat using a side orientation.

1.16 Keep a foot­dribbled ball away from a defensive partner.

1.17 Keep a hand­dribbled ball away from a defensive partner.

1.18 Manipulate an object with a long­handled implement.

1.19 Stop a kicked ball by trapping it with the foot while standing still.

1.20 Volley a tossed lightweight ball using the forearm pass.

Rhythmic Skills

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1.21 Perform a series of basic square dance steps.

1.22 Perform a routine to music including even and uneven locomotor patterns.

Movement Concepts, Principles and Strategies Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Movement Concepts 2.1 Explain the difference between offense and defense.

2.2 Describe ways to create more space between an offensive player and a defensive player.

Body Management 2.3 Explain the appropriate body orientation to serve a ball using the underhand movement pattern.

2.4 Explain the appropriate body orientation to strike a ball using the forehand movement pattern.

Manipulative Skills 2.5 Explain the similar movement elements of the underhand throw and the underhand volleyball serve.

2.6 Describe the difference between punting and kicking.

2.7 Compare and contrast dribbling a ball without a defender and with a defender.

2.8 Explain the differences in manipulating an object with a long­handled implement and a short­handled implement.

2.9 Identify key body positions used for volleying a ball.

Rhythmic Skills 2.10 Design a routine to music that includes even and uneven locomotor patterns.

Maintain Physical Fitness Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts 3.1 Participate in appropriate warm­up and cool­down exercises for specific physical activities.

3.2 Demonstrate the correct body position for pushing and pulling large objects.

Aerobic Capacity

280

3.3

Participate 3­4 days per week, for increasing amounts of time, in continuous, moderate to vigorous physical activities at the appropriate intensity to increase aerobic capacity.

Muscular Strength/Endurance 3.4 Perform increasing numbers of each: abdominal curl­ups, oblique curl­ups on each side, modified push­ups or two traditional push­ups, triceps push­ups on the floor.

3.5 Hang from an overhead bar with knees bent holding thighs at a 90 degree angle.

Flexibility 3.6 Demonstrate basic stretches using proper alignment for hamstrings, quadriceps, hip flexors, triceps, back, shoulders, hip adductors, hip abductors, and calves.

Body Composition 3.7 Sustain continuous movement for increasing periods of time, while participating in moderate to vigorous physical activity.

Assessment 3.8 Measure and record changes in aerobic capacity and muscular strength, using scientifically based health­related physical fitness assessments.

3.9 Meet the minimum requirements for health­related physical fitness, using scientifically based health­related physical fitness assessments.

Physical Fitness Concepts,Principles, and Strategies Standard 4: Demonstrate knowledge of physical fitness concepts, principles and strategies to improve health and performance.

Fitness Concepts 4.1 Identify correct body alignment for performing lower body stretches.

4.2 Explain the physical fitness principles: frequency, intensity, time, and type.

4.3 Set personal short­term goals for aerobic endurance, muscular strength and endurance, and flexibility, and monitor progress by measuring and recording personal fitness scores.

4.4 Identify healthy meal and snack choices that help improve physical performance.

4.5 Explain why the body needs water before, during, and after physical activity.

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4.6

Explain why carbohydrates are the preferred fuel for high intensity physical activity and why protein is the preferred fuel for endurance physical activity.

4.7 Explain the purpose of warm­up and cool­down periods.

Aerobic Capacity 4.8 Calculate personal heart rate per minute from heartbeat data collected in 10­second and 15­second intervals.

4.9 Explain why a strong heart is able to quickly return to its resting rate after exertion.

4.10 Identify at least two characteristics of physical activity that build aerobic capacity.

4.11 Determine the intensity of personal physical activity using the concept of perceived exertion.

Muscular Strength/Endurance 4.12 Explain the difference between muscular strength and muscular endurance.

4.13 Explain why preadolescent children will not develop bulky muscles by working on muscular endurance or strength activities.

4.14 Explain why strengthening the major muscles can improve performance at work and play.

4.15 Describe the correct form to push and pull heavy objects.

Flexibility 4.16 Explain why flexibility is valuable when performing physical activities.

Body Composition 4.17 Explain the relationship between regular, sustained physical activity and the body's ability to consume calories and burn fat for energy.

Psychological and Sociological Concepts Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self­Responsibility 5.1 Set a personal fitness goal that is worked on outside of school.

5.2 Collect and record progress data on a personal fitness goal.

5.3 Accept responsibility for one's own performance without blaming others.

5.4 Respond to winning and losing with dignity and respect.

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Social Interaction 5.5 Include others' in physical activities and respect individual differences in skill and motivation.

Group Dynamics 5.6 Accept an opponent's outstanding skill, use of strategies, or ability to work together as a challenge in physical activity settings.

283

Physical Education Grade 4 Units

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Grade 5 Curriculum Guide !

The legacy of a Trinity education is a curious mind and a discerning heart.

Writing

Writing to clearly communicate ideas and knowledge is integrated through all subjects in Grade 5. Students increasingly learn to use word processing and technology tools effectively. They write with a purpose, paying attention to audience and the importance of organization and mechanics. Writing essays, research reports, literature blogs, scripts, narrative stories, emails for information, and poems are some writing tasks that help 5th graders address the following essential questions:!

Reading

• Why is it important to work on becoming a clear writer and in using technology tools effectively? !

Fifth graders read broadly and share their ideas and joy of literature with classmates. Formulating questions and looking for answers using online resources effectively and analyzing nonfiction is also critical. Through the study of units such as storytelling, historical and realistic fiction, poetry, social studies texts, and specific comprehension skills, students will acquire content knowledge and begin to answer the following essential questions:!

• What do all of the Writing Standards mean? Why is each one important for effective writing? What standards do you need to work on?!

• What strategies are useful to understand a nonfiction text and online resources? What questions should you ask yourself to understand the ideas being presented? !

• How can you effectively express personal ideas, feelings, or opinions in writing?

• What connections can you make between what you read and your life?!

• What makes reading enjoyable? How do you choose books for your own personal enjoyment? How can you effectively share your favorite books with others?!

• What are the important components of a story? Why are stories important?!

• What are strategies for learning and understanding new vocabulary? What are multiple meanings of words, and how are words used in different contexts?

• Why are mechanics, grammar, and sentence structure rules important for clear writing?!

• What are important elements of a “good” story or essay?!

• How can you effectively take and organize notes while reading or doing research? What information is important and relevant?!

Mathematics

Math is differentiated for fifth grade students using Saxon textbooks and other resources to build their foundation of math skills. Ongoing assessments help teachers plan review and practice of specific concepts. Math application lessons and projects add challenge and students can explore concepts at a deeper level. Technology tools and online resources are important for problem solving, demonstrating understanding, and for review. Through the study of many math units, students will acquire content knowledge and begin to answer the following essential questions: !

• Why is math important? What are strategies, or technology tools, that can be used effectively to help learn or review skills? !

• What are math applications in our world? How is math used to analyze data, draw conclusions, and solve important problems? !

• What are strategies for solving math problems in different ways? How can you show all the steps for your thinking?!

• Why is accurate measurement crucial? ! we learn from • Why are mistakes useful and how can286 them?!

Science

Service Learning

Science and garden curriculum invites students to make meaningful connections to the world around them. Learning takes place in the science room, in the garden, and in other natural spaces around campus. Students in Grade 5 study physical science, biology and ecology, engineering practices, and the process of science through the following interdisciplinary units: Open Ocean, National Parks, Magnetism and Electricity, Watershed Study, Hungry Planet, and Personal Health. !

By the end of the year, Grade 5 students will begin to answer the following questions:!

Fifth graders help lead the school to serve our communities through the Student Teacher Leadership Team and class projects, choosing five organizations for the Heart of Trinity Awards at graduation. They explore the following essential questions:!

• What is our responsibility to our watershed? !

• How do National Parks encourage conservation and appreciation of the natural environment? !

• How are our lives similar and different to the lives of people around the world? !

• How can I collect data and present it in a meaningful way? !

• How does energy move through systems? !

• What are the benefits and challenges of technology?

Social Studies

Social Studies is focused on US History and integrated with reading and writing, using online resources in exciting ways along with debates and role playing. Through the study of units such as Native American cultures, European exploration, settlement, and interactions, Revolutionary War, Constitution, formation of government, civil rights and social justice issues, and our legal system, students will acquire content knowledge and begin to answer the following essential questions:!

• Why is it important to study history?!

• What does it mean to be an “American”?!

• What questions about history do you have? How can we do research to understand more? Why can’t we know answers for sure? !

• What are different perspectives or points of view about what is studied in history? Why is it important to understand POV?!

• Why are rules and laws important and necessary?

How does our court system work?!

• How are we at Trinity connected to other communities, including people in other countries and our environment? !

• How can 5th grade students be school leaders and inspire others to help serve?!

• Why is it important that we try to help others and the environment? What can we learn?! !

Exchanges with Achungo School in Kenya of such things as letters, pictures, and posters made by Trinity students lead to valuable learning and cultural understanding.!

"

• What ideals are the foundation of our Constitution and government? Has America lived up to those ideals?

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Grade 5

Reading/Listening/Speaking

1.1

1.2

1.3

1.4

2.1

2.2

Decoding: Print awareness The student recognizes the characteristics of written language (print awareness) Assess to determine if children need intervention .

Decoding: Phonetic awareness The student hears and distinguishes the sounds from which words are made. (phonemic awareness) Assess to determine if children need intervention.

Decoding: Phonics The student uses the sounds of language and the written symbols that represent those sounds in reading Assess to determine if children need intervention.

Decoding: Word Structural Analysis The student uses word structural analysis to “sound out” words when reading.

Still to do.

Vocabulary Development: High­frequency Words The student automatically recognizes high­frequency words.

Should be in place by these grades.

Vocabulary Development: Word Meaning The student uses a variety of techniques to determine the meaning of words. a.

Applies knowledge of word origins to determine the meaning of unknown words. b.

Applies knowledge of contractions to determine the meaning of unknown words. c.

Applies knowledge of inflectional endings to determine the meaning of unknown words. d.

Applies knowledge of irregular plurals to determine the meaning of unknown words. e.

Applies knowledge of multiple meaning words to determine the meaning of unknown words.

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f. g. h.

2.3

3.1

4.1

Applies knowledge of word families to determine the meaning of unknown words.

Understands and explains frequently used synonyms, antonyms, and homographs.

Knows derived roots and affixes from Greek and Latin, and uses this knowledge to analyze the meaning of words. i.

Understands and explains the figurative and metaphorical use of words in context.

Vocabulary Development: Language Significance The student demonstrates knowledge of the significance and variety of our language.

Oral Reading Fluency The student reads orally with fluency. a.

Reads aloud accurately with grade­appropriate pacing. b.

Reads aloud with grade­appropriate intonation. c.

Reads aloud with grade­appropriate expression.

Reading Comprehension a.

The student will ask and answer questions. b.

The student will clarify. c.

The student will make and confirm predictions. d.

The student will make connections. e.

The student will summarize. f.

The student will visualize. g.

The student will understand the relationship between the cause and effect. h.

The student will classify and categorize. i.

The student will compare and contrast. j.

The student will draw conclusions. k.

The student will identify the main idea and details. l.

The student will make inferences. m.

The student will sequence events.

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n. o. p. q. r.

5.1

The student will distinguish between fact and opinion.

The student will relate story content to own experiences.

The student will identify the author's point of view and purpose.

The student will interpret information from diagrams, charts, and graphs.

The student will demonstrate comprehension by identifying answers in text.

Literature Analysis: Genres The student recognizes the features and functions of different literary genres. a.

Adventure fiction b.

Adventure true c.

Autobiography d.

Biography e.

Contemporary fiction f.

Diary g.

Expository text h.

Fables i.

Fairytales j.

Fantasy k.

Fiction l.

Folktales m.

Historical fiction n.

Humor o.

Informational text p.

Legend q.

Picture books r.

Plays s.

Poetry t.

Realistic fiction

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5.2

5.3

u.

Mystery v.

Myths w.

Nonfiction x.

Nursery rhyme y.

Pictorial essay z.

Rhyme aa.

Science fiction bb.

Tall tales Literature Analysis: Perspectives The student experiences and responds to literature from a range of eras, perspectives, and cultures to make personal connections and know more about the world around him/her a.

Different cultures. b.

Different perspectives. c.

Different eras.

Literature Analysis: Story Elements The student describes and analyzes story elements and terms to better internalize the story’s value and meaning. a.

Distinguishes among forms of fiction and describes the major characteristics of each form. b.

Analyzes how the qualities of the character (e.g., courage and cowardice, ambition or laziness) affect the plot and resolution of the conflict. c.

Analyzes the influence of setting on the problem and its resolution. d.

Defines how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme. e.

Identifies the speaker and recognizes the difference between first and third person narration (e.g., autobiography, biography). f.

Evaluates the author's use of various techniques to influence readers' perspective (e.g., appeal of characters, logic and credibility of plots and settings, use of figurative language). g.

Evaluates the meaning of themes, patterns, and symbols that are found in tradition by using literature from different eras and cultures.

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6.1 6.2

7.1

7.2

Literature Appreciation: Enjoyment The student reads for personal enjoyment.

Literature Appreciation: Enthusiasm The student shows enthusiasm for literature.

Listening The student listens well. a.

Listens attentively. b.

Asks questions that seek information not already discussed. c.

Interprets speaker's verbal and nonverbal messages, purposes, and perspectives. d.

Makes inferences or draws conclusions based on an oral report.

Speaking The student speaks effectively. a.

Uses specific and varied vocabulary in speaking. b.

Uses appropriate body language when speaking. c.

Selects a focus, organizational structure, and point of view for oral presentation. d.

Clarifies and supports spoken ideas with evidence and examples. e.

Engages audience with appropriate verbal cues, facial expressions, and gestures. f.

Delivers narrative presentations: establishes a situation, plot, point of view, and setting with descriptive words and phrases. g.

Delivers narrative presentations: shows, rather than tells, the listener what happens. h.

Delivers informative presentations about an important idea, issue, or event.

292

Grade 5 Reading Units

Trinity School

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Grade 5 | Reading | Elementary

Hoekenga, Kathy

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SummerReading SummerNatAmBk Comprehension Skills HakimSS Qtr 1-­2Vocabulary Analogies FriendshipsBks Independent Reading Storytelling Imm Book Clubs Vocabulary Qtr.3 Civil Rights Mvt-­ MLK Rev War Books Books of Courage Poetry

Last Updated: Tuesday, November 4, 2014, 9:31PM

Writing

1.0 Overall Development (Communication) 1.1 The writing reflects understanding of task, purpose and audience.

1.2 The writing recognizes and uses attributes characteristic of different writing genres 1.3 Language is clear while age­appropriate.

1.4 The student uses a variety of techniques and approaches to brainstorm and generate ideas for writing.

2.0 Organization (Communication) 2.1 The writing stays on topic and is logically ordered from beginning to end, following a natural progression.

2.2 The writing uses transitional and ordering words appropriately.

2.3 Writing uses well formed and logical structure such as complete sentences or paragraphs

3.0 Supporting Material (Communication) 3.1 Supporting information is focused and relevant 3.2 Supporting information is sufficiently detailed

4.0 Conventions of Standard English 4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a.

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences. b.

Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. c.

Use verb tense to convey various times, sequences, states, and conditions. d.

Recognize and correct inappropriate shifts in verb tense. e.

Use correlative conjunctions (e.g., either/or, neither/nor).

4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.

Use punctuation to separate items in a series. b.

Use a comma to separate an introductory element from the rest of the sentence.

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c. d. e.

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade­appropriate words correctly, consulting references as needed.

5.0 Production 5.1 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.2 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5.3 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others

6.0 Knowledge of Language 6.1 The student applies knowledge of language and how it functions in different contexts, to make effective choices for meaning or style, and to express meaning and comprehension in writing.

7.0 Handwriting 7.1 Handwriting is well­formed and legible for grade and age.

7.2 Keyboarding skill is sufficient to produce and publish writing.

295

Grade 5 Writing Units

296

Mathematics

Number Sense 1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers: 1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers.

1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.

1.3 Understand and compute positive integer powers of nonnegative integers; compute examples as repeated multiplication.

1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor (e.g., 24 = 2 x 2 x 2 x 3 = 23 x 3).

1.5 Identify and represent on a number line decimals, fractions, mixed numbers, and positive and negative integers.

2.0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals: 2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results.

2.2 Demonstrate proficiency with division, including division with positive decimals and long division with multi­digit divisors.

2.3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers (like and unlike denominators of 20 or less), and express answers in the simplest form.

2.4 Understand the concept of multiplication and division of fractions.

2.5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.

Algebra and Functions 1.0 Students use variables in simple expressions, compute the value of the expression for specific values of the variable, and plot and interpret the results: 1.1 Use information taken from a graph or equation to answer questions about a problem situation.

297

1.2

Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.

1.3 Know and use the distributive property in equations and expressions with variables.

1.4 Identify and graph ordered pairs in the four quadrants of the coordinate plane.

1.5 Solve problems involving linear functions with integer values; write the equation; and graph the resulting ordered pairs of integers on a grid.

Measurement and Geometry 1.0 Students understand and compute the volumes and areas of simple objects: 1.1 Derive and use the formula for the area of a triangle and of a parallelogram by comparing it with the formula for the area of a rectangle (i.e., two of the same triangles make a parallelogram with twice the area; a parallelogram is compared with a rectangle of the same area by cutting and pasting a right triangle on the parallelogram).

1.2 Construct a cube and rectangular box from two­dimensional patterns and use these patterns to compute the surface area for these objects.

1.3 Understand the concept of volume and use the appropriate units in common measuring systems (i.e., cubic centimeter [cm3], cubic meter [m3], cubic inch [in3], cubic yard [yd3]) to compute the volume of rectangular solids.

1.4 Differentiate between, and use appropriate units of measures for, two­and three­dimensional objects (i.e., find the perimeter, area, volume).

2.0 Students identify, describe, and classify the properties of, and the relationships between, plane and solid geometric figures: 2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools (e.g., straightedge, ruler, compass, protractor, drawing software).

2.2 Know that the sum of the angles of any triangle is 180° and the sum of the angles of any quadrilateral is 360° and use this information to solve problems.

2.3 Visualize and draw two­dimensional views of three­dimensional objects made from rectangular solids.

Data Analysis and Probability 1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: 1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ.

298

1.2

Organize and display single­variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets.

1.3 Use fractions and percentages to compare data sets of different sizes.

1.4 Identify ordered pairs of data from a graph and interpret the meaning of the data in terms of the situation depicted by the graph.

1.5 Know how to write ordered pairs correctly; for example, ( x, y ).

Mathematical Reasoning 1.0 Students make decisions about how to approach problems: 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

1.2 Determine when and how to break a problem into simpler parts.

2.0 Students use strategies, skills, and concepts in finding solutions: 2.1 Use estimation to verify the reasonableness of calculated results.

2.2 Apply strategies and results from simpler problems to more complex problems.

2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

2.6 Make precise calculations and check the validity of the results from the context of the problem.

3.0 Students move beyond a particular problem by generalizing to other situations: 3.1 Evaluate the reasonableness of the solution in the context of the original situation.

3.2 Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.

3.3 Develop generalizations of the results obtained and apply them in other circumstances.

299

Grade 5 Math Units

300

Science

1.0 Unifying Concepts and Processes 1.1 Unify: Nature of systems a.

The dynamic nature of systems.

1.2 Unify: Classification a.

System, order, and classification of things in the natural world.

1.3 Unify: Evidence a.

Role of evidence in scientific inquiry.

1.4 Unify: Form and function f.

The relationship of form and function.

2.0 Scientific Method of Inquiry 2.1 Inquiry: Hypothesis a.

Formulate hypothesis.

2.2 Inquiry: Investigation a.

Conduct investigation.

2.3 Inquiry: Analyze data a.

Analyze Data.

2.4 Inquiry: Conclusions a.

Draw conclusions 2.5 Inquiry: Communicate results a.

Communicate results.

2.6 Inquiry: Past findings a.

Study past findings and methods of others.

3.0 Technology and Society 3.1 Tech: Using equipment

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3.2 3.3 3.4

3.5 3.6

a.

Using equipment.

Tech: Understand equipment a.

Understanding equipment.

Tech: Tech in society a.

Role of technology in society.

Tech: Human impact a.

Society: Human impact b.

Society: resource management.

Tech: People and earth a.

Society: People and our changing earth.

Tech: Invention/innovation a.

Society: Invention and innovation.

4.0 Physical Science 4.1 Physics: Phenomena a.

Identifying, classifying, and explaining physical phenomena (verbs, actions).

4.2 Physics: Properties a.

Identifying, classifying, and explaining physical properties (adjectives, descriptors).

5.0 Life Science 5.1 Biology: Living system a.

The nature of a living system (dependencies between individuals), for example ecosystem, biosystem, and food web.

5.2 Biology: Life cycle a.

Life cycle of an individual.

5.3 Biology: Structures a.

Structural organization of a living thing (an individual).

5.4 Biology: Identify/classify

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a.

Identifying and classifying living things, including adaptation (e.g., species and genus).

6.0 Earth and Space Science 6.1 Earth/Space: Physical env. a.

Observing, describing, and classifying objects in the physical environment.

6.2 Earth: Earth, land, and water a.

Studying earth, land, and water (geology, oceanography) 6.3 Earth/Space: Meteorology a.

Studying the atmosphere and weather (meteorology) 6.4 Earth/Space: Solar system a.

Studying the solar system

7.0 Personal and Social Perspectives 7.1 Perspectives: Personal health a.

Personal health 7.2 Perspectives: Population a.

Characteristics and changes in a population 7.3 Perspectives: Environment a.

Changes in the environment 7.4 Perspectives: Technology f.

Science and technology in local challenges

8.0 History and Nature of Science 8.1 History: Background a.

Historical underpinnings of current science.

8.2 History: Early inventions a.

Early inventions that used science to solve a problem for mankind

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NGSS: Science Performance Expectations

5. Structure and Properties of Matter Performance Expectations a.

5­PS1­1. Develop a model to describe that matter is made of particles too small to be seen. b.

5­PS1­2. Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conservered. c.

5­PS1­3. Make observations and measurements to identify materials based on their properties. d.

5­PS1­4. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

5. Matter and Energy in Organisms and Ecosystems Performance Expectations a.

5­PS3­1. Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. b.

5­LS1­1. Support an argument that plants get the materials they need for growth chiefly from air and water. c.

5­LS2­1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

5. Earth’s Systems Performance Expectations a.

5­ESS2­1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. b.

5­ESS2­2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. c.

5­ESS3­1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

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5. Space Systems: Stars and the Solar System Performance Expectations a.

5­PS2­1. Support an argument that the gravitational force exerted by Earth on objects is directed down. b.

5­ESS1­1. Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the Earth. c.

5­ESS1­2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

305

Grade 5 Science Units

Trinity School

Browse Unit Calendars › Science

Ackermann , R al ph

Grade 5 | Science | Elementary

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Open Ocean *Magnetism Electricity *National Park Environmental Concerns Life in an Aquarium

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306

Grade 5 Garden Units

Trinity School

Browse Unit Calendars › Garden

Ackermann , R al ph

Grade 5 | Garden | Elementary

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Measuring in the Garden Water Testing Hungry Planet & Kiva Smoking, Drugs, and Addiction

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307

Social Studies

1.0 Culture: Unique and Shared Identities 1.1 Elements of Culture a.

Discuss the meaning of “culture”. b.

Describe varied customs and folklore traditions of major pre­Columbian settlements of North America c.

Describe cultures of Western Europe in the 15th through 18th centuries, including belief systems and the Protestant Reformation. d.

Describe the cultural interchanges between the colonists and Indians in 16th to 19th centuries. e.

Describe the culture of slave families and its relationship to African culture and the culture of the European colonists.

1.2 Cultural Similarities and Differences a.

Compare and contrast aspects of the cultures of pre­Columbian settlements of North America with each other and with cultures of the European settlers. b.

Compare and contrast cultures of immigrants to America and their impact on American culture from the 17th century to the present. c.

Discuss reasons that cultural differences have led to changes and conflicts. d.

Discuss the importance of understanding different cultures and what can be learned from them.

2.0 History: Time, Continuity, and Change 2.1 Individuals Connected in Time a.

Describe the views, lives, and impact of key individuals of varied cultures during the 15th through 19th centuries. b.

Understand that individual family histories are a significant part of history.

2.2 Community and Society a.

Describe the introduction of slavery into America and the gradual institutionalization of slavery in the colonies, particularly in the South.

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b.

2.3

Trace the colonization, immigration and settlement patterns of the American people from 1789 to the mid 1800’s with emphasis on political and transportation systems. c.

Discuss connections between past immigration patterns and current immigration.

Global and Historical Perspectives a.

Explain the aims, obstacles and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons explorers chose to explore and colonize the world. b.

Describe the cooperation and conflict that existed among Native Americans and between the Native American nations and new settlers c.

Explain the causes of and the events leading up to the American Revolution, and understand the course and consequences of the American Revolution. d.

Discuss the waves of immigration and settlement patterns of the American people from 1789 to the mid­1800’s and through to the present.

3.0 Geography: People, Places, and Environment 3.1 Location Skills and Understanding a.

Learn location of all states and capitals in the U.S. b.

Learn migration routes and regions of pre­Columbian peoples in North America c.

Trace routes of European explorations to the Americas and of land explorers through North America d.

Locate land claimed by Spain, France, England, Portugal, the Netherlands Sweden, and Russia on maps of North and South America e.

Understand the influence of location and physical setting on the founding of the 13 original English colonies, and identify them on a map f.

Identify and map major military battles and turning points of the French and Indian War, the Revolutionary War, and the War of 1812 g.

Name the states and territories that existed in 1850 h.

Identify the overland trails used by settlers traveling west 3.2 Earth’s Processes for Shaping Earth, Land, and Water a.

Understand the importance of the ocean and sustaining its life for the peoples of the earth.

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b. c.

Understand unique qualities of geography that have led to the creation of National Parks to preserve them.

Discuss migrations of peoples from Asia to North America during the ice age between 14,000 and 25,000 years ago due to the formation of a land bridge connecting Asia to North America.

3.3 Human and Environmental Interaction a.

Describe how geography and climate influenced the way various pre­Columbian peoples lived and how they affected their environments. b.

Discuss the impact settlers had on their environments. c.

Discuss ways in which humans affect the environment currently, and work on tangible ways to be responsible stewards of the earth.

4.0 Personal and Social Responsibility 4.1 Personal Skills (Self­Awareness and Self­Management) a.

Confidence to express personal convictions after thinking through moral and social justice issues. b.

Recognition of personal biases and tendencies to develop stereotypes, and the development of self­questioning skills to broaden perspectives.

4.2 Group Interaction Skills (Social­Awareness and Social­Management) a.

Able to participate appropriately and productively in class and school leadership meetings. b.

Understands that leadership involves taking initiative, being responsible for group progress and interactions, and being willing to consider different points of view. c.

Works effectively as a productive team member or leader of a small group working towards a specific goal. d.

Recognizes different perspectives in conflicts and develops the abilities to work effectively with others to resolve those conflicts, both involving themselves and others.

4.3 Social Action a.

Develops an understanding of personal membership in many communities and the need for personal responsibility for each community. b.

Seeks for and understands the needs of various communities, including social justice and environmental needs, why those needs exist, and how those needs may be addressed.

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4.4

Ability to effectively search for, access, and use resources needed to address community and social justice needs. d.

Ability and confidence to take or initiate action to address community needs or social justice issues.

Ethical Literacy a.

Recognizes ethical issues personally, as well as in literature, the study of history, science, and current events. b.

Recognizes that concern for ethics and human rights is universal. c.

Seeks answers to ethical questions with a willingness to consider different perspectives while grappling with issues of right and wrong.

5.0 Government: Power, Authority, and Governance 5.1 Power and Systems of Authority a.

Describe issues of power that led or can lead to conflicts and wars b.

Explain influence and power of significant leaders of European Colonists and Native American nations c.

Understand how political ideas and interests during the colonial period created the basis for the development of political self­government. d.

Know the significance of the Committees of Correspondence, First and Second Continental Congresses, and the Declaration of Independence e.

Explain how state constitutions established after 1776 as well as the structure of the Iroquois league served as models for the US Constitution f.

Describe the people and events associated with the development of the US Constitution and analyze the Constitution’s significance as the foundation of the American republic along with the importance of amendments as the nation grew 5.2 Laws and Rules a.

Understanding the need for rules and laws in class and society, and participation in the development and implementation of class rules. b.

Discuss the role of broken treaties between Native Americans and colonists c.

Explain varied systems of government of major pre­Columbian peoples d.

Explain early democratic ideas and practices that emerged during the colonial period

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e.

Learn about the judicial system including citizens’ legal rights the importance of due process of law 5.3 Government a.

Explain the structure of the United States government under the Constitution. b.

Discuss the basic governmental structures in other countries of the world. c.

Participate in discussions about current issues and candidates during state and federal elections.

5.4 Civic Responsibilities and Practices a.

Participation in the development and implementation of class rules. b.

Discuss the consequences of broken treaties between Native Americans and the US historically up to the present day and ideas for solutions currently. d.

Explain early democratic ideas and practices that emerged during the colonial period

6.0 Economics: Production, Distribution, and Consumption 6.1 Production of Distribution of Goods and Services a.

Discuss current economic factors in tangible ways that affect the production and distribution of goods and services locally as well as nationally and internationally. b.

Discuss historical factors involving the production and distribution of goods and services as part of learning about interactions between peoples and nations throughout the study of American history.

6.2 Allocation and Consumption of Goods and Services a.

Discuss current economic factors in tangible ways that affect the production and distribution of goods and services locally as well as nationally and internationally. b.

Discuss historical factors involving the production and distribution of goods and services as part of learning about interactions between peoples and nations throughout the study of American history.

6.3 Economic and Exchange Systems a.

Explain varied economies of pre­Columbian peoples. b.

Understand the economic institutions that evolved during the Colonial era and as our country developed.

6.4 Economic Interdependence a.

Describe the entrepreneurial characteristics of early explorers and the technological developments that made sea and land exploration possible

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b.

Understand economic interdependence between colonists and Native Americans and between European countries and the colonies.

313

Grade 5 Social Studies Units

314

World Language

1.0 Communication: Listening, speaking, reading, writing 1.1 Students will begin to communicate, using the grammatical structure, basic vocabulary, and pronunciation of another world language. [Skills necessary for this include providing and obtaining information, expressing feelings and emotions, and sharing and exchanging opinions, and supporting points of view.]

1.2 Students will begin to understand and interpret some written and spoken communication in another world language other than English.

1.3 Students will present basic information to an audience in some other world language using written or spoken information on a variety of grade level topics.

1.4 Students will begin to communicate, interpret, or present, information in reading, listening or speaking activities.

2.0 Cultural products, practices (social, political, economic) perspectives 2.1 Students will begin to demonstrate an understanding of how to communicate and function in an additional world culture. Students will begin to be able to use some key cultural traits of the societies in which the target language is spoken.

2.2 Students will demonstrate some understanding of certain of the perceptions, gestures, folklore, and family and community dynamics. Students will be able to exhibit some knowledge of cultural traits and patterns; draw some comparisons between societies; recognize that there are various important linguistic and cultural variations among groups that speak the same target language; begin to understand how word, body language, ritual, and social interactions influence communication.

2.3 Students will begin to demonstrate an understanding and familiarity of the products (economic, artifacts, etc.) and practices of another culture.

3.0 Connections and Comparisons Among Language and Cultures 3.1 Students reinforce and further their knowledge of other academic disciplines through the study of world languages 3.2 Students acquire understanding and knowledge of world culture perspectives and viewpoints that are only available through the study of another world language.

315

3.3

Students begin to demonstrate an understanding of the nature of language through comparisons of the language studied and their own.

316

Grade 5 Spanish Units

317

Visual and Performing Arts

Music

1.0 Artistic Perception Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.

Read and Notate Music 1.1 Read, write, and perform simple melodic notation in treble clef in major and minor keys.

1.2 Read, write, and perform major and minor scales.

1.3 Read, write, and perform rhythmic notation, including quarter­note triplets and tied syncopation.

1.4 Listen to, Analyze, and Describe Music 1.4 Analyze the use of music elements in aural examples from various genres and cultures.

1.5 Identify vocal and instrumental ensembles from a variety of genres and cultures.

1.6 Identify and describe music forms, including theme and variations and twelve­bar blues.

2.0 Creative Expression Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.

Apply Vocal and Instrumental Skills 2.1 Sing a varied repertoire of music, including rounds, descants, and songs with ostinatos and songs in two­part harmony, by oneself and with others.

2.2 Use classroom instruments to play melodies and accompaniments from a varied repertoire of music from diverse cultures, including rounds, descants, and ostinatos and twopart harmony, by oneself and with others.

2.4 Compose, Arrange, and Improvise 2.3 Compose, improvise, and perform basic rhythmic, melodic, and chordal patterns independently on classroom instruments.

3.0 Historical and Cultural Context

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Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.

Role of Music 3.1 Describe the social functions of a variety of musical forms from various cultures and time periods (e.g., folk songs, dances).

Diversity of Music 3.2 Identify different or similar uses of musical elements in music from diverse cultures.

3.3 Sing and play music from diverse cultures and time periods.

3.4 Describe the influence of various cultures and historical events on musical forms and styles.

3.5 Describe the influences of various cultures on the music of the United States.

4.0 Aesthetic Valuing Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.

Analyze and Critically Assess 4.1 Identify and analyze differences in tempo and dynamics in contrasting music selections.

Derive Meaning 4.2 Develop and apply appropriate criteria to support personal preferences for specific musical works.

5.0 Connections, Relationships, and Applications Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.

Connections and Applications 5.1 Explain the role of music in community events.

Careers and Career­Related Skills 5.2 Identify ways in which the music professions are similar to or different from one another.

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Grade 5 Music Units

Trinity School

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Singing Voice/Pitch Accuracy Opera Rhythm & Melody Lessons & Carols Rhythmic Patterns Recorders SMARTS I SMARTS II Websites

Last Updated: Monday, November 3, 2014, 8:30AM

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320

Visual Arts

1.0 Artistic Perception Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary 1.1 Identify and describe the principles of design in visual compositions, emphasizing unity and harmony.

1.2 Identify and describe characteristics of representational, abstract, and nonrepresentational works of art.

Analyze Art Elements and Principles of Design 1.3 Use their knowledge of all the elements of art to describe similarities and differences in works of art and in the environment.

2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools 2.1 Use one­point perspective to create the illusion of space.

2.2 Create gesture and contour observational drawings.

2.3 Demonstrate beginning skill in the manipulation of digital imagery (e.g., computer­generated art, digital photography, or videography).

Communication and Expression Through Original Works of Art 2.4 Create an expressive abstract composition based on real objects.

2.5 Assemble a found object sculpture (as assemblage) or a mixed media two­dimensional composition that reflects unity and harmony and communicates a theme.

2.6 Use perspective in an original work of art to create a real or imaginary scene.

2.7 Communicate values, opinions, or personal insights through an original work of art.

3.0 Historical and Cultural Context

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Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts 3.1 Describe how local and national art galleries and museums contribute to the conservation of art.

3.2 Identify and describe various fine, traditional, and folk arts from historical periods worldwide.

Diversity of the Visual Arts 3.3 Identify and compare works of art from various regions of the United States.

3.4 View selected works of art from a major culture and observe changes in materials and styles over a period of time.

4.0 Aesthetic Valuing Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning 4.1 Identify how selected principles of design are used in a work of art and how they affect personal responses to and evaluation of the work of art.

4.2 Compare the different purposes of a specific culture for creating art.

Make Informed Judgments 4.3 Develop and use specific criteria as individuals and in groups to assess works of art.

4.4 Assess their own works of art, using specific criteria, and describe what changes they would make for improvement.

5.0 Connections, Relationships, and Applications Students apply what they learned in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.

Connections and Applications 5.1 Use linear perspective to depict geometric objects in space.

Visual Literacy 5.2 Identify and design icons, logos, and other graphic devices as symbols for ideas and information.

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Career and Career­Related Skills 5.3 Research and report on what various types of artists (e.g., architects, designers, graphic artists, animators) produce and how their works play a role in our everyday environment.

323

Grade 5 Art Units

324

Physical Education

Motor Skills and Movement Patterns Standard 1: Demonstrate motor skills and movement patterns needed to perform a variety of physical activities.

Body Management 1.1 Perform simple small­group balance stunts by sharing the distribution of weight and base of support.

Locomotor Movement 1.2 Jump for height using proper takeoff and landing form.

1.3 Jump for distance using proper takeoff and landing form.

Manipulative Skills 1.4 Enter, jump, and leave a turning, long rope.

1.5 Throw a flying disc for accuracy at a target/partner using a backhand movement pattern.

1.6 Throw and catch an object underhand and overhand while avoiding an opponent.

1.7 Field a thrown ground ball.

1.8 Punt a ball dropped from hands at a target.

1.9 Stop a kicked ball by trapping it with the foot while moving.

1.10 Strike a dropped ball with a racket/paddle toward a target using the forehand movement pattern.

1.11 Backhand hit a softly tossed ball with a paddle/racket.

1.12 Strike a gently tossed ball with a bat from a side orientation.

1.13 Serve a lightweight ball over a low net using the underhand movement pattern.

1.14 Dribble a ball (hand and foot) while preventing another from stealing it.

1.15 Dribble a ball and kick toward a goal while being guarded.

1.16 Pass a ball back and forth with a partner using a chest pass and bounce pass.

1.17 Volley a tossed ball to an intended location.

Rhythmic Skills 1.18 Design and perform a creative dance combining locomotor patterns with intentional changes in speed and direction.

1.19 Design and perform a routine to music involving manipulation of an object.

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Movement Concepts, Principles and Strategies Standard 2: Demonstrate knowledge of movement concepts, principles, and strategies as they apply to learning and performance of physical activities.

Movement Concepts 2.1 Explain the importance of open space when playing sport­related games.

2.2 Explain the differences in applying and receiving force when jumping for height and distance.

Body Management 2.3 Explain how to adjust body position to catch a ball thrown off center.

Manipulative Skills 2.4 Identify the following striking phases: preparation, application of force, follow through, and recovery.

Rhythmic Skills 2.5 Design a routine to music using change of speed and direction while manipulating an object.

Maintain Physical Fitness Standard 3: Assess and maintain a level of physical fitness to improve health and performance.

Fitness Concepts 3.1 Demonstrate how to warm­up muscles and joints prior to running, jumping, kicking, throwing, and striking.

3.2 Plan a day of healthy, balanced meals and snacks designed to enhance performance of physical activity.

Aerobic Capacity 3.3 Participate 3­4 days per week, for increasing periods of time, in continuous, moderate to vigorous physical activities at the appropriate intensity for increasing aerobic capacity.

Muscular Strength/Endurance 3.4 Continuously perform increasing numbers of oblique curl­ups on each side.

3.5 Perform increasing numbers of triceps push­ups.

Flexibility 3.6 Perform flexibility exercises that will stretch specific muscle areas for given physical activities.

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Body Composition 3.7 Sustain continuous movement for an increasing period of time, while participating in moderate to vigorous physical activities.

Assessment 3.8 Assess health related fitness using the state mandated fitness test.

3.9 Meet age­ and gender­specific fitness standards for aerobic capacity, muscular strength, flexibility, and body composition on the State­mandated fitness test.

Physical Fitness Concepts, Principles, and Strategies Standard 4: Demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Fitness Concepts 4.1 Record and analyze food consumption for one day and make a plan to replace foods and quantities less likely to enhance performance in physical activity with healthier choices.

4.2 Explain why dehydration impairs temperature regulation and physical and mental performance.

4.3 Develop and describe three short­term and three long­term fitness goals.

4.4 Identify personal results of the State­mandated fitness test, and identify one or more ways to improve components that do not meet minimum standards.

4.5 Explain the elements of warm­up and cool­down exercises.

4.6 Record water intake before, during, and after physical activity.

4.7 Describe the principles of training and their application for each of the components of physical fitness.

Aerobic Capacity 4.8 Identify target heart rate range for increasing aerobic capacity.

4.9 Determine the intensity of personal physical activity using the concept of perceived exertion.

4.10 Compare target heart rate and perceived exertion during physical activity.

4.11 Measure and record heart rate before, during, and after vigorous physical activity.

4.12 Explain how technology resources (i.e., pedometers, heart rate monitors) can assist in the pursuit of physical fitness.

Muscular Strength/Endurance 4.13 Explain the benefits of having strong arms, chest, and back muscles.

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Flexibility 4.14 Explain the benefits of performing stretches and holding them for increasing periods of time after warm­up.

Body Composition 4.15 Explain why body weight is maintained when calorie intake is equal to the calories expended.

4.16 Describe the short­ and long­term benefits of maintaining body composition within the healthy fitness zone.

Psychological and Sociological Concepts Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self Responsibility 5.1 Work outside of school to improve personal best on one fitness component and one motor skill.

5.2 Work toward a long­term physical activity goal and record progress data.

5.3 Explain the difference between acts of physical courage and physically reckless acts.

5.4 Act in a safe and healthy manner when confronted with negative peer pressure during physical activity.

Social Interaction 5.5 Contribute ideas and listen to the ideas of others in cooperative problem­solving activities.

5.6 Verbally acknowledge the contributions and strengths of others.

Group Dynamics 5.7 Accommodate individual differences in others' physical abilities in small group activities.

5.8 Appreciate physical games and activities reflecting diverse heritages.

326

Physical Education Grade 5

325

Physical Education Curriculum Guide ! :

The legacy of a Trinity education is a curious mind and a discerning heart.

Grade 1

Grade 1 continues with concepts from Kindergarten.

Students practice individual skills and are provided with opportunities to share their knowledge and abilities in numerous social situations.!

Essential questions include:!

• How do students contribute to a common goal? How do we develop social skills that focus on respect, compassion, and inclusion?!

• Why is it important to follow the rules?!

• What activities can we include to improve our motor skills, such as traveling in straight and curved lines, without bumping into each other?!

Junior Kindergarten and Kindergarten

Physical Education for Junior Kindergarten and Kindergarten focuses on the core concepts of motor and movement skills, as well as the introduction of cooperative behavior, shared goals, and exploring health topics, such as nutrition and hygiene.!

Essential questions include:!

• What is appropriate social behavior? How does my behavior affect/influence others and the class?!

• What is personal space? How is it different from general space?!

• How will participation and cooperation lead to a successful experience for all?!

• What is aerobic conditioning, and how do we begin developing our cardiovascular capacity?!

• How can we develop muscle strength that can help us have more control of my movements?!

• How have we prepared ourselves for second grade through the use of team related sports? !

• How do we consider the needs of our classmates/ partners during group situations?

Grade 2

Grade 2 students have a wealth of accumulated knowledge that inform their choices. They are learning how time on task equals progress and success, and their understanding of inclusion and leadership opportunities helps create authentic moments of achieving common goals!

Essential questions include:!

"

• How can we provide each other with opportunities to contribute to a shared objective?!

• What is the difference between locomotor, nonlocomotor, and manipulative skills?!

• How do we gain confidence in our ability to control our movements in small and large spaces?!

• How will small group activities and movement games give us the opportunity to practice our new motor skills?!

• How can we discover and manipulate various types of balls in order to play several kinds of games?!

• What is a healthy lifestyle? How does food play a part in developing a healthy lifestyle?!

• How will the knowledge of making healthy food choices improve our level of energy, and overall physical fitness?!

• What is sportsmanship? How are social developed through cooperative activities?

skills

• How does fitness testing help us focus on doing our best at running, jumping, and building upper body strength?!

• How do we begin to develop our own set of choices for a healthy lifestyle?!

• Have we learned how to cooperate and work as team players?!

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Grade 4

Grade 4 students have been learning how to be leaders. A greater emphasis on team games and strategies allows students to continue to develop their physical skills and abilities, but also provides students opportunities in leadership, cooperation, and conflict resolution.!

Essential questions include:!

•How do our leadership skills help one another feel included?!

•How do we express our feelings and share our insights with our peers for clarity and cooperation?!

Grade 3

Grade 3 students have a wealth of knowledge that helps them to set personal goals regarding lifestyle choices, including proper warm-up routines that help them prepare for physical activity, incorporating healthy nutritional and hygienic practices, and continuing the social/emotional experience for their personal growth. Students have daily opportunities to apply their social skills to establish and maintain healthy relationships with their peers, and teachers.!

Essential questions include:!

"

• How can we practice patience and develop our listening skills when resolving disagreements and conflicts?!

• How can our individual efforts contribute to a sense of community and trust among peers?!

• How do we apply our developing motor and movement skills to complex activities that require balance and base of support?!

• How can we practice developing individual motor skills and improve our athletic abilities?!

" " "

• What is the benefit of sustained physical activity?!

• How will the addition of music and applying the concept of rhythm, help create new ways of moving?!

• How can we learn cooperation and sportsmanship through team sports?!

•How can we apply our understanding of balance and base of support to perform complex stunts? how can we succeed with a partner?!

•What types of manipulative skills will we use during games and activities?!

•How do we perform even and uneven locomotor patterns with the aid of music?!

•What are appropriate warm-up and cool-down activities?!

Grade 5

When students reach grade 5, they have an understanding that personal responsibility informs their behavior, lifestyle choices, and contributions during each game and activity.

Leadership skills, team strategies, and athletic ability comes from dedication and commitment.!

Essential questions include:!

•How can we incorporate strength training to improve and increase muscular endurance?!

• How do motor and movement skills help us to perform new and complex stunts and physical challenges?!

•How will flexibility benefit our physical fitness and involvement in movement activities?!

• How have our manipulative skills developed in order to complete activities with various types of objects?!

•How can we create self-responsibility in order to establish personal, healthy lifestyles?!

• What types of movements require and understanding of personal and general space?!

• How can we use our sense of balance and base of support to perform dance routines that change speed and direction?!

• How does our increase in aerobic activities improve our cardiovascular conditioning?!

• How will our knowledge in health topics, such as nutrition and hygiene, help define our choices in a healthy lifestyle?!

• How do we contribute ideas and listen to the ideas of others for problem-solving activities?!

• How do we accommodate individual differences in physical abilities with our peers?!

• How can we acknowledge the contributions and strengths of others?

324

Tang Library Curriculum Guide!

The legacy of a Trinity education is a curious mind and a discerning heart.

Appreciating the Art of the Printed Word

"

Inquiring Minds

"

All students read:!

All students question:!

• for independent learning and grade-level projects, as well as for pleasure and joy!

• previous knowledge to narrow and define their search for new information!

• widely and fluently to make connections with prior learning and our changing world!

• their resources to find and select the best, most important information!

• with curiosity, pursuing interests, growing vocabulary, deepening comprehension!

• their information, looking for comprehension, making inferences, and gathering meaning!

• literature in various formats and genres, developing a passion for reading, becoming life-

• their thoughts to make sure the information they have found is relevant!

long learners !

Through reading students acquire content knowledge and begin to answer some of the following questions:!

• How can I learn new vocabulary and improve comprehension?!

Curious students constantly ask questions, of themselves, their peers, and their teachers. !

• What do I want to know?!

• Where will I find information about the frilled lizard that lives in the rainforest? !

• Will I find the best information in a book or on the internet?!

Searching for, Finding, and Validating Information

"

All students search!

• for essential information beyond textbooks, learning to use indexes and keywords!

• for information using print, photographs, web, video, and interviews!

• for primary resources, avoiding secondary and tertiary sources for citations!

• for understanding of content so they can express original ideas in their own words!

Student researchers use The Big Six (upper grades) and the Super 3 (lower grades) to organize their work!

• How do I take notes and then put ideas into my own words?!

The Tang Library is a place where the Trinity community meets, reads, searches, and learns, preparing for a lifetime of challenges. The library, a learning commons, provides services and resources, mixing quiet, private workspaces with collaborative, social learning spaces. Trinity’s 21st Century Library Curriculum, guided by the AASL Standards, is integrated into the academic life of the school. It extends beyond the physical space of the library, reaching to classrooms, outdoors, Eield trips, chapel, and homes.

Access to 325 information is ubiquitous with today’s global digital resources. The library uses these powerful resources to underpin Trinity’s academic excellence.

Information Literate in a Global World

Voice of the Reader

The Library Program will produce Trinity graduates that:

All students demonstrate!

All students communicate!

• their collaboration skills by participating in a learning community!

• by retelling stories, reciting poetry, reviewing new books, interviewing guest speakers, and listening!

• mastery of technology tools to collect, organize, and share information!

• by using technology to present new knowledge from their inquiry-based research projects!

• dialog with guest lecturers!

• an understanding of diverse and global perspectives!

• by listening and speaking with respect when there are conflicting points of view in the learning community!

• appreciate diverse cultures!

• responsible behaviors in all communications, crediting borrowed text and images (MLA)!

The library program nurtures the skills and perspectives that help Trinity students become global citizens.!

• How does living in the Bay Area affect my global understanding?!

• What understandings must I have to use my skills to make a difference in the world?

Trinity students share their stories with classmates.

Learning in the library is supported by parent volunteers.!

•Can you recommend a new series?!

•When will Peter Leranges’ new book be available?

• read different genres of books!

• have met noted authors!

• write critical book reviews!

• communicate internationally!

• design independent research!

• cite primary documents!

• credit authoritative resources!

• use technology responsibly!

• are intellectually curious!

• discover their passions!

• help friends find books!

• love to read!

The Library Curriculum stays relevant by proactively responding to these essential questions: • Are students being supported to become life long learners?

• Are the curious minds of students being reinforced to sustain independent learning?

• Are information seeking and the development of a discerning voice encouraged?

• Are students and community as a whole connected with the ideal of diversity?

• Are we nurturing creativity and free-­‐ spirited design with ideas and physical projects?

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Flexibility 4.14 Explain the benefits of performing stretches and holding them for increasing periods of time after warm­up.

Body Composition 4.15 Explain why body weight is maintained when calorie intake is equal to the calories expended.

4.16 Describe the short­ and long­term benefits of maintaining body composition within the healthy fitness zone.

Psychological and Sociological Concepts Standard 5: Demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies as applied to learning and performance of physical activity.

Self Responsibility 5.1 Work outside of school to improve personal best on one fitness component and one motor skill.

5.2 Work toward a long­term physical activity goal and record progress data.

5.3 Explain the difference between acts of physical courage and physically reckless acts.

5.4 Act in a safe and healthy manner when confronted with negative peer pressure during physical activity.

Social Interaction 5.5 Contribute ideas and listen to the ideas of others in cooperative problem­solving activities.

5.6 Verbally acknowledge the contributions and strengths of others.

Group Dynamics 5.7 Accommodate individual differences in others' physical abilities in small group activities.

5.8 Appreciate physical games and activities reflecting diverse heritages.

Library All Grades

Inquire, Think Critically, Gain Knowledge Standard 1: Inquire, think critically, and gain knowledge 1.1 Skills Component a.

Follow an inquiry­based process in knowledge in curricular subjects, and make the real­world connection for using this process in own life. b.

Use prior and background knowledge as context for new learning. c.

Develop and refine a range of questions to frame the search for new understanding. d.

Find, evaluate, and select appropriate sources to answer questions e.

Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context f.

Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. g.

Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. h.

Demonstrate mastery of technology tools for accessing information and pursuing inquiry. i.

Collaborate with others to broaden and deepen understanding.

1.2 Dispositions in Action Component a.

Monitor own information­seeking processes for effectiveness and progress, and adapt as necessary. b.

Use interaction with feedback from teachers and peers to guide own inquiry process. c.

Monitor gathered information, and assess for gaps or weaknesses. d.

Seek appropriate help when it is needed.

Draw Conclusions, Make Informed Decisions Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills Component

a.

2.2

2.3

2.4

Continue an inquiry based research process by applying critical­thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. b.

Organize knowledge so that it is useful c.

Use strategies to draw conclusions from information and apply knowledge to curricular areas, real­word situations, and further investigations. e.

Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems. f.

Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Dispositions in Action Component a.

Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. b.

Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. c.

Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion. d.

Demonstrate personal productivity by completing products to express learning.

Responsibilities Component a.

Connect understanding to the real world. b.

Consider diverse and global perspectives in drawing conclusions. c.

Use valid information and reasoned conclusions to make ethical decisions.

Self­Assessment Component a.

Determine how to act on information (accept, reject, modify). b.

Reflect on systematic process, and assess for completeness of investigation. c.

Recognize new knowledge and understanding. d.

Develop directions for future investigations.

Share Knowledge and Participate Ethically Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.

3.1

3.2

3.3

3.4

Skills Component a.

Conclude an inquiry­based research process by sharing new understandings and reflecting on the learning. b.

Participate and collaborate as members of a social and intellectual network of learners c.

Use writing and speaking skills to communicate new understanding effectively. d.

Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. e.

Connect learning to community issues. f.

Use information and technology ethically and responsibly Dispositions in Action Component a.

Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. b.

Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. c.

Demonstrate teamwork by working productively with others.

Responsibilities Component a.

Solicit and respect diverse perspective while searching for information, collaborating with others, and participating as a member of the community. b.

Respect the differing interests and experiences of others, and seek a variety of viewpoints. c.

Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. d.

Create products that apply to authentic, real­world contexts. e.

Contribute to the exchange of ideas within and beyond the learning community f.

Use information and knowledge in the service of democratic values. g.

Respect the principles of intellectual freedom.

Self­Assessment Component a.

Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. b.

Assess the quality and effectiveness of the learning product.

c.

Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

Pursue Personal and Aesthetic Growth Standard 4: Pursue personal and aesthetic growth.

4.1 Skills Component a.

Read, view, and listen for pleasure and personal growth. b.

Read widely and fluently to make connections with self, the world, and previous reading. c.

Respond to literature and creative expressions of ides in various formats and genres. d.

Seek information for personal learning in a variety of formats and genres. e.

Connect ideas to own interests and previous knowledge and experience. f.

Organize personal knowledge in a way that can be called upon easily. g.

Use social networks and information tools to gather and share information. h.

Use creative and artistic formats to express personal learning.

4.2 Dispositions in Action Component a.

Display curiosity by pursuing interests through multiple resources. b.

Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. c.

Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. d.

Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

4.3 Responsibilities Component a.

Participate in the social exchange of ideas, both electronically and in person. b.

Recognize that resources are created for a variety of purposes. c.

Seek opportunities for pursuing personal and aesthetic growth. d.

Practice safe and ethical behaviors in personal electronic communication and interaction.

4.4

Self­Assessment Component a.

Identify own areas of interest. b.

Recognize the limits of own personal knowledge. c.

Recognize how to focus efforts in personal learning. d.

Interpret new information based on cultural and social context. e.

Develop personal criteria for gauging how effectively own ideas are expressed. f.

Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.