Reinforcement Learning for the Soccer Dribbling Task Arthur Carvalho Renato Oliveira.
AK$5 Curriculumfor Studentsinthe Post$Carbon Era ·...
Transcript of AK$5 Curriculumfor Studentsinthe Post$Carbon Era ·...
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Will education be important in the post-‐carbon era?
What will need to be taught?
What skills need to be acquired?
We hope to provide one alternative for educating students, after the fall of empire.
A special thanks to:
Guy McPherson for editing, giving advice, and opening our eyes.
Carol Fugagli for opening her home to us, editing, and being our parent perspective.
Hawk Fugagli for being the model student in the post carbon era and letting us dive into
the perspective of a child.
Doug for being the epitome of post-‐carbon living education and allowing us to join his
class.
We must accept finite disappointment, but never lose infinite hope.
-‐-‐ Martin Luther King, Jr.
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TABLE OF CONTENTS: Page
Introduction 3
Bodily-‐Kinesthetic Intelligence 5
Interpersonal Intelligence 14
Intrapersonal Intelligence 19
Linguistic Intelligence 22
Mathematical/Logical Intelligence 64
Musical Intelligence 107
Naturalistic Intelligence 119
Spatial Intelligence 125
Glossaries 130
Linguistic 131
Mathematical/Logical 149
Musical 180
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As the economy begins its downward spiral and as the price of a gallon of gasoline continues to rollercoaster, the impending doom of America, even life as we know it, is approaching. Our education system is in shambles, food prices are ever increasing, and our hopes for an oil-‐driven tomorrow are no more. Not even the face of hope, Barack Obama, can halt what is bound to happen. With everything moving its course, it is only a matter of time before the idea of great nations becomes that of mere villages. Each unit of people will have to sustain themselves as their own entity. Food will be grown locally and oil-‐based products will no longer be available on a shelf or at the pump. With this comes a need for those who are ready and recognize the problem to switch gears from being a consumer to being a survivalist. Only with a strong community, one comprised of individuals who barter goods and share a common cause, can any of us have a shimmer of hope. Yet, with such an inevitable ending to the story that is the industrial era of this world, people do not or will not realize the problems that lie ahead. Time and time again people publish books and articles about the bubble that is about to burst. Time and time again there are signs that the foundation of our current lives are crumbling. Our governments make this seem like a simple scratch and try to cover it with a band-‐aid, but they don’t realize that this crack is expanding and that a Grand Canyon-‐sized problem is about to emerge. For those who do realize and are open to the idea of a post-‐carbon future, there is hope. People around the world are building small communities that will live off the land and do not rely on things we all take advantage of, including flowing electricity, grocery stores, and water coming out the tap. For this minority of people there maybe a future with a silver lining, but it will not be a Hollywood ending. For the future of our world there are several factors that will still be as important as they are now. Obviously the acquisition of food, water, and shelter will be necessary but so will the education of future generations. For them education will ensure a brighter tomorrow. Yet education will not be the kind that was made to simply make robots to continue the American dream. Instead it will be about educating the young to survive, to know the basic skills that will get them through tomorrow. For most people, there won’t be a need for calculus or organic chemistry, instead basic long division and simple science will suffice. Schooling will involve a movement away from technology and will include only the essentials. Thus, what follows is a basic outline of the general topics and subtopics necessary for children in the post-‐carbon era. Though this is an extensive list based on current, edited scholarly standards1 it by no means is an exhaustive list. Interpretation will be based on the knowledge of the parent or “teacher” of the child or children. Also, this is simply an outline to be followed for what is currently known as kindergarten, first, second, third, fourth, and fifth grades. Traditionally these grade levels included children that were 5-‐6, 6-‐7, 7-‐8, 8-‐9, 9-‐10, and 10-‐11 years old. Though this outline, or the technical term curriculum, only covers these ages and grade levels, it is by no means a solid boundary. Children can be taught plenty before and after. It is simply our belief that these ages hold the fundamental 1 Our curriculum is derived from that of the Tucson Unified School District which is an elaboration set forth by the Arizona Department of Education.
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principles of a solid education because afterward a student will need to become a member of a hard-‐working society. It is our hope that before this post-‐carbon future happens we can include sample lessons to ease the education of the concepts covered in this curriculum. In addition, an underlying goal is to promote the spirit of inquiry. For now we wish you the best and hope that your future is bright. Though we base our curriculum off previously established standards, we organized this curriculum based on the ideas set forth by Howard Gardner’s concept of multiple intelligences. Subject areas such as math, reading, writing, music, physical education, and science had preexisting standards that we adapted to fit the ideals of a post-‐carbon era. These existing standards correlated well to Gardner’s multiple intelligences of mathematical/logical, linguistic, musical, and bodily-‐kinesthetic. Others, such as interpersonal, intrapersonal, naturalistic, and visual/spatial had no preexisting standards that could be adapted and thus were created from scratch to suit the needs we felt important for that intelligence. Howard Gardner’s ideas of intelligences emerged from cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner2. According to this theory, "we are all able to know the world through language, logical-‐mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences -‐ the so-‐called profile of intelligences -‐and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains." Gardner stated that these essential differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-‐quantitative modes as well." Gardner further argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students -‐ and perhaps the society as a whole -‐ would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." For our purposes each learning style is mentioned in detail prior to each section, but a short description of them follows:
• Bodily-‐Kinesthetic Intelligence deals with the physical experience • Interpersonal Intelligence deals with the social experience • Intrapersonal Intelligence deals with empathy and reflection of self • Linguistic Intelligence deals with the use of words and language • Mathematical/Logical Intelligence deals with numbers and logic • Musical Intelligence deals with music • Naturalist Intelligence which deals with an experience in the natural world • Spatial Intelligence which deals with the manipulation of objects in space
2 Gardner, Howard. The Unschooled Mind: How Children Think and How Schools Should Teach. NY: Basic Books, 1991.
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Bodily-‐Kinesthetic Intelligence
"School is indeed a training for later life not because it teaches the 3 Rs (more or less), but because it
instills the essential cultural nightmare fear of failure, envy of success, and absurdity."
-‐ From Jules Henry's 1963 book, Culture Against Man
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Howard Gardner felt that for some there is a natural sense of what their bodies can do and how they can react in physically demanding situations. In education, there are ways to work with students who
possess this intelligence by allowing for a manipulation of objects or movements in class to demonstrate a piece of information. Most commonly, physical education has aimed towards educating all students in control of their bodies and manipulation of objects with their bodies. Not all students have strengths in
this area but a basic knowledge base is necessary for healthy living. The following is an adaptation of standards for physical education and we feel they still possess important skills necessary for the post-‐carbon era.
KINDERGARTEN
Standard 1 Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills. Students know and are able to do the following:
• Demonstrate progress toward the mature form of selected manipulative, locomotor and nonlocomotor skills.
1. demonstrate a variety of manipulative skills (e.g., strike, throw, dribble, kick, roll, catch, trap, punt and volley)
2. demonstrate locomotor skills (e.g., walk, run, hop, jump, skip, slide, gallop, and leap) 3. demonstrate a variety of nonlocomotor skills (e.g., bend, turn, twist, balance, stretch,
push, pull, rock and sway) • Demonstrate mature form in walking and running.
1. same as concept • Identify fundamental movement patterns (e.g., skip, strike).
1. recognize movement patterns of manipulative, locomotor, and nonlocomotor skills • Identify a beginning movement vocabulary (e.g., personal space, high/low levels, fast/slow speeds,
light/heavy weights, balance, twist). 1. demonstrate an understanding of movement concepts in physical activity (space
awareness, body awareness, qualities of movement, and relationships) • Describe appropriate concepts to performance (e.g., change direction while running).
1. perform movement concepts in physical activity • space awareness: personal space, direction, level, pathways, planes • body awareness: shapes, balance, body weight transfer, flight • qualities of movement: time, speed, force, flow • relationships: among body parts, objects and people with people
Standard 2 Students comprehend basic physical activity principles and concepts that enable them to make decisions, solve problems and to become self-‐directed lifelong learners who are informed physical activity consumers. Students know and are able to do the following:
• Identify that physical activity is necessary to build good physical fitness. 1. explain that physical fitness is the ability to work and play with energy to spare 2. identify feelings that result from participation in fitness activities
• Identify that there are different parts of physical fitness.
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1. explain that warm-‐up activity and cool-‐down are essential parts of a fitness activity • Identify the different parts of physical fitness.
1. demonstrate aerobic, muscular strength, muscular endurance and flexibility activities
Standard 3 Students exhibit a physically active lifestyle. Students know and are able to do the following:
• Engage in moderate to vigorous physical activity. 1. participate regularly in moderate to vigorous physical activity 2. participate in gross motor activity of a moderate to vigorous nature
• Select and participate in activities that require some physical exertion during personal choice times.
1. explain how some physical exertion is good for personal well-‐being 2. participate in a wide variety of activities outside of physical education class
• Identify likes and dislikes connected with participation in physical activity. 1. explain how exercise is good for one’s health
Standard 4 Students achieve and maintain a health-‐enhancing level of physical fitness. Students know and are able to do the following:
• Sustain moderate to vigorous physical activity for short periods of time. 1. same as concept
• Identify the physiological signs (e.g., fast heart rate, increased breathing) of moderate physical activity.
1. recognize that moderate physical activity increases heart rate and breathing rate
Standard 5 Students develop self-‐initiated behaviors that promote effective personal and social interactions in physical activity settings. Students know and are able to do the following:
• Apply, with teacher reinforcement, classrooms rules and procedures and safe practices. 1. follow identified rules and procedures 2. work in a group setting without interfering with others 3. handle and care for equipment safely and responsibly
• Share space and equipment with others. 1. take turns using a piece of equipment 2. participate in physical activity, respecting others’ personal space
Standard 6 Students demonstrate understanding and respect for differences among people in physical activity settings. Students know and are able to do the following:
• Interact positively with students in class regardless of personal differences (e.g., race, gender, disability).
1. participate with peers without regard to personal differences (e.g., race, gender, ability) • Demonstrate cooperation with others in group tasks.
1. demonstrate willingness to participate in all group activities
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2. explain how sharing with others can lead to positive feelings (e.g., acceptance, belonging to the group)
Standard 7 Students develop behavioral skills (self-‐management skills) essential to maintaining a physically active lifestyle. Students know and are able to do the following:
• Engage in physical activities 1. explain that activity is good for one’s health 2. identify feelings that result from participation in physical activities 3. participate in a variety of activities that require varying degrees of physical exertion
(e.g., large group games, aerobic activities, fine motor) • Try new movement activities and skills.
1. participate in a wide variety of physical activities
FIRST TO THIRD GRADE Standard 1 Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills.
1. perform all eight locomotor skills with mature form (walk, run, hop, jump, skip, slide, gallop and leap)
2. perform movement skills to a rhythm • Adapt a skill area (e.g., dribbling, passing, dance sequence) to the demands of a game-‐like situation.
1. demonstrate the ability to adapt movement skills to changing environmental conditions and expectations (e.g., partner needs for force production, tossing a ball to a moving partner, rising and sinking while twisting, using different rhythms)
2. combine a variety of physical activities (e.g., various travel patterns in relation to music, locomotor and nonlocomotor combinations
• Demonstrate beginning skills of a few specialized movement forms. 1. dribble and pass a variety of objects to self and around stationary objects (hands, feet
and equipment) 2. throw and kick using mature form 3. strike a ball repeatedly with hand or object 4. toss and catch a ball alone or with a partner
• Combine movement skills in applied settings. 1. demonstrate control in traveling activities, weight bearing and balance activities on a
variety of body parts 2. demonstrate skills of chasing, fleeing, dodging to avoid others
• Apply critical elements to improve personal performance in fundamental and selected specialized movement skills.
1. demonstrate critical elements of a fundamental skill (e.g., throwing, kicking, striking)
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2. use concepts of space, effort, and relationships that vary the quality of movement • Use critical elements of fundamental and specialized movement skills to provide feedback to
others. 1. use feedback to improve personal performance 2. recognize the critical elements of a fundamental movement or skill performed by a
fellow student and provide feedback to that student • Apply concepts that impact the quality of increasingly complex movement performance (e.g., maintaining a wide base of support in a balance activity).
1. understand that appropriate practice improves performance (e.g., a ball must be passed in front of a moving player; the lower the center of gravity, the more stable an object)
Standard 2 Students comprehend basic physical activity principles and concepts that enable them to make decisions, solve problems and to become self-‐directed lifelong learners who are informed physical activity consumers. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Identify several activities related to each component of health-‐related physical fitness. 1. identify the components of health-‐related physical fitness (e.g., cardiorespiratory
endurance, muscular strength, muscular endurance, flexibility, body composition) 2. identify and demonstrate several activities related to each component of physical
fitness • Explain that muscles produce movement and begin to identify muscles.
1. name and locate large muscle groups 2. demonstrate activities that utilize specific muscle groups
• Demonstrate how to perform physical fitness tests. 1. demonstrate correct form when performing physical fitness activities
Standard 3 Students exhibit a physically active lifestyle. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Select and participate regularly in physical activities for the purpose of improving skill and health. 1. participate regularly in physical activity for the purpose of improving skill performance 2. participate regularly in physical activity for the purpose of developing a healthy lifestyle
• Identify the benefits derived from regular physical activity. 1. describe health benefits that result from regular and appropriate participation in
physical activity 2. identify benefits of at least one activity they regularly participate in
• Identify several moderate to vigorous physical activities that provide personal pleasure. 1. same as concept Standard 4 Students achieve and maintain a health-‐enhancing level of physical fitness. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Accomplish the following
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1. identify the components of health-‐related physical fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition)
2. identify and demonstrate several activities related to each component of physical fitness
• Participate regularly in physical activity for the purpose of improving physical fitness (goal setting). 1. engage in appropriate physical activity that results in the improvement of health-‐related
physical fitness
Standard 5 Students develop self-‐initiated behaviors that promote effective personal and social interactions in physical activity settings. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Follow, with few reminders, activity-‐specific rules, procedures and etiquette. 1. respond positively to an occasional reminder about a rule/infraction 2. use expected behaviors in physical activity settings
• Utilize safety principles in activity situations. 1. stop activity immediately at the signal to do so 2. demonstrate and use equipment safely and responsibly 3. use the rules of physical education on the playground
• Work cooperatively and productively with a partner or small group. 1. use respect during all physical activity 2. work cooperatively with another to complete an assigned task
• Work independently and on-‐task for short periods of time. 1. demonstrate specific teacher-‐directed skills until a signal is given to end task 2. demonstrate the ability to share equipment with other students before repeating a turn
• Interact with peers while participating in group activities. 1. treat others with respect during physical activity 2. resolve conflicts in socially acceptable ways
Standard 6 Students demonstrate understanding and respect for differences among people in physical activity settings. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Participate in multicultural physical activities.
1. identify one’s own cultural/ethnic roots 2. apply variations in activities and games enjoyed in classmates’ homes and
Neighborhood • Explain the attributes that individuals with differences can bring to group activities.
1. display consideration of others’ abilities in physical activity settings • Describe differences and similarities among the activities of a variety of national, cultural and ethnic backgrounds.
1. share with peers an activity, dance or game in which he/she has participated with family or friends
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Standard 7 Students develop behavioral skills (self-‐management skills) essential to maintaining a physically active lifestyle. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Practice activities to increase skill and fitness competence (goal setting).
1. select activities that are personally challenging and rewarding 2. explain how repeated practice will lead to skill and fitness success 3. explain how gained competence provides increased enjoyment in movement and fitness
Activities
FOURTH TO FIFTH GRADE Standard 1 Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Demonstrate competence in a variety of movement forms. 1. throw, catch, strike and kick using mature form in a variety of physical activity settings 2. dribble and pass a variety of objects to a stationary target/receiver (e.g., hands, feet,
equipment) 3. balance with control on a variety of objects
4. transfer weight from feet to hand at fast and slow speeds, using large extensions (e.g., mule kick, handstand, cartwheel)
5. travel, changing speeds and directions, in response to a variety of rhythms • Apply more advanced movement and game strategies.
1. use basic offensive and defensive strategies in small group games • Identify the critical elements of more advanced movement skills.
1. identify the critical elements of a basic movement made by a fellow student and provide feedback to that student
• Identify the characteristics of highly skilled performance in a few movement forms. 1. identify the characteristics of a highly skilled performer in a few movement forms
• Apply more advanced discipline-‐specific knowledge (e.g., conditioning and fitness in a selected sport).
1. demonstrate specialized movement skills
Standard 2 Students comprehend basic physical activity principles and concepts that enable them to make decisions, solve problems and to become self-‐directed lifelong learners who are informed physical activity consumers. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Describe the relationship between a healthy lifestyle and feeling good.
1. give examples of the benefits derived from regular physical activity 2. identify several moderate to vigorous physical activities that provide personal pleasure
• Apply basic principles of training to improve physical fitness.
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1. engage in appropriate activity that results in the development of muscular strength and endurance
2. apply the concepts that impact the quality of physical fitness • Describe physiological indicators of exercise during and after physical activity.
1. demonstrate ability to calculate heart rate 2. monitor intensity of exercise (e.g., heart rate, respiration, body temperature)
Standard 3 Students exhibit a physically active lifestyle. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Participate regularly in health-‐enhancing physical activities to accomplish personal health goals. 1. participate regularly in a physical activity that develops a healthy lifestyle
2. describe health benefits that result from regular and appropriate participation in physical activity
• Participate in a variety of physical activities of personal interest. 1. identify at least one enjoyable activity he/she participates in daily (formal or informal)
2. identify opportunities for more formal participation in physical activities in the community
3. design games, gymnastics and dance sequences based on personal interests
Standard 4 Students achieve and maintain a health-‐enhancing level of physical fitness. Students know and are able to do the following: NOTE: All levels are built upon previous levels.
• Accomplish the following: 1. engage in appropriate activities that result in the development of muscular strength and
endurance, flexibility, appropriate body composition, and aerobic endurance • Apply basic principles of training to improve or maintain health-‐related physical fitness.
1. participate in moderate to vigorous physical activities at least four days per week 2. accumulate 30-‐60 minutes of moderate activity per day at least four days per week 3. maintain continuous aerobic activity for a specified time and activity (e.g., 10 minutes or
more) 4. demonstrate how to balance food intake with physical activity
Standard 5 Students develop self-‐initiated behaviors that promote effective personal and social interactions in physical activity settings. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Explain the influence of peer pressure in physical activity settings.
1. explain the difference between acts of courage and reckless acts 2. demonstrate responsibility when teaching or learning an activity with a partner or small group • Identify potential consequences when confronted with a behavior choice. 1. act in a safe manner during physical activity • Cooperate with a group to achieve group goals in competitive as well as cooperative settings.
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1. work independently and on task for partner, small or large group activities 2. participate in establishing rules and procedures that are safe and effective for specific activities • Identify the social benefits of participation in physical activity.
1. explain the difference between compliance and noncompliance of game rules and demonstrate compliance
2. identify one’s own performance problems without blaming others Standard 6 Students demonstrate understanding and respect for differences among people in physical activity settings. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Explain the role of sports, games and dance in modern culture.
1. explain the validity of games and activities reflecting one’s own and others’ heritage • Identify behaviors that are supportive and inclusive in physical activity settings.
1. demonstrate fairness in games and activities 2. demonstrate acceptance of the skills and abilities of others through verbal and nonverbal behavior • Participate in physical activities with others regardless of diversity and ability.
1. identify the attributes that individual differences can bring to group activities
Standard 7 Students develop behavioral skills (self-‐management skills) essential to maintaining a physically active lifestyle. Students know and are able to do the following: NOTE: All levels are built upon previous levels. • Establish personal physical activity goals.
1. explain how appropriate practice improves performance 2. use information from internal (self-‐evaluation) and external sources to set physical
activity goals to improve performances • Explore a variety of new physical activities for personal interest.
1. identify opportunities for participation in physical activity in the school • Participate in new and challenging activities.
1. participate in a variety of physical activities, both in and out of school, based upon individual interests and capabilities
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Interpersonal Intelligence
"We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult
manual tasks."
-‐ President Woodrow Wilson, in a speech to businessmen
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Howard Gardner included the idea of an interpersonal intelligence into his theories in order to include those students who have the knack for understanding others and interacting with them. It was his
thought that there are people who are skilled at assessing emotions, desires, intentions, and motivations of others that around them. Often a person with strong interpersonal skills is able to communicate verbally effectively, analyze situations from different perspectives, create relationships
with others that are positive, and be able to resolve conflicts among a group of people. In a post carbon era, these skills would be essential in maintaining a level of empathy to others in order
to promote a good life in difficult times. In addition, team work and the skills associated to a good team will be main factors in ensuring proper function of a community. What follows are categories we feel will be important in educating children in regards to the interpersonal intelligence. Team Work: These skills will attempt to teach students to work together with others as one unit towards a goal. Empathy: The ability to feel compassion to those around them and, as an extension, to realize and connect the emotions others are feeling to a situation in that person’s life. Building Relationships: The ability to recognize the importance of having others in ones lives and working towards building and maintaining these relationships.
KINDERGARTEN
Team Work: 1. Knows what a team is 2. Understands that the basic set up of a team is several people working together 3. Is able to identify the leader of a team
Empathy:
1. Identify healthy ways to handle feelings. 2. Is able to identify the basic emotions others may have (for example, “mom is happy”).
Building Relationships:
1. Recognize adults in familiar environments. 2. Cooperate in games with familiar adults. 3. Seek attention of familiar adults. 4. Recognize members of immediate family. 5. Communicate with members of immediate family. 6. Name members of immediate family 7. Show awareness of family roles (for example, parents, siblings, extended family).
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FIRST GRADE
Team Work: 1. Can take on the role of leader and follower 2. Can set goals or incorporate ideas when making a goal for the group 3. Is able to identify progress in a group project or goal
Empathy:
1. Once a family members feeling is identified can recognize what results in the opposite feeling (for example, if mom is sad and hugs make her happy, give her a hug).
2. Is able to be sensitive to others feelings Building Relationships:
1. Use cooperative play responses with peers. 2. Play alone contentedly, but like to be near adults. 3. Initiate own play activities. 4. Differentiate among types of relationships (for example, friends, family, classmates, community members).
SECOND GRADE
Team Work:
1. Identify various ways to resolve conflict using positive behavior. 2. Knows how to voice a disapproval with a leaders idea in such a way that will not result in
conflict. Empathy:
1. Interact appropriately with peers and other children (for example, helps others, shows concern, is friendly, shares with others).
Building Relationships:
1. Initiate and continue interaction play or activities with peers. 2. Wait for interaction with adults or peers. 3. Wait for turn to play with adult present. 4. Wait with peers without adult present. 5. Interact appropriately with various familiar adults (for example, tells the adult about a new
discovery, responds appropriately to greeting from another adult).
THIRD GRADE
Team Work: 1. Initiate positive actions to resolve conflict (for example, identifies the conflict, deals with
feelings). 2. Use words and brief discussions to resolve conflicts (for example, gives friends choices, uses
words to express feelings).
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Empathy:
1. Use appropriate behaviors and words to deal with anger (for example, stops and thinks, leaves the immediate location, gets assistance).
Building Relationships:
1. Enter into appropriate activities with unfamiliar peers or adults. 2. Identify the skills needed to be a responsible friend and family member (for example, doing
chores and helping others). 3. Demonstrate various ways of communicating care and consideration of others (for example,
sharing and saying “please” and “thank you”). 4. Conduct self during interactions in ways that are appropriate for the relationship (for example,
does not hug strangers, listens attentively to a instructor). 5. Use actions of others as social cues (for example, waits to start eating until all have been served,
lets others go first when waiting in line).
FOURTH GRADE
Team Work: 1. Interact acceptably with others within the course of social, occupational, and community living. 2. Use discussion and compromise to resolve conflicts (for example, pros and cons of plan to resolve problem, cause of conflict, and different points of view).
Empathy:
1. Knows when it is appropriate to be solemn (for example, during a death or funeral). Building Relationships:
1. Initiate interactions with family, friends, peers, and adults (for example, says “Hello,” introduces self, asks another’s name, explains hobbies and interests).
2. Use appropriate techniques to invite someone to join a group (for example, asks if person wants to play).
3. Identify the importance of demonstrating consideration of others in physical activity settings. 4. Use appropriate language to conduct social interactions including greetings, apologies, and
introductions.
FIFTH GRADE
Team Work: 1. Use appropriate interpersonal communication skills when working in a group (for example,
checks for understanding, expresses opinions, takes turns, accepts criticisms, gives feedback). 2. Seek help and use suggestions when unable to resolve conflicts (for example, when afraid, when
angry, when peer won’t cooperate, when adult help is needed).
Empathy: 1. Identify what makes a positive relationship with another person (for example, being friendly,
making each other laugh, complimenting each other).
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2. Identify what makes a harmful relationship with another person (for example, physically hurting the other, not sharing with others, arguing with each other).
Building Relationships:
1. Use behaviors that represent active listening (for example, looks at person while speaking, responds to questions, is attentive while another is speaking).
2. Use appropriate nonverbal communications to relay messages to others (for example, body language, winking, waving).
3. Respond appropriately to humor (for example, laughs at jokes, tells jokes, avoids humor that hurts others).
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Intrapersonal Intelligence
"Ninety-‐nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which,
scientifically defined, is the subsumption of the individual.... The great purpose of school can be realized better in dark, airless, ugly places .... It is to master the physical self, to transcend the beauty of
nature. School should develop the power to withdraw from the natural world."
-‐ William Torrey Harrison, commissioner of education in the U.S. between 1889 and 1906 (in
his 1906 book The Philosophy of Education):
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Howard Gardner defined the Intrapersonal Intelligence as “the capacity to understand oneself, to appreciate one's feelings, fears and motivations”.
There are no established curriculums for this intelligence, and here we describe a basic outline of the
essentials to help your student develop healthy methods of dealing with personal problems and learning to do self-‐evaluation and introspection.
Methods like yoga can be also used to teach introspection and a physical way of focusing the mind and the body. Looking for someone in your community who can teach yoga to you and your students would
be an excellent activity for your child to learn how to focus their mind and body.
Meditation: Here students will learn to take time from their day to sit in a quiet peaceful place that is most comfortable to the child and sit in silence and learn to reflect on their thoughts and feelings. In doing so, students will be able to understand what is truly important in their lives and look past the
situations that make them upset or sad.
Journal Writing: Here students will develop their writing skills and discover means of expressing themselves and documenting their feelings. These entries may begin as pictures and later progress to written entries. This encourages students to write down their thoughts in order to provoke self-‐
reflection and institute a place where they can confide their feelings without risk of punishment.
Observation: Here students will learn to observe different situations and draw conclusions about their place in the family, community and world.
KINDERGARTEN AND FIRST GRADE
Meditation: 1. Introduce learning how to sit still while listening to calming music or even sitting in silence for a
prescribed length of time. Making this exercise a weekly occurrence. 2. Having the student chose a calm and comforting place to have the weekly meditation sessions
(can be outdoors or indoors). 3. Allowing the child to identify their favorite place 4. Encouraging the child to go to their favorite place when they are sad, angry, or want time to
themselves
Journal Writing: 1. Have student create his or her own journal out of items they find around them (for example,
rocks, sticks, etc). 2. Have them draw or write in their journal to express their feelings about what makes them
happy, sad, irritated, hopeful, etc.
Observation: 1. Ask your student to define who they think they are in terms of their family and community.
These can be discussed verbally with an adult.
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2. Students can express their answers and observations through drawings, songs, dance or whatever form is appropriate.
SECOND TO THIRD GRADE
Meditation:
1. Continue to encourage meditation and begin to increase it to 2-‐3 times a week. Journal Writing:
1. Students should begin to use a combination of drawings and sentences to express their feeling. 2. Students should be encouraged to begin writing short narratives or stories to describe their daily
lives.
Observation:
1. Continue to have the students think about their place in the community
2. Have them describe what they feel are their roles and responsibilities within their families and communities
FOURTH TO FIFTH GRADE Meditation:
1. Continue to encourage meditation and begin to increase it to 3-‐4 times a week.
2. If the student becomes accustomed to the meditation the student can be encouraged to incorporate it as part of their daily routine
Journal Writing:
1. Students should be writing journal entries on a daily basis
2. Students should continue to write short narratives or stories to describe their daily lives. Observation:
1. Continue to have the students think about their place in the community 2. Have them describe what they feel are their roles and responsibilities within their families and
communities
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Linguistic Intelligence
"In our dreams ... people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character development] fade from our minds, and
unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not
search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple ... we will organize children ... and teach them to do in a perfect way the things their fathers and mothers are
doing in an imperfect way."
-‐ Rockefeller Education Board, a major advocate of compulsory public education, in a 1906 statement:
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The linguistic intelligence is among Howard Gardners original six intelligences and incompasses spoken and written language, the ability to learn languages and the ability to use language to accomplish a goal.
The ability to communicate, read, and write will still be important skills to have during a post carbon era.. The curriculum for the Linguistic Intelligence is divided into three different sections: Writing, Reading, and Language Arts. The following curriculum was adapted from the TUSD Standards.
* See glossery for bolded terms
KINDERGARTEN
Writing Process
Research has established the major steps of the writing process. These steps are identified in the five concepts, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments.
These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.
Writing Elements This section focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the
concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.
Writing Applications Writing skills particular to the applications listed here may be taught across the curriculum, although
some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are
referenced to show interdisciplinary connections. Writing Process:
Prewriting • Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
1. Generate ideas through class discussion.
2. Draw a picture about ideas generated through class discussion. Drafting
• Drafting incorporates prewriting activities to create a first draft containing necessary elements for
a specific purpose. 1. Communicate by drawing, telling, or writing for a purpose. 2. Create a group draft, scripted by the teacher.
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Revising
• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
1. Reread original draft scripted by teacher or individual.
2. Add additional details with prompting. Editing • Editing includes proofreading and correcting the draft for conventions.
1. Review the draft for errors in conventions, with prompting. Publishing • Publishing involves formatting and presenting a final product for the intended audience.
1. Share a finished piece of writing. Writing Elements:
Ideas and Content • Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and
are developed by strong support and rich details. Purpose is accomplished.
1. Use pictures that convey meaning. 2. Use pictures with imitative text (writing that mimics another piece), letters, or recognizable words to convey meaning.
3. Use labels, captions, or picture descriptors to expand meaning. Organization
• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
1. Show a clear sense of coordination between text and pictures (e.g., a reader can readily
see that they go together). 2. Consistently write left to right and top to bottom. 3. Space appropriately between words with some degree of accuracy.
Voice • Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
1. Create pictures or text with distinctive personal style and originality. Word Choice
• Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience and purpose.
1. Select labels, captions, or descriptors to enhance pictures.
2. Use words, labels, or short phrases that clearly go with picture text.
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Sentence Fluency • Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure
and length. 1. Attempt simple sentences (some may be fragments).
Conventions • Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
1. Write the 26 letters of the alphabet in: a. lower case b. upper case
2. Distinguish between upper and lower case letters. 3. Use capital letters to begin “important” words, although may be inconsistent or
experimental.
4. Use spaces between words. 5. Write left to right and top to bottom. 6. Use punctuation in writing, although may be inconsistent or experimental.
7. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels (e.g., I lik t d nts. – I like to draw knights.)
8. Use resources (word wall) to spell correctly.
9. Write own name on personal work.
Writing Applications: Expressive
• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces.
Writing may be based on real or imagined events. 1. Create narratives by drawing and dictating. 2. Participate in writing simple poetry, rhymes, songs, or chants.
Expository • Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or
experience. 1. Participate in creating expository texts (e.g., labels, lists, observations, journals,
summaries) through drawing or writing.
Functional • Functional writing provides specific directions or information related to real-‐world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
for specific content areas. 1. Participate in writing a variety of functional text (e.g., classroom rules, letters,
experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).
2. Participate in writing communications, with teacher as scribe, including:
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a. friendly letters b. thank-‐you notes
Literary Response • Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements
within it. 1. Participate in a group discussion, based on a literature selection, that identifies the:
a. character(s) b. setting c. sequence of events
2. Participate in a group discussion in response to a given piece of literature that connects:
a. text to self (personal connection) b. text to world (social connection) c. text to text (compare within multiple texts)
Research • Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes,
summarizes, and synthesizes the information into a finished product. 1. Participate in creating a simple class report where the teacher is the scribe.
FIRST GRADE Writing Process:
Prewriting • Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing,
writer’s notebook, group discussion). 2. Draw a picture or storyboard about ideas generated. 3. Organize ideas using simple webs, maps, or lists.
4. Discuss the purpose for a writing piece. 5. Discuss who the intended audience of a writing piece will be.
Drafting
• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. 1. Write a draft (e.g., story, caption, letter, observations, message).
Revising • Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
1. Reread original draft for clarity. 2. Add additional details with prompting.
Editing
• Editing includes proofreading and correcting the draft for conventions.
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1. Review the draft for errors in conventions, with prompting. Publishing
• Publishing involves formatting and presenting a final product for the intended audience. 1. Rewrite and illustrate selected pieces of writing for sharing with intended audience. 2. Write legibly.
Writing Elements: Ideas and Content
• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. 1. Write stand-‐alone text that expresses a clear message.
2. Incorporate details in pictures and text. Organization
• Organization addresses the structure of the writing and integrates the central meaning and
patterns that hold the piece together 1. Demonstrate sequencing or patterning in written text or storyboards. 2. Show a sense of beginning (e.g., This is a story of…, One day…, My favorite food…).
3. Write multiple sentences in an order that supports a main idea or story. Voice
• Voice will vary according to the type of writing, but should be appropriately formal or casual,
distant or personal, depending on the audience and purpose. 1. Create pictures and text that is expressive, individualistic, engaging, and lively.
Word Choice • Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and
purpose. 1. Select words that convey a clear, general meaning. 2. Use a variety of words, even if not spelled correctly, to convey the intended message.
3. Use expressive or descriptive phrases and short sentences, beyond one-‐ or two-‐word labels.
Sentence Fluency
• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. 1. Write simple sentences.
Conventions • Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
1. Incorporate conventions into own text, including: a. spacing between words b. spacing between lines c. consistent left-‐right and up-‐down orientation
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d. placement of title 2. Use capital letters correctly for:
a. the pronoun I b. the beginning of a sentence c. names
3. Punctuate endings of sentences using: a. periods b. question marks
c. exclamation points 4. Spell high-‐frequency words (These are the most common words in English, ranked in
frequency order. correctly.)
5. Use common spelling patterns (i.e., onset and rimes, word families, and simple CVC words (Consonant Vowel Consonant)) to spell words correctly.
6. Use basic phonetic spelling of unfamiliar words to create readable text.
7. Use resources (e.g., word wall, dictionaries) to spell correctly. 8. Use subject /verb agreement in simple sentences. 9. Use the following parts of speech correctly in simple sentences:
a. nouns b. action verbs
10. Write own name on personal work.
Writing Applications:
Expressive • Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
1. Write a narrative that includes: a. a main idea based on real or imagined events b. character(s) c. a sequence of events
2. Participate in writing simple poetry, rhymes, songs, or chants. Expository
• Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.
1. Create expository texts (e.g., labels, lists, observations, journals) through drawing and/or writing.
2. Participate in creating simple summaries from informational texts, graphs, tables, or
maps. Functional
• Functional writing provides specific directions or information related to real-‐world tasks. This
includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
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for specific content areas. 1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes,
notes/messages, labels, directions, posters, graphs/tables). 2. Participate in writing communications, with teacher as scribe, including
a. friendly letters b. thank-‐you notes
Literary Response
• Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.
1. Write a response to a literature selection that identifies the: a. character(s) b. setting c. sequence of events d. main idea
2. Participate in a group response to a given piece of literature that connects:
a. text to self (personal connection) b. text to world (social connection) c. text to text (compare within multiple texts)
Research • Research writing is a process in which the writer identifies a topic or question to be answered. The
writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.
1. Write a simple report with a title and three facts, using informational sources.
SECOND GRADE
Writing Process Prewriting • Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).
2. Determine the purpose (e.g., to entertain, to inform, to communicate) of a writing
piece. 3. Determine the intended audience of a writing piece. 4. Maintain a record (e.g., list, picture, journal, folder, notebook) of writing ideas.
Drafting • Drafting incorporates prewriting activities to create a first draft containing necessary elements for
a specific purpose.
1. Write a draft with supporting details.
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2. Organize details into a logical sequence. Revising
• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
1. Reread original draft for clarity. 2. Add additional relevant details for audience understanding. 3. Evaluate the draft for use of one or more writing elements, with the assistance of
teacher, peer, checklist, or rubric. Editing • Editing includes proofreading and correcting the draft for conventions.
1. Review the draft for errors in conventions. 2. Use simple resources (e.g., word walls, primary dictionaries) to correct conventions.
Publishing
• Publishing involves formatting and presenting a final product for the intended audience. 1. Rewrite and illustrate selected pieces of writing for sharing with intended audience. 2. Write legibly.
Writing Elements Ideas and Content
• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.
1. Write stand-‐alone text that expresses a clear message. 2. Incorporate relevant details that give the text interest.
Organization
• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
1. Organize content in a selected format (e.g., friendly letter, narrative, expository text).
2. Use beginning and concluding statements (other than simply “The End”) in text. 3. Use signal words (e.g., first, second, third; 1, 2, 3) to indicate the order of events or
ideas.
4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.
5. Write multiple sentences that support a topic.
Voice • Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal,
depending on the audience and purpose. 1. Show awareness of the audience through word choice and style. 2. Write text that is expressive, individualistic, engaging, and lively.
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Word Choice • Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience and purpose.
1. Select words that convey the intended meaning and create a picture in the reader’s
mind. 2. Use a variety of words, even if not spelled correctly, to convey the intended message. 3. Use expressive or descriptive phrases and short sentences, beyond one-‐ or two-‐word
labels.
Sentence Fluency
• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. 1. Write simple sentences.
2. Write sentences that flow together and sound natural when read aloud. 3. Use a variety of sentence beginnings and lengths
Conventions
• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
1. Use capital letters for:
a. the pronoun I b. the beginning of a sentence c. proper nouns (i.e., names, days, months)
2. Punctuate endings of sentences using: a. periods b. question marks c. exclamation points
3. Use commas to punctuate:
a. items in a series b. greetings and closings of letters c. dates
4. Use a colon to punctuate time. 5. Use apostrophes to correctly punctuate contractions. 6. Spell high frequency words correctly.
7. Use common spelling patterns/ generalizations, including: a. word families b. simple CVC words
c. regular plurals d. simple prefixes e. simple suffixes
8. Use phonetic spelling and syllabication to create readable text.
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9. Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly. 10. Use the following parts of speech correctly in simple sentences:
a. nouns b. action verbs c. personal pronouns d. adjectives
11. Use subject/verb agreement in simple sentences. 12. Write own name on personal work.
Writing Applications Expressive
• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
1. Write a narrative that includes:
a. a main idea based on real or imagined events b. character(s) c. a sequence of events
2. Write simple poetry, rhymes, or chants. Expository
• Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or experience.
1. Write expository texts (e.g., labels, lists, observations, journals). 2. Participate in creating simple summaries from informational texts, graphs, tables, or
maps.
Functional • Functional writing provides specific directions or information related to real-‐world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
for specific content areas. 1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes,
notes/messages, labels, directions, posters, graphs/tables).
2. Write communications, including: a. friendly letters b. thank-‐you notes
Literary Response • Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements
within it. 1. Write a response to a literature selection identifies the:
a. character(s) b. setting
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c. sequence of events d. main idea
e. problem/solution 2. Write a response to a literature selection that connects:
a. text to self (personal connection) b. text to world (social connection) c. text to text (compare within multiple texts)
Research
• Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.
1. Locate and use informational sources to write a simple report that includes: a. a title b. a main idea
c. supporting details
THIRD GRADE
Writing Process Prewriting
• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer,
drawing, writer’s notebook, group discussion, printed material). 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.
3. Determine the intended audience of a writing piece. 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing. 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.
6. Use time-‐management strategies, when appropriate, to produce a writing product within a set time period.
Drafting
• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose. 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.
2. Organize writing into a logical sequence that is clear to the audience. Revising
• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does
this draft say what you want it to say?) 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and
sentence fluency.
2. Add details to the draft to more effectively accomplish the purpose.
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3. Rearrange words, sentences, and paragraphs to clarify the meaning of the draft. 4. Use a combination of sentence structures (i.e., simple, compound) to improve sentence
fluency in the draft. 5. Modify word choice appropriate to the application in order to enhance the writing. 6. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft. 7. Use resources and reference materials to select more precise vocabulary.
Editing
• Editing includes proofreading and correcting the draft for conventions. 1. Identify punctuation, spelling, and grammar and usage errors in the draft..Use resources
(e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
2. Apply proofreading marks to indicate errors in conventions, although may be inconsistent or experimental. 3. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
draft. Publishing • Publishing involves formatting and presenting a final product for the intended audience.
1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
2. Share the writing with the intended audience.
3. Use margins and spacing to enhance the final product. 4. Write legibly.
Writing Elements Ideas and Content
• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. 1. Express ideas that are clear and directly related to the topic.
2. Provide content and selected details that are well-‐suited to audience and purpose. 3. Use relevant details to provide adequate support for the ideas.
Organization
• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
1. Organize content in a selected format. (e.g., friendly letter, narrative, expository text).
2. Create a beginning that captures the reader’s interest. 3. Place details appropriately to support the main idea. 4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because)
to connect ideas. 5. Create an ending that provides a sense of resolution or closure. 6. Construct a paragraph that groups sentences around a topic.
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Voice • Voice will vary according to the type of writing, but should be appropriately formal or casual,
distant or personal, depending on the audience and purpose. 1. Show awareness of the audience through word choice and style. 2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and
type of writing. Word Choice
• Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience and purpose.
1. Use a variety of specific and accurate words that effectively convey the intended
message. 2. Use descriptive words and phrases that energize the writing. 3. Apply vocabulary and/or terminology appropriate to the type of writing.
4. Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental.
Sentence Fluency
• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length. 1. Write simple and compound sentences.
2. Write sentences that flow together and sound natural when read aloud. 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
Conventions • Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
1. Use capital letters for: a. proper nouns (i.e., names, days, months) b. titles c. names of places d. abbreviations e. literary titles (i.e., book, story, poem)
2. Punctuate endings of sentences using: a. periods b. question marks
c. exclamation points 3. Use commas to punctuate:
a. items in a series
b. greetings and closings of letters c. dates
4. Use quotation marks to punctuate dialogue, although may be inconsistent or
experimental.
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5. Use a colon to punctuate time. 6. Use apostrophes to punctuate:
a. contractions b. singular possessive
7. Spell high-‐frequency words correctly.
8. Use common spelling patterns/generalizations to spell words correctly, including: a. word families b. regular plurals c. r-‐controlled d. diphthong e. consonant digraphs f. CVC words g. CCVC words h. CVCC words i. affixes
9. Spell simple homonyms correctly in context. 10. Use resources (e.g., dictionaries, word walls) to spell correctly.
11. Use the following parts of speech correctly in simple sentences: a. nouns a. action verbs b. personal pronouns c. adjectives
12. Use subject/verb agreement in simple sentences. Writing Applications
Expressive • Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
1. Write a narrative based on imagined or real events, observations, or memories that includes: a. characters b. setting c. plot d. sensory details e. clear language f. logical sequence of events
2. Write in a variety of expressive forms (e.g., poetry, skit) that may employ:
a. figurative language b. rhythm c. dialogue d. characterization
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e. a plot f. appropriate format
Expository • Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or
experience. 1. Record information (e.g., observations, notes, lists, charts, map labels and legends)
related to the topic.
2. Write an expository paragraph that contains: a. a topic sentence b. supporting details c. relevant information
3. Write in a variety of expository forms (e.g., summary, newspaper article, reflective paper, log, journal).
Functional • Functional writing provides specific directions or information related to real-‐world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
for specific content areas. 1. Write communications, including:
a. thank-‐you notes b. friendly letters c. formal letters
d. messages e. invitations
2. Address an envelope for correspondence that includes:
a. an appropriate return address b. an appropriate recipient address
Persuasive
• Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.
1. Write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.
Literary Response
• Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.
1. Write a reflection to a literature selection (e.g., journal entry, book review). 2. Write a book report or review that may identify the:
a. main idea
b. character(s)
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c. setting d. sequence of events e. problem/solution
3. Write a response to a literature selection that connects: a. text to self (personal connection) b. text to world (social connection) c. text to text (compare within multiple texts)
Research
• Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.
1. Paraphrase information from at least one source (e.g., Internet, reference materials). 2. Organize notes in a meaningful sequence. 3. Write an informational report that includes main ideas and relevant details.
FOURTH GRADE
Writing Process Prewriting • Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material).
2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an intended writing piece.
3. Determine the intended audience of a writing piece.
4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing. 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas. 6. Use time-‐management strategies, when appropriate, to produce a writing product
within a set time period. Drafting
• Drafting incorporates prewriting activities to create a first draft containing necessary elements for
a specific purpose. 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details. 2. Organize writing into a logical sequence that is clear to the audience.
Revising • Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does
this draft say what you want it to say?
1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.
2. Add details to the draft to more effectively accomplish the purpose.
3. Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
39
4. Use a combination of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.
5. Modify word choice appropriate to the application in order to enhance the writing. 6. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft.
7. Use resources and reference materials to select more precise vocabulary. Editing • Editing includes proofreading and correcting the draft for conventions.
1. Identify punctuation, spelling, and grammar and usage errors in the draft. 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.
3. Apply proofreading marks to indicate errors in conventions. 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.
Publishing • Publishing involves formatting and presenting a final product for the intended audience.
1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)
appropriate to audience and purpose. 2. Share the writing with the intended audience. 3. Use margins and spacing to enhance the final product.
4. Write legibly.
Writing Elements Ideas and Content
• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and
are developed by strong support and rich details. Purpose is accomplished. 1. Express ideas that are clear and directly related to the topic. 2. Provide content and selected details that are well-‐suited to audience and purpose.
3. Use relevant details to provide adequate support for the ideas. Organization
• Organization addresses the structure of the writing and integrates the central meaning and
patterns that hold the piece together. 1. Use a structure that fits the type of writing (e.g., letter format, narrative, lines of
poetry).
2. Create a beginning that captures the reader’s interest. 3. Place details appropriately to support the main idea. 4. Use a variety of transitional words that creates smooth connections between ideas.
5. Create an ending that provides a sense of resolution or closure. 6. Construct a paragraph that groups sentences around a topic.
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Voice • Voice will vary according to the type of writing, but should be appropriately formal or casual,
distant or personal, depending on the audience and purpose. 1. Show awareness of the audience through word choice and style. 2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and
type of writing. Word Choice
• Word choice reflects the writer’s use of specific words and phrases to convey the intended
message and employs a variety of words that are functional and appropriate to the audience and purpose.
1. Use a variety of specific and accurate words that effectively convey the intended
message. 2. Use descriptive words and phrases that energize the writing. 3. Apply vocabulary and/or terminology appropriate to the type of writing.
4. Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental.
Sentence Fluency
• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
1. Write simple and compound sentences.
2. Write sentences that flow together and sound natural when read aloud. 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.
4. Use effective and natural dialogue when appropriate. Conventions
• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling,
grammar and usage, and paragraph breaks. 1. Use capital letters for:
a. proper nouns (i.e., names, days, months)
b. titles c. names of places d. abbreviations
e. literary titles (i.e., book, story, poem) 2. Punctuate endings of sentences using:
a. periods
b. question marks c. exclamation points
3. Use commas to punctuate:
a. items in a series b. greetings and closings of letters c. dates
d. introductory words
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4. Use quotation marks to punctuate: a. dialogue (although may be inconsistent or experimental)
b. titles 5. Use a colon to punctuate time. 6. Use apostrophes to punctuate:
a. contractions b. singular possessive
7. Spell high-‐frequency words correctly.
8. Use common spelling patterns/generalizations to spell words correctly, including: a. r-‐controlled b. diphthong
c. vowel digraphs d. CVC words e. CCVC words
f. CVCC words g. silent e h. irregular plurals
i. affixes 9. Spell simple homonyms correctly in context. 10. Use resources (e.g., dictionaries, word walls) to spell correctly.
11. Use paragraph breaks to indicate an organizational structure. 12. Use the following parts of speech correctly in simple sentences:
a. nouns b. action verbs c. personal pronouns
d. adjectives e. conjunctions
13. Use subject/verb agreement in simple and compound sentences.
Writing Applications Expressive
• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
1. Write a narrative based on imagined or real events, observations, or memories that
includes: a. characters b. a setting
c. a plot d. sensory details e. clear language
f. logical sequence of events
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2. Write in a variety of expressive forms (e.g., poetry, skit) that may employ: a. figurative language
b. rhythm c. dialogue d. characterization
e. a plot f. appropriate format
Expository
• Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.
1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.
2. Write an expository paragraph that contains:
a. a topic sentence b. supporting details c. relevant information
3. Write in a variety of expository forms (e.g., essay, summary, newspaper article, reflective paper, log, journal).
Functional
• Functional writing provides specific directions or information related to real-‐world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
for specific content areas. 1. Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels,
graphs/tables).
2. Write communications, including: a. thank-‐you notes b. friendly letters
c. formal letters d. messages e. invitations
3. Address an envelope for correspondence that includes: a. an appropriate return address b. an appropriate recipient address
Persuasive • Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a
particular action. 1. Write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.
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Literary Response • Literary response is the writer’s reaction to a literary selection. The response includes the writer’s
interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.
1. Write a reflection to a literature selection (e.g., journal entry, book review).
2. Write a book report or review that identifies the: a. main idea b. character(s)
c. setting d. sequence of events e. conflict/solution
3. Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes:
d. evidence from the text e. personal experience f. comparison to other text/media
Research • Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes,
summarizes, and synthesizes the information into a finished product. 1. Paraphrase information from a variety of sources (e.g. reference materials).
2. Organize notes in a meaningful sequence. 3. Write an informational report that includes main ideas and relevant details.
FIFTH GRADE
Writing Process
Prewriting • Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.
1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer,
drawing, writer’s notebook, group discussion, printed material). 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of
an intended writing piece.
3. Determine the intended audience of a writing piece. 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing. 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.
6. Use time-‐management strategies, when appropriate, to produce a writing product within a set time period.
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Drafting • Drafting incorporates prewriting activities to create a first draft containing necessary elements for
a specific purpose. 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details. 2. Organize writing into a logical sequence that is clear to the audience.
Revising • Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)
1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.
2. Add details to the draft to more effectively accomplish the purpose.
3. Rearrange words, sentences, and paragraphs to clarify the meaning of the draft. 4. Use a combination of sentence structures (i.e., simple, compound) to improve sentence
fluency in the draft.
5. Modify word choice appropriate to the application in order to enhance the writing. 6. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
draft.
7. Use resources and reference materials to select more precise vocabulary. Editing • Editing includes proofreading and correcting the draft for conventions.
1. Identify punctuation, spelling, and grammar and usage errors in the draft. 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct
conventions. 3. Apply proofreading marks to indicate errors in conventions. 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the
draft. Publishing • Publishing involves formatting and presenting a final product for the intended audience.
1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.
2. Share the writing with the intended audience.
3. Use margins and spacing to enhance the final product. 4. Write legibly.
Writing Elements Ideas and Content
• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and
are developed by strong support and rich details. Purpose is accomplished. 1. Express ideas that are clear and directly related to the topic. 2. Provide content and selected details that are well-‐suited to audience and purpose.
3. Use relevant details to provide adequate support for the ideas.
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Organization • Organization addresses the structure of the writing and integrates the central meaning and
patterns that hold the piece together. 1. Use a structure that fits the type of writing (e.g., letter format, narrative, lines of
poetry).
2. Create a beginning that captures the reader’s interest. 3. Place details appropriately to support the main idea. 4. Use a variety of words or phrases that creates smooth and effective transitions.
5. Create an ending that provides a sense of resolution or closure. 6. Construct a paragraph that groups sentences around a topic.
Voice
• Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.
1. Show awareness of the audience through word choice and style.
2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and type of writing.
3. Use language appropriate for topic and purpose.
Word Choice • Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and
purpose. 1. Use a variety of specific and accurate words that effectively convey the intended
message. 2. Use descriptive words and phrases that energize the writing. 3. Apply vocabulary and/or terminology appropriate to the type of writing.
4. Use literal and figurative language where appropriate to purpose. Sentence Fluency
• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure
and length. 1. Write simple and compound sentences.
2. Write sentences that flow together and sound natural when read aloud.
3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing. 4. Use effective and natural dialogue when appropriate.
Conventions
• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.
1. Use capital letters correctly for:
a. proper nouns • place names • holidays
• languages
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• historical events • organizations
b. literary titles (i.e., book, story, poem, play, song) c. titles d. abbreviations
e. words used as names (i.e., Mother, Uncle Jim) 2. Punctuate endings of sentences using:
a. periods
b. question marks c. exclamation points
3. Use commas to punctuate:
a. items in a series b. greetings and closings of letters c. dates
d. introductory words e. dialogue f. direct address
4. Use quotation marks to punctuate: a. simple dialogue b. titles
5. Use colons to punctuate: a. time
b. business letter salutations 6. Use apostrophes to punctuate:
a. contractions
b. singular possessive 7. Spell high-‐frequency words correctly. 8. Use common spelling patterns/generalizations to spell words correctly, including:
a. irregular plurals b. silent e c. i before e d. words ending in -‐y e. doubling final consonant
9. Spell homonyms correctly in context.
10. Use resources (e.g., dictionaries, word walls) to spell correctly. 11. Use paragraph breaks to indicate an organizational structure. 12. Use the following parts of speech correctly in simple sentences:
a. nouns b. action verbs c. personal pronouns
d. conjunctions
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e. adverbs 13. Use subject/verb agreement in simple and compound sentences.
Writing Applications Expressive
• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
1. Write a narrative based on imagined or real events, observations, or memories that
includes: a. characters b. a setting
c. a plot d. sensory details e. clear language
f. logical sequence of events 2. Write in a variety of expressive forms (e.g., poetry, skit) that may employ:
a. figurative language
b. rhythm c. dialogue d. characterization
e. a plot f. appropriate format
Expository • Expository writing includes non-‐fiction writing that describes, explains, informs, or summarizes
ideas and content. The writing supports a thesis based on research, observation, and/or
experience. 1. Record information (e.g., observations, notes, lists, charts, map labels and legends)
related to the topic.
2. Write an expository paragraph that contains: d. a topic sentence e. supporting details
f. relevant information 3. Write in a variety of expository forms (e.g., essay, summary, newspaper article,
reflective paper, log, journal).
Functional • Functional writing provides specific directions or information related to real-‐world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces
for specific content areas. 1. Write a variety of functional text (e.g., directions, recipes, procedures, rubrics, labels,
graphs/tables).
2. Write communications, including:
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thank-‐you notes friendly letters
formal letters messages invitations
3. Address an envelope for correspondence that includes: an appropriate return address an appropriate recipient address
Persuasive • Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a
particular action. 1. Write persuasive text (e.g., advertisement, paragraphs) that attempts to influence the
reader.
Literary Response • Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements
within it. 1. Write a reflection to a literature selection (e.g., journal entry, book review). 2. Write a book report or review that identifies the:
main idea character(s)
setting sequence of events conflict/solution
3. Write a response that demonstrates an understanding of a literary selection, and depending on the selection, includes:
a. evidence from the text b. personal experience c. comparison to other text/media
Research • Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes,
summarizes, and synthesizes the information into a finished product. 1. Paraphrase information from a variety of sources (e.g., Internet, reference materials). 2. Organize notes in a meaningful sequence.
3. Write an informational report that includes main ideas and relevant details.
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READING
Reading Process Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other
and are woven together to build a solid foundation of linguistic understanding for the reader. 1. Print Concepts: These skills establish an awareness of the organization of our written
language as students learn to access print in the early stages of reading development.
Specific skills include demonstrating correct directional behavior, from opening a book to following the text, recognizing distinguishing features of a sentence, such as end punctuation and alphabetizing a list of words.
2. Phonemic Awareness: Phonemic Awareness is the knowledge of the individual speech sounds in spoken words and the ability to manipulate those sounds. Instructional time spent isolating the sounds in spoken language, and then putting them back together into a
complete word, enables students to work from the familiar (sounds) to the unknown (letters).
3. Phonics: Phonics is the understanding of the symbol-‐sound relationship in written
language. Students learn that there are predictable connections between the sounds or phonemes that are spoken, and the letters or graphemes that are written. This knowledge is important as students begin to decode unfamiliar words in text.
4. Vocabulary: Readers who develop a rich and varied repertoire of word meanings have a greater capacity for understanding the text they read. Reading vocabulary refers specifically
to words readers recognize or use in print. Students learn vocabulary by direct instruction, and also indirectly through experiences in listening to read alouds and in reading on their own.
5. Fluency: Fluency is the ability to read a text with automaticity, accuracy, and expression to support comprehension. Fluency is a critical bridge between decoding and comprehension. Once a reader is able to access the printed words with confidence, he or she can better
concentrate on reading for understanding. 6. Comprehension Strategies: Understanding the meaning embedded in text is the
fundamental reason for reading. Good readers establish a purpose for reading and actively
monitor their comprehension to accomplish their goal. They adjust the speed of their reading to accommodate challenging text, resolve comprehension problems while they’re reading, and check for understanding when they are finished. Good readers consciously use
comprehension strategies to make sense of what they have read. Comprehending Literary Text
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
1. Elements of Literature: elements in this concept address higher level thinking skills. This
concept addresses the structure and elements of text such as plot, characters and theme,
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but also analyze, interpret, conclude and draw inferences. In this strand, students are expected to identify, analyze and interpret a variety of genres, relating them to their own
experience and knowledge. 2. Historical and Cultural Aspects of Literature: This concept recognizes that comprehension
of literary text is enhanced by an informed awareness of global issues and cultures.
Literature that crosses cultural and national boundaries offers an excellent experience for students to broaden their horizons and understanding. Learning about the historical impact of an issue or incident allows today’s students to make connections to the past and
understand the present. Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day to day experiences.
1. Expository Text: Expository text, such as encyclopedias, articles, textbooks and reference
sources, provides organized information and explanations. Students need to be able to use, interpret, and analyze expository text to locate information for school or personal use.
2. Functional Text: Functional text, such as maps, schedules, forms and workplace manuals
conveys information. Students need to be able to use, interpret, and analyze functional text in order to perform everyday practical tasks.
KINDERGARTEN Reading Process
Print Concepts: • Demonstrate understanding of print concepts.
1. Recognize that print represents spoken language and conveys meaning (e.g., his/her
own name, Exit and Danger signs). 2. Hold a book right side up and turn pages in the correct direction.
3. Start at the top left of the printed page, track words from left to right, using return
sweep, and move from the top to the bottom of the page. 4. Identify different parts of a book (e.g., front cover, back cover, title page) and the
information they provide.
5. Distinguish between printed letters and words. 6. Recognize that spoken words are represented in written language by specific sequences
of letters. 7. Recognize the concept of words by segmenting spoken sentences into individual words.
8. Demonstrate the one-‐to-‐one correlation between a spoken word and a printed word. Phonemic Awareness • Identify and manipulate the sounds of speech.
1. Distinguish spoken rhyming words from non-‐rhyming words (e.g., run, sun versus run, man).
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2. Orally produce rhyming words in response to spoken words (e.g., What rhymes with hat?).
3. Orally produce groups of words that begin with the same initial sound (alliteration).
4. Blend two or three spoken syllables to say words.
5. Blend spoken simple onsets and rimes to form real words (e.g., onset /c/ and rime /at/ makes cat). 6. Blend spoken phonemes to form a single syllable word (e.g., /m/…/a/…/n/…makes
man). 7. Identify the initial and final sounds (not the letter) of a spoken word. 8. Segment one-‐syllable words into its phonemes, using manipulatives to mark each
phoneme (e.g., dog makes /d/…/o/…/g/ while the student moves a block or tile for each phoneme).
Phonics
• Decode words, using knowledge of phonics, syllabication, and word parts. 1. Identify letters of the alphabet (upper and lower case).
2. Recognize that a new word is created when a specific letter is changed, added, or
removed. 3. Say letter sounds represented by the single-‐lettered consonants and vowels.
Vocabulary
• Acquire and use new vocabulary in relevant contexts. 1. Determine what words mean from how they are used in a sentence, heard or read.
2. Sort familiar words into basic categories (e.g., colors, shapes, foods). Comprehension Strategies • Employ strategies to comprehend text.
1. Make predictions based on title, cover, illustrations, and text. 2. Derive meaning from books that are highly predictable, use repetitive syntax, and have
linguistic redundancy.
Comprehending Literary Text Elements of Literature
Identify, analyze, and apply knowledge of the structures and elements of literature. 1. Participate (e.g., react, speculate, join in, read along) when predictably patterned
selections of fiction and poetry are read aloud.
2. Identify elements of a story, including characters, setting, and key events. 3. Retell or re-‐enact a story, placing the events in the correct sequence. 4. Determine whether a literary selection, that is heard, is realistic or fantasy.
Comprehending Informational Text Expository Text
Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository
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text. 1. Identify the purpose for reading expository text.
2. Restate facts from listening to expository text. 3. Respond appropriately to questions based on facts in expository text, heard or read.
Functional Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. 1. Sequentially follow a two or three-‐step set of directions (e.g., recipes, center directions,
classroom procedures, science experiments) using picture clues. 2. Identify signs, symbols, labels, and captions in the environment.
FIRST GRADE
Reading Process
Print Concepts Demonstrate understanding of print concepts.
1. Alphabetize a series of words to the first letter.
2. Distinguish between uppercase and lowercase letters. 3. Recognize the distinguishing features of a sentence (e.g., capitalization, ending
punctuation).
4. Identify the title, author, and table of contents of a book. Phonemic Awareness
Identify and manipulate the sounds of speech. 1. Generate a series of rhyming words, including consonant blends. 2. Orally segment a multi-‐syllable word into its syllables.
3. Recognize the new spoken word when a specified phoneme is added, changed or removed (e.g., change cow to how, pan to an).
4. Distinguish between initial, medial, and final sounds in single-‐syllable words.
5. Distinguish between long and short vowel sounds in orally stated single-‐syllable words (bit/bite).
6. Generate sounds from letters and letter patterns, including consonant blends and long-‐
and short-‐vowel patterns (phonograms), to combine those sounds into recognizable words.
7. Blend spoken phonemes with more than three sounds into one-‐syllable words, including
consonant blends and digraphs (e.g., /f/i/n/d/ = find; /fl/a/t/ = flat). 8. Segment spoken phonemes contained in one-‐syllable words of two to five phoneme
sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to
mark each phoneme). Phonics Decode words, using knowledge of phonics, syllabication, and word parts.
1. Decode regularly spelled two-‐syllable words fluently by applying the most common
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letter-‐sound correspondences, including the sounds represented by: • single letters (consonants and vowels)
• consonant blends (e.g., bl, st, tr) • consonant digraphs (e.g., th, sh, ck) • vowel digraphs and diphthongs (e.g., ea, ie, ee)
2. Use knowledge of inflectional endings (e.g., -‐s, -‐ed, -‐ing) to identify base words. 3. Use knowledge of base words to identify compound words. 4. Read words with common spelling patterns (e.g., -‐ite, -‐ill, -‐ate).
5. Recognize high frequency words and irregular sight words. 6. Read common contractions fluently (e.g., I’m, I’ll, can’t).
7. Use knowledge of word order (syntax) and context to confirm decoding.
Vocabulary Acquire and use new vocabulary in relevant contexts.
1. Recognize base words and their inflections (e.g., look, looks, looked, looking).
2. Classify common words into conceptual categories (e.g., animals, foods, toys). 3. Identify the words that comprise contractions (e.g., can’t=can not, it’s=it is, aren’t=are not).
4. Recognize that two words can make a compound word (e.g., sailboat, football, popcorn).
Fluency
• Read fluently. 1. Consistently read grade level text with at least 90 percent accuracy.
2. Read aloud with fluency in a manner that sounds like natural speech. Comprehension Strategies Employ strategies to comprehend text.
1. Predict what might happen next in a reading selection. 2. Relate information and events in a reading selection to life experiences and life
experiences to the text.
Comprehending Literary Text Elements of Literature
Identify, analyze, and apply knowledge of the structures and elements of literature. 1. Identify the plot of a literary selection, heard or read. 2. Describe characters (e.g., traits, roles, similarities) within a literary selection, heard or
read. 3. Sequence a series of events in a literary selection, heard or read. 4. Determine whether a literary selection, heard or read, is realistic or fantasy.
5. Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.
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Historical and Cultural Aspects of Literature Recognize and apply knowledge of the historical and cultural aspects of American, British, and world
literature. 1. Compare events, characters and conflicts in literary selections from a variety of cultures
to their experiences.
Comprehending Informational Text Expository Text
Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. 1. Identify the topic of expository text, heard or read.
2. Answer questions (e.g., who, what, where, when, why, how) about expository text,
heard or read. 3. Identify organizational features (e.g., title, table of contents, heading, bold print) of
expository text.
Functional Text Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of
functional text.
1. Follow a set of written multi-‐step directions with picture cues to assist. 2. Determine whether a specific task is completed, by checking to make sure all the steps
were followed in the right order, with picture cues to assist.
3. State the meaning of specific signs (e.g., traffic, safety, warning signs).
SECOND GRADE
Reading Process
Print Concepts 1. Alphabetize a series of words to the second letter.
2. Recognize the distinguishing features of a sentence (e.g., capitalization of the first word,
internal punctuation, ending punctuation, quotation marks). Phonemic Awareness
1. Orally segment a multi-‐syllable word into its syllables.
2. Blend isolated phonemes to form two-‐syllable words, using r-‐controlled vowel sounds, digraphs, and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger).
3. Segment spoken phonemes in two-‐syllable words, using manipulatives to mark each
phoneme (e.g., tiger makes /t/…/i/…/g/…/er/ while student moves one block for each phoneme).
Phonics
1. Read multi-‐syllabic words fluently, using letter-‐sound knowledge. 2. Apply knowledge of basic syllabication rules when decoding two-‐ or three-‐syllable
written words (e.g., su/per, sup/per, fam/i/ly).
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3. Recognize regular plurals (e.g., hat/hats, watch/watches) and irregular plurals (e.g., fly/flies, wife/wives) in context.
4. Use knowledge of spelling patterns such as diphthongs, and special vowel spellings when reading.
5. Read common abbreviations (e.g., Oct., Mr., Ave.) fluently.
6. Recognize high frequency words and irregular sight words. 7. Read common contractions fluently (e.g., haven’t, it’s, aren’t).
8. Use knowledge of vowel digraphs and r-‐controlled letter-‐sound associations to read
words. 9. Use knowledge of word order (syntax) and context to confirm decoding. Vocabulary
1. Identify simple prefixes (e.g., un-‐, re-‐) to determine the meaning of words. 2. Use knowledge of simple prefixes (e.g., un-‐, re-‐) to determine the meaning of words.
3. Identify simple suffixes (e.g., -‐ful, -‐ly) to determine the meaning of words.
4. Use knowledge of simple suffixes (e.g., -‐ful, -‐ly) to determine the meaning of words. 5. Recognize words represented by common abbreviations (e.g., Mr., Ave., Oct.).
6. Identify the words that comprise contractions (e.g., can’t = can not, it’s = it is, aren’t =
are not). 7. Determine the meaning of compound words, using knowledge of individual words (e.g.,
lunchtime, daydream, everyday).
Fluency 1. Consistently read grade level text with at least 90 percent accuracy.
2. Read aloud with fluency in a manner that sounds like natural speech, demonstrating automaticity.
3. Use punctuation, including commas, periods, and question marks to guide reading
for fluency. Comprehension Strategies 1. Predict what might happen next in a reading selection.
2. Compare a prediction about an action or event to what actually occurred within a text. 3. Ask relevant questions in order to comprehend text.
4. Relate information and events in a reading selection to life experiences and life
experiences to the text. Comprehending Literary Text
Elements of Literature 1. Describe literary elements of text including characters, plot (specific events, problem
and solution), and setting.
2. Describe characters (e.g., traits, roles, similarities) within a literary selection. 3. Sequence a series of events in a literary selection. 4. Identify cause and effect of specific events in a literary selection.
5. Identify words that the author selects in a literary selection to create a graphic visual
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experience. 6. Identify words that the author selects to create a rich auditory experience (e.g.,
alliteration, onomatopoeia, assonance, consonance) in a literary selection. 7. Identify differences between fiction and nonfiction.
Historical and Cultural Aspects of Literature
1. Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.
Comprehending Informational Text Expository Text 1. Identify the main idea in expository text.
2. Locate facts in response to questions about expository text.
3. Locate specific information by using organizational features (e.g., title, table of contents, headings, captions, bold print, glossary, indices) in expository text.
4. Identify a variety of sources (e.g., trade books, encyclopedias, magazines, electronic
sources, textbooks) that may be used to answer specific questions and/or gather information
5. Locate specific information from graphic features (e.g., charts, maps, diagrams,
illustrations, tables, timelines) of expository text. Functional Text
1. Follow a set of written multi-‐step directions. 2. Determine whether a specific task is completed, by checking to make sure all the steps
were followed in the right order.
3. State the meaning of specific signs, graphics, and symbols (e.g., computer icons, map features, simple charts and graphs).
THIRD GRADE Reading Process
Print Concepts 1. Alphabetize a series of words to the third letter. 2. Recognize the distinguishing features of a paragraph (e.g., indentation of first word,
topic sentence, supporting sentences, concluding sentences). Phonics 1. Read multi-‐syllabic words fluently, using letter-‐sound knowledge.
2. Apply knowledge of basic syllabication rules when decoding four-‐ or five-‐syllable written words (e.g., in/for/ma/tion, mul/ti/pli/ca/tion, pep/per/o/ni).
3. Apply knowledge of the following common spelling patterns to read words:
• that drop the final e and add endings such as: –ing, -‐ed, or –able (e.g., use/using/used/usable)
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• with final consonants that need to be doubled when adding an ending (e.g., hop/hopping)
• that require changing the final y to i (e.g., baby/babies) • that end in –tion, -‐sion (e.g., election, vision) • with complex word families (e.g., -‐ight, -‐ought)
• that include common prefixes, suffixes and root words 4. Read common abbreviations (e.g., Wed., Sept.) fluently. 5. Recognize high frequency words and irregular sight words.
6. Use knowledge of word order (syntax) and context to confirm decoding. Vocabulary 1. Use knowledge of prefixes (e.g., un-‐, re-‐, in-‐, dis-‐) to determine the meaning of words.
2. Use knowledge of suffixes (e.g., -‐ful, -‐ly, -‐less) to determine the meaning of words. 3. Recognize words represented by common abbreviations (e.g., Mr., Ave.,Oct.) 4. Identify the words that comprise a contraction (e.g., can’t=can not, it’s=it is, aren’t=are
not). 5. Determine the meaning of compound words, using knowledge of individual words
(e.g., lunchtime, daydream, everyday).
6. Determine the meaning of common synonyms, antonyms, and homonyms. 7. Determine the meanings and other features of words (e.g., pronunciation, syllabication,
synonyms, parts of speech) using the dictionary and thesaurus
Fluency 1. Consistently read grade level text with at least 90 percent accuracy.
2. Read aloud from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and vocal patterns.
Comprehension Strategies
1. Predict events and actions, based upon prior knowledge and text features. 2. Compare a prediction about an action or event to what actually occurred within a text. 3. Ask relevant questions in order to comprehend text.
4. Answer clarifying questions in order to comprehend text. 5. Extract information from graphic organizers (e.g., webs, Venn diagrams, flow charts) to
comprehend text.
6. Connect information and events in text to related text and sources.
Comprehending Literary Text
Elements of Literature 1. Compare (and contrast) literary elements across stories, including plots, settings, and
characters.
2. Describe characters (e.g., traits, roles, similarities) within a literary selection. 3. Sequence a series of events in a literary selection.
4. Make relevant connections (e.g., relationships, cause/effect, comparisons) between
earlier events and later events in text.
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5. Identify the speaker or narrator in a literary selection. 6. Identify rhyme, rhythm, repetition, and sensory images in poetry.
7. Distinguish between/among fiction, nonfiction, poetry, plays, and narratives, using knowledge of their structural elements.
Historical and Cultural Aspects of Literature
1. Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.
Comprehending Informational Text Expository Text 1. Identify the main idea and supporting details in expository text.
2. Locate facts in response to questions about expository text. 3. Locate specific information by using organizational features (e.g., title, table of
contents, headings, captions, bold print, key words, glossary, indices, italics) in
expository text. 4. Use a variety of sources (e.g., trade books, encyclopedias, magazines, atlases,
almanacs, electronic sources, textbooks) to answer specific questions, and/or gather
information. 5. Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations,
tables, timelines) of expository text.
Functional Text 1. Follow a set of written multi-‐step directions.
2. Provide multi-‐step directions. 3. Evaluate written directions for sequence and completeness. 4. Interpret information in functional documents (e.g., maps, schedules, pamphlets) for a
specific purpose. Persuasive Text
1. Distinguish fact from opinion in persuasive text (e.g., advertisements, product labels,
written communications). 2. Identify persuasive vocabulary (e.g., emotional words) used to influence readers'
perspective
FOURTH GRADE
Reading Process Vocabulary 1. Use knowledge of root words and affixes to determine the meaning of unknown words.
2. Use context to determine the relevant meaning of a word. 3. Determine the difference between figurative language and literal language. 4. Identify figurative language, including similes, personification, and idioms.
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5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words by using a variety of reference aids, including dictionaries, thesauri,
and glossaries (and CD-‐ROM and Internet when available). 6. Identify antonyms, synonyms, and homonyms for given words within text.
Fluency
1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.
Comprehension Strategies
1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
2. Confirm predictions about text for accuracy.
3. Generate clarifying questions in order to comprehend text. 4. Use graphic organizers in order to clarify the meaning of the text. 5. Connect information and events in a text to experience and to related text and sources.
6. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
Comprehending Literary Text Elements of Literature
1. Identify the main problem or conflict of a plot.
2. Identify the resolution of a problem or conflict in a plot. 3. Identify the moral of literary selection (e.g., fables, folktales, fairytales, legends).
4. Distinguish between major characters and minor characters. 5. Describe a character’s traits using textual evidence (e.g., dialogue, actions, narrations,
illustrations).
6. Identify the speaker or narrator in a literary selection. 7. Identify all aspects of the setting (e.g., time of day or year, historical period, place,
situation).
8. Compare (and contrast) the characters, events, and setting in a literary selection. 9. Identify characteristics and structural elements (e.g., imagery, rhyme, verse, rhythm,
meter) of poetry.
10. Identify common forms of literature (e.g., poetry, novel, short story, biography, autobiography, drama) based upon their characteristics.
Historical and Cultural Aspects of Literature
1. Describe the historical and cultural aspects found in cross–cultural works of literature.
Comprehending Informational Text
Expository Text 1. Identify the main idea and supporting details in expository text
2. Distinguish fact from opinion in expository text.
3. Determine author's main purpose (e.g., to inform, to describe, to explain) for writing the
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expository text. 4. Locate specific information by using organizational features (e.g., table of contents,
headings, captions, bold print, glossaries, indices, italics, key words, topic sentences, concluding sentences) of expository text.
5. Identify appropriate print and electronic reference sources (e.g., encyclopedia, atlas,
almanac, dictionary, thesaurus, periodical, textbooks, CD-‐ROM, website) needed for a specific purpose.
6. Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations,
tables, timelines) in expository text. 7. Distinguish cause from effect. 8. Draw valid conclusions based on information gathered from expository text.
Functional Text 1. Locate specific information from functional text (e.g., letters, memos, directories,
menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes,
labels, forms). 2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to
solve problems, to perform procedures, to answer questions).
Persuasive Text 1. Determine the author’s position regarding a particular idea, subject, concept, or object. 2. Identify persuasive vocabulary (e.g., loaded/emotional words, exaggeration) used to
influence readers' opinions.
FIFTH GRADE
Reading Process Vocabulary
Acquire and use new vocabulary in relevant contexts. 1. Use knowledge of root words and affixes to determine the meaning of unknown words. 2. Use context to determine the intended meaning of a word with multiple meanings (e.g.,
hatch, arm, boot). 3. Determine the difference between figurative language and literal language.
4. Determine the meaning of figurative language, including similes, personification, and
idioms. 5. Determine the meanings, pronunciations, syllabication, synonyms, antonyms, and parts
of speech of words, by using a variety of reference aids, including dictionaries, thesauri,
6. Identify antonyms, synonyms, and homographs for given words within text. Fluency
1. Read from familiar prose and poetry with fluency and appropriate rhythm, pacing,
intonation, and expression relevant to the text. Comprehension Strategies
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Employ strategies to comprehend text. 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic key words). 2. Confirm predictions about text for accuracy. 3. Generate clarifying questions in order to comprehend text.
4. Use graphic organizers in order to clarify the meaning of the text. 5. Connect information and events in a text to experience and to related text and sources. 6. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text. Comprehending Literary Text
Elements of Literature Identify, analyze, and apply knowledge of the structures and elements of literature.
1. Identify the components of a plot (e.g., main events, conflict, rising action, climax, falling
action, resolution). 2. Identify the theme (moral, lesson, meaning, message, view or comment on life) of a
literary selection.
3. Distinguish between major characters and minor characters. 4. Analyze how a character’s traits influence that character’s actions. 5. Identify the narrative point of view (e.g., first person, third person, omniscient) in a
literary selection. 6. Determine of all the aspects of the setting (e.g., time of day or year, historical period,
place, situation) in a literary selection. 7. Identify the intended effect of the techniques (e.g., appeal of characters, believability of
characters and plot, use of figurative language) that the author uses to influence
readers’ feelings and attitudes. 8. Identify types of poetry (e.g., free verse, haiku, cinquain, limericks). 9. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction,
adventures, fantasies, fables, myths) based upon their characteristics. Historical and Cultural Aspects of Literature 1. Describe the historical and cultural aspects found in cross–cultural works of literature.
Comprehending Informational Text Expository Text
Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. 1. Identify the main idea and supporting details in expository text.
2. Distinguish fact from opinion in expository text, using supporting evidence from text.
3. Determine author's main purpose (e.g., to inform, to describe, to explain) for writing the expository text.
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4. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, glossaries, indices, italics, key words, topic sentences,
concluding sentences) of expository text. 5. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas,
almanac, dictionary, thesaurus, periodical, textbooks.
6. Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines) in expository text.
7. Identify cause and effect relationships (stated and implied).
8. Draw valid conclusions based on information gathered from expository text. Functional Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of
functional text. 1. Locate specific information from functional text (e.g., letters, memos, directories,
menus, schedules, pamphlets, search engines, signs, manuals, instructions, recipes,
labels, forms). 2. Interpret details from functional text for a specific purpose (e.g., to follow directions, to
solve problems, to perform procedures, to answer questions).
Persuasive Text Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.
1. Determine an author’s position regarding a particular idea, subject, concept, or object, using supporting evidence from the text.
2. Identify the intended effect of persuasive vocabulary (e.g., loaded/emotional words, exaggeration, euphemisms) that the author uses to influence readers' opinions.
3. Identify the intended effect of persuasive strategies (e.g., peer pressure, bandwagon,
repetition) that the author uses to influence readers' perspectives.
LISTENING
KINDERGARTEN
Listening and Speaking Students effectively listen and speak in situations that serve different purposes and involve a variety of
audiences. Students know and are able to do the following:
• Tell or retell a personal experience or creative story in a logical sequence.
• Follow simple directions. • Share ideas, information, opinions and questions. • Listen and respond to stories, poems and nonfiction.
• Participate in group discussions.
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FIRST TO THIRD GRADE
Listening and Speaking Students effectively listen and speak in situations that serve different purposes and involve a variety of audiences.
Students know and are able to do the following: • Use effective vocabulary and logical organization to relate or summarize ideas, events and other information.
• Give and follow multiple-‐step directions. • Prepare and deliver information by generating topics; identifying the audience; and organizing ideas, facts or opinions for a variety of speaking purposes such as giving directions, relating personal
experiences, telling a story or presenting a report.
FOURTH TO FIFTH GRADE
Listening and Speaking Students effectively listen and speak in situations that serve different purposes and involve a variety of
audiences. Students know and are able to do the following: • Prepare and deliver an organized speech and effectively convey the message through verbal and
nonverbal communications with a specific audience. • Prepare and deliver an oral report in a content area and effectively convey the information
through verbal and nonverbal communications with a specific audience. • Interpret and respond to questions and evaluate responses both as interviewer and interviewee.
• Predict, clarify, analyze and critique a speaker’s information and point of view.
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Mathematical/ Logical
Intelligence
"We believe that education is one of the principal causes of discontent of late years manifesting itself
among the laboring classes." -‐ The 1888 Report of the Senate Committee on Education includes this line, on page 1,382
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Gardner’s logical-‐mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails
the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. For that reason, we include an adaptation of math and science standards.
Number and Operations Number sense is the understanding of numbers and how they relate to each other and how they are
used in specific context or real-‐world application. It includes an awareness of the different ways in which numbers are used, such as counting, measuring, labeling, and locating. It includes an awareness of the different types of numbers such as, whole numbers, integers, fractions, and decimals and the
relationships between them and when each is most useful. Number sense includes an understanding of the size of numbers, so that students should be able to recognize that the volume of their room is closer to 1,000 than 10,000 cubic feet. Students develop a sense of what numbers are, i.e., to use numbers and
number relationships to acquire basic facts, to solve a wide variety of real-‐world problems, and to estimate to determine the reasonableness of results.
Data Analysis, Probability, and Discrete Mathematics Students use data collection, data analysis, statistics, probability, systematic listing and counting, and the study of graphs. This prepares students for the study of discrete functions as well as to make valid
inferences, decisions, and arguments. Discrete mathematics is a branch of mathematics that is widely used in business and industry. Combinatorics is the mathematics of systematic counting.
Patterns, Algebra, and Functions Patterns occur everywhere in nature. Algebraic methods are used to explore, model and describe
patterns, relationships, and functions involving numbers, shapes, and graphs within a variety of real-‐world problem solving situations.
Geometry and Measurement Geometry is a natural place for the development of students' reasoning, higher thinking, and justification skills culminating in work with proofs. Geometric modeling and spatial reasoning offer ways
to interpret and describe physical environments and can be important tools in problem solving. Students use geometric methods, properties and relationships, transformations, and coordinate geometry as a means to recognize, draw, describe, connect, analyze, and measure shapes and representations in the
physical world. Measurement is the assignment of a numerical value to an attribute of an object, such as the length of a pencil.
Structure and Logic This section emphasizes the core processes of problem solving.. Students use algorithms, algorithmic thinking, and logical reasoning (both inductive and deductive) as they make conjectures and test the
validity of arguments and proofs. Concept two develops the core processes as students evaluate
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situations, select problem solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications.
KINDERGARTEN
Numbers and Operations 1: Number Sense
• Understand and apply numbers, ways of representing numbers, the relationships among numbers
and different number systems. Students develop basic ideas of number and use numbers to think about objects and the world around them. They practice counting objects in sets, and they think about how numbers are ordered.
1. Express whole numbers 0 to 20. -‐Knowing how to write them out with letters and numbers.
2. Count forward to 20 and backward from 10 with or without objects using different
starting points. 3. Identify numbers which are one more or less than a given number to 20. 4. Compare and order whole numbers through 20.
5. Recognize and compare the ordinal position (1st, 2nd, 3rd, 4th…) of at least five objects. 2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another. Students build
a foundation for learning how to add and subtract by putting together and taking apart numbers through ten. They apply strategies to solve contextual and numerical problems.
1. Solve contextual problems by developing, applying, and recording strategies with addition and subtraction to 10 using objects, pictures, and symbols.
2. Develop and use multiple strategies to determine
• sums to 10 and • differences with subtractions to 10.
3. Create word problems based on addition to 10 and differences with sutraction to 10
3: Estimation • Use estimation.
1. Identify quantities to 20 as more or less than 5 or as more or less than 10.
Data Analysis, Probability, and Discrete Mathematics 1: Data Analysis (Statistics)
• Understand and apply data collection, organization, and representation to analyze and sort data. Students collect data to create object graphs and pictographs and apply number concepts to describe and interpret the graphs.
1. Construct simple displays of data using objects or pictures. 2. Ask and answer questions by counting, comparing quantities, and interpreting simple
displays of data.
2: Systematic Listing and Counting
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• Understand and demonstrate the systematic listing and counting of possible outcomes. Students sort objects and describe how they sorted them.
1. Sort, classify, count, and represent up to 20 objects. Patterns, Algebra, and Functions
1: Patterns • Identify patterns and apply pattern recognition to reason mathematically while integrating content from other areas. Students study simple repeating and growing patterns in preparation for
increasingly sophisticated patterns that can be represented with algebraic expressions in later grades.
1. Recognize, describe, extend, create, and record simple repeating patterns.
2. Recognize, describe, extend, and record simple patterns with growing complexity. 2: Algebraic Representations • Represent and analyze mathematical situations and structures using algebraic representations.
Students learn what it means to add and subtract by joining and separating sets of objects. This lays the foundation for algebraic thinking.
1. Record equivalent forms of whole numbers to 10 by constructing models and using
numbers. 2. Compare expressions using spoken words and the symbol =.
Geometry and Measurement 1: Geometric Properties
• Analyze the attributes and properties of 2-‐ and 3-‐dimensional figures and develop mathematical arguments about their relationships. Students develop basic ideas related to geometry as they name, draw, describe, and compare simple two-‐ and three-‐dimensional figures and find these shapes around
them. 1. Identify, analyze, and describe circles, triangles, and rectangles (including squares) in
different
orientations and environments. 2. Build, draw, compare, describe, and sort 2-‐dimensional figures (including irregular
figures) using attributes.
2: Measurement • Understand and apply appropriate units of measure, measurement techniques, and formulas to determine measurements. Students informally develop early measurement concepts. This is an
important precursor to measurement in later grades when students measure objects with tools. 1. Compare and order objects according to observable and measurable attributes. 2. Use the attribute of length to describe and compare objects using non-‐standard units.
(For example, how many paperclips long is the shoe.)
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Structure and Logic 1: Logic, Reasoning, Problem Solving, and Proof
• Evaluate situations, select problem-‐solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications. Students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students also
begin to develop their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?”
1. Identify the question(s) asked and any other questions that need to be answered in
order to find a solution. 2. Identify the given information that can be used to find a solution. 3. Select from a variety of problem-‐solving strategies and use one or more strategies to
arrive at a solution. 4. Represent a problem situation using any combination of words, numbers, pictures,
physical objects, or symbols.
5. Explain and clarify mathematical thinking. 6. Determine whether a solution is reasonable.
FIRST GRADE Number and Operations
1: Number Sense • Understand and apply numbers, ways of representing numbers, the relationships among numbers
and different number systems. Students develop basic ideas of number and use numbers to think about objects and the world around them. They practice counting objects in sets, and they think about how numbers are ordered.
1. Express whole numbers 0 to 100, in groups of tens and ones using and connecting multiple representations.
2. Count forward to 100 and backward from 100 by 1s and 10s using different starting
points, and count forward to 100 by 2s and 5s. 3. Identify numbers which are 10 more or less than a given number to 90. 4. Compare and order whole numbers through 100 by applying the concepts of place
value. 5. Recognize and compare ordinal numbers, first through tenth.
2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another. Students build a foundation for learning how to add and subtract by putting together and taking apart numbers through ten. They apply strategies to solve contextual and numerical problems.
1. Solve contextual problems using multiple representations for addition and subtraction facts.
2. Demonstrate addition and subtraction of numbers that total less than 100 by using
various representations that connect to place value concepts.
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3. Develop and use multiple strategies for addition facts to 10+10 and their related subtraction facts.
4. Create word problems based on addition and subtraction facts. 5. Apply properties to solve addition/subtraction problems to
• identity property of addition/subtraction and
• commutative property of addition. * Commutative Property of Addition The property of addition that allows two or more addends to be added in any order without changing
the sum; a + b = b + a 3: Estimation
• Use estimation strategies reasonably and fluently. Students use five, ten, and twenty as
benchmark numbers to develop their sense of quantity as well as to compare numbers. 1. Use estimation to determine if sums are more or less than 5, more or less than 10, or
more or less than 20.
Data Analysis, Probability, and Discrete Mathematics 1: Data Analysis (Statistics)
• Understand and apply data collection, organization, and representation to analyze and sort data. Students are introduced to basic ideas of data analysis by collecting and visually representing data. These ideas reinforce their understanding of whole numbers and addition and subtraction as
students ask and answer questions about the data. As they move through the grades, students continue to apply what they learn about data, making mathematics relevant and connecting
numbers to applied situations. 1. Collect, record, organize, and display data using tally charts or pictographs. 2. Ask and answer questions by interpreting simple displays of data, including tally charts
or pictographs. 2: Systematic Listing and Counting
• Understand and demonstrate the systematic listing and counting of possible outcomes. Students
sort objects using a Venn diagram and describe how they sorted them. 1. Use Venn diagrams to sort, classify, and count objects and justify the sorting rule.
Patterns, Algebra, and Functions 1: Patterns
• Identify patterns and apply pattern recognition to reason mathematically while integrating
content from other areas. Students will continue to develop their understanding of repeating and growing patterns. Repeating patterns will be more sophisticated than in kindergarten. Students will notice that growing patterns involve addition and subtraction, and they will work with other types of
patterns as they learn to make generalizations about what they observe. 1. Recognize, describe, extend, create, and record repeating patterns. 2. Recognize, describe, extend, create, and record growing patterns.
2: Algebraic Representations
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• Represent and analyze mathematical situations and structures using algebraic representations. Students work with and create number sentences in contextual situations as they construct
equivalent forms of whole numbers and explore equations in their many forms. 1. Record equivalent forms of whole numbers to 100 by constructing models and using numbers.
2. Compare expressions using spoken words and the symbols = and ≠. 3. Represent a word problem requiring addition or subtraction facts using an equation.
Geometry and Measurement. 1: Geometric Properties
• Analyze the attributes and properties of 2-‐ and 3-‐dimensional figures and develop mathematical
arguments about their relationships. Students expand their knowledge of two-‐dimensional geometric figures by sorting, comparing, and contrasting them according to their characteristics. They learn important mathematical vocabulary used to name the figures. Students work with
composite shapes made out of basic two-‐dimensional figures as they continue to develop their spatial sense of shapes, objects, and the world around them.
1. Identify and draw 2-‐dimensional geometric figures based on given attributes regardless
of size or orientation. 2. Compare and sort basic 2-‐dimensional figures (including irregular figures) using
attributes and explain the reasoning for the sorting.
2: Measurement • Understand and apply appropriate units of measure, measurement techniques, and formulas to
determine measurements. Students begin to understand what it means to measure, and they develop their measuring skills using everyday objects. As they practice using measurement tools to measure objects, they reinforce their sense of number and continue to develop their sense of space
and shapes. 1. Compare and order objects according to length, capacity, and weight. 2. Measure and compare the length of objects using the benchmark of one inch.
3. Sequence the days of the week and the months of the year.
Structure and Logic
1: Logic, Reasoning, Problem Solving, and Proof • Evaluate situations, select problem-‐solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications. Students further develop the concept that
doing mathematics involves solving problems and discussing what they did to solve them. Students continue to develop their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?”; “Why did you do that?”; and “How do
you know that?” Students begin to build their mathematical vocabulary as they use correct mathematical language appropriate to grade 1.
1. Identify the question(s) asked and any other questions that need to be answered in
order to find a solution.
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2. Identify the given information that can be used to find a solution. 3. Select from a variety of problem-‐solving strategies and use one or more strategies to
arrive at a solution. 4. Represent a problem situation using any combination of words, numbers, pictures,
physical objects, or symbols.
5. Explain and clarify mathematical thinking. 6. Determine whether a solution is reasonable.
SECOND GRADE Number and Operations 1: Number Sense
• Understand and apply numbers, ways of representing numbers, and the relationships among numbers and different number systems. Students refine their understanding of the base ten number system and use place value concepts of ones, tens, and hundreds to understand number
relationships. They become fluent in writing and renaming numbers in a variety of ways. This fluency, combined with the understanding of place value, is a strong foundation for learning how to add and subtract two-‐digit numbers.
1. Express whole numbers 0 to 1000, in groups of hundreds, tens and ones using and connecting multiple representations.
2. Count forward to 1000 and backward from 1000 by 1s, 10s, and 100s using different
starting points. 3. Identify numbers which are 100 more or less than a given number to 900.
4. Compare and order whole numbers through 1000 by applying the concept of place value.
5. Count money to $1.00.
6. Sort whole numbers through 1000 into odd and even, and justify the sort.
2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another. Students continue to focus on what it means to add and subtract as they become fluent with single-‐digit addition and subtraction facts and develop addition and subtraction procedures for two-‐digit
numbers. Students make sense of these procedures by building on what they know about place value, number relationships, and putting together or taking apart sets of objects. They begin to develop an understanding of multiplication.
1. Solve contextual problems using multiple representations involving • addition and subtraction with one-‐ and/or two-‐digit numbers, • multiplication for 1s, 2s, 5s, and 10s, and
• adding and subtracting money to $1.00. 2. Demonstrate the ability to add and subtract whole numbers (to at least two digits) and
decimals (in the context of money)
• with up to three addends
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• and to $1.00. 3. Demonstrate fluency of addition and subtraction facts.
4. Apply and interpret the concept of addition and subtraction as inverse operations to solve problems.
5. Create and solve word problems based on addition and subtraction of two-‐digit
numbers. 6. Demonstrate the concept of multiplication for 1s, 2s, 5s, and 10s. 7. Describe the effect of operations (addition and subtraction) on the size of whole numbers.
8. Apply properties to solve addition/subtraction problems • identity property of addition/subtraction, • commutative property of addition, and
• associative property of addition. 3: Estimation
• Use estimation strategies reasonably and fluently. Students use the benchmark numbers 20,
50, and 100 to estimate sums without rounding. 1. Use estimation to determine if sums of two 2-‐digit numbers are more or less than 20,
more or less than 50, or more or less than 100.
Data Analysis, Probability, and Discrete Mathematics 1: Data Analysis (Statistics)
• Understand and apply data collection, organization, and representation to analyze and sort data. Students create displays of data and ask and answer questions about data as they apply their
growing understanding related to numbers and the operations of addition, subtraction, and multiplication. 1. Collect, record, organize, and display data using pictographs, frequency tables, or single bar
graphs. 2. Formulate and answer questions by interpreting displays of data, including pictographs,
frequency tables, or single bar graphs.
2: Systematic Listing and Counting • Understand and demonstrate the systematic listing and counting of possible outcomes. Students apply their number sense skills to solve contextual problems involving systematic listing and
counting. 1. List all possibilities in counting situations. 2. Solve a variety of problems based on the addition principle of counting.
Patterns, Algebra, and Functions 1: Patterns
• Identify patterns and apply pattern recognition to reason mathematically while integrating content from each of the other strands. Students work with patterns to extend their thinking about numbers, operations, and geometry and use reasoning to describe the patterns and their rules.
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1. Recognize, describe, extend, create, and find missing terms in a numerical or symbolic pattern.
2. Explain the rule for a given numerical or symbolic pattern and verify that the rule works. 2: Functions and Relationships
• Describe and model functions and their relationships. Students extend their understanding of
patterns as they explore the relationships between sets of numbers using objects, pictures, and function tables.
1. Describe a rule that represents a given relationship between two quantities using words
or pictures. 3: Algebraic Representations
• Represent and analyze mathematical situations and structures using algebraic representations.
Students make strong connections between algebraic representations and number sense. These connections lay the foundation for future work with larger numbers and algebra.
1. Record equivalent forms of whole numbers to 1000 by constructing models and using
numbers. 2. Compare expressions using spoken words and the symbols =, ≠, <, and >. 3. Represent a word problem requiring addition or subtraction through 100 using an
equation. 4. Identify the value of an unknown number in an equation involving an addition or
subtraction fact.
Geometry and Measurement
1: Geometric Properties • Analyze the attributes and properties of 2-‐ and 3-‐dimensional figures and develop mathematical arguments about their relationships. Students extend their spatial understanding of geometry
developed in kindergarten and Grade 1 by solving problems involving two-‐dimensional figures. 1. Describe and compare the attributes of polygons up to six sides using the terms side, vertex,
point, and length.
2: Transformation of Shapes • Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations. Students explain the rationale for symmetry of two-‐dimensional figures.
1. Identify, with justification, whether a 2-‐dimensional figure has lines of symmetry. 3: Measurement
• Understand and apply appropriate units of measure, measurement techniques, and formulas to
determine measurements. Students understand the process of measuring length and progress from measuring length with nonstandard units to using standard units. They use tools such as rulers, tape measures, or meter sticks. Students are well acquainted with two-‐digit numbers by this point and
are able to tell time on different types of clocks. 1. Tell time to the nearest minute using analog and digital clocks.
2. Apply measurement skills to measure the attributes of an object (length, capacity,
weight).
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3. Read temperatures on a thermometer using Fahrenheit and Celsius. 4. Demonstrate unit conversions
• 1 foot = 12 inches, • 1 quart = 4 cups, • 1 pound = 16 ounces,
• 1 hour = 60 minutes, • 1 day = 24 hours, • 1 week = 7 days, and
• 1 year = 12 months. Structure and Logic
1: Logic, Reasoning, Problem Solving, and Proof • Evaluate situations, select problem-‐solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications. Students have opportunities to “do”
mathematics by solving problems and talking about what they did to solve those problems. Students communicate their mathematical thinking and make increasingly more convincing mathematical arguments.
1. Identify the question(s) asked and any other questions that need to be answered in order to find a solution.
2. Identify the given information that can be used to find a solution.
3. Select from a variety of problem-‐solving strategies and use one or more strategies to arrive at a solution.
4. Represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols.
5. Explain and clarify mathematical thinking.
6. Determine whether a solution is reasonable.
THIRD GRADE
Number and Operations 1: Number Sense
• Understand and apply numbers, ways of representing numbers, and the relationships among
numbers and different number systems. Students build on their previous work with numbers and deepen their understanding of place value in various contexts. They extend their understanding of the base ten number system to larger numbers and apply this understanding by representing
numbers in various equivalent forms. Students develop an understanding of the meanings and uses of fractions. They solve problems that involve comparing and ordering fractions and learn to represent fractions in different ways.
1. Express whole numbers through six digits using and connecting multiple representations. 2. Compare and order whole numbers through six digits by applying the concept of place
value.
3. Count and represent money using coins and bills to $100.00.
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4. Sort whole numbers into sets and justify the sort. 5. Express benchmark fractions as fair sharing, parts of a whole, or parts of a set.
6. Compare and order benchmark fractions. 2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another. Students build on their previous work with numbers to understand the meanings of multiplication and division. Students apply basic multiplication facts and efficient procedures. They explore the relationship
between multiplication and division as they learn related multiplication and division facts. 1. Add and subtract whole numbers to four digits. 2. Create and solve word problems based on addition, subtraction, multiplication, and
division. 3. Demonstrate the concept of multiplication and division using multiple models. 4. Demonstrate fluency of multiplication and division facts through 10.
5. Apply and interpret the concept of multiplication and division as inverse operations to solve problems.
6. Describe the effect of operations (multiplication and division) on the size of whole
numbers. 7. Apply commutative, identity, and zero properties to multiplication and apply the i
dentity property to division.
3: Estimation • Use estimation strategies reasonably and fluently while integrating content from each of the other
strands. Students build upon their previous experience with estimation of numbers and quantities. They use multiple strategies to make estimations. Students compare the reasonableness of their estimate to the actual computation. Multiple and continuous estimation experiences lead to greater
understanding of number sense. 1. Make estimates appropriate to a given situation or computation with whole numbers.
Data Analysis, Probability, and Discrete Mathematics 1: Data Analysis (Statistics)
• Understand and apply data collection, organization, and representation to analyze and sort data.
Students construct and analyze frequency tables, single bar graphs, and single line graphs in addition to pictographs and tally charts from previous grades and use them to solve problems. Students’ understanding of number and operations are reinforced as they interpret information from the
displays of data. 1. Collect, record, organize, and display data using frequency tables, single bar graphs, or
single line graphs.
2. Formulate and answer questions by interpreting and analyzing displays of data, including frequency tables, single bar graphs, or single line graphs.
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2: Systematic Listing and Counting • Understand and demonstrate the systematic listing and counting of possible outcomes. Students
use lists and charts to systematically organize information and determine the outcomes of a given situation.
1. Represent all possibilities for a variety of counting problems using arrays, charts, and
systematic lists; draw conclusions from these representations. 2. Solve a variety of problems based on the multiplication principle of counting.
Patterns, Algebra, and Functions 1: Patterns
• Identify patterns and apply pattern recognition to reason mathematically while integrating
content from each of the other strands. Students understand that logical patterns exist and are a regular occurrence in mathematics. Students recognize, extend, and generalize numerical sequences with both words and symbols.
1. Recognize, describe, extend, create, and find missing terms in a numerical sequence. 2. Explain the rule for a given numerical sequence and verify that the rule works.
2: Functions and Relationships
• Describe and model functions and their relationships. Students build on the ideas of functions from second grade. Students focus on the relationship between two quantities and how different representations are related.
1. Recognize and describe a relationship between two quantities, given by a chart, table or graph, in which the quantities change proportionally, using words, pictures, or
expressions. 2. Translate between the different representations of whole number relationships,
including symbolic, numerical, verbal, or pictorial.
3: Algebraic Representations • Represent and analyze mathematical situations and structures using algebraic representations. Students use a variety of representations to illustrate mathematical situations and relationships.
These representations help students conceptualize ideas and solve problems. 1. Record equivalent forms of whole numbers to six digits by constructing models and
using numbers.
2. Use a symbol to represent an unknown quantity in a given context. 3. Create and solve simple one-‐step equations that can be solved using addition and
multiplication facts.
Geometry and Measurement 1: Geometric Properties
• Analyze the attributes and properties of 2-‐ and 3-‐dimensional figures and develop mathematical arguments about their relationships. Students describe, analyze, compare, and classify two-‐and three-‐dimensional shapes.
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1. Describe sequences of 2-‐dimensional figures created by increasing the number of sides, changing size, or changing orientation.
2. Recognize similar figures. 3. Identify and describe 3-‐dimensional figures including their relationship to real world
objects: sphere, cube, cone, cylinder, pyramids, and rectangular prisms.
4. Describe and compare attributes of two-‐ and three-‐dimensional figures. 2: Transformation of Shapes
• Apply spatial reasoning to create transformations and use symmetry to analyze mathematical
situations. Students begin to apply their understanding of spatial reasoning and recognize how the positions of 2-‐dimensional figures change in terms of translations, reflections, and rotations.
1. Identify a translation, reflection, or rotation and model its effect on a 2-‐dimensional figure.
2. Identify, with justification, all lines of symmetry in a 2-‐dimensional figure. 3: Measurement
• Understand and apply appropriate units of measure, measurement techniques, and formulas to
determine measurements. Students form an understanding of perimeter and area. They select appropriate units, strategies, and tools to solve problems involving perimeter and area. In upper grades, they will calculate area and perimeters of more complex figures.
1. Determine elapsed time • across months using a calendar
• by hours and half hours using a clock.
2. Apply measurement skills to measure length, weight, and capacity using US Customary units.
3. Convert units of length, weight, and capacity • inches or feet to yards, • ounces to pounds, and
• cups to pints, pints to quarts, quarts to gallons. 4. Determine the area of a rectangular figure using an array model. 5. Measure and calculate perimeter of 2-‐dimensional figures.
Structure and Logic 1: Logic, Reasoning, Problem Solving, and Proof
• Evaluate situations, select problem-‐solving strategies, draw logical conclusions, develop and describe solutions, and recognize their applications. Students describe, explain, and justify their solution processes which may include numbers, words (including mathematical language), pictures,
physical objects, or equations. Students use all of these representations as needed. For a particular solution, students should be able to explain or show their work using at least one representation and verify that their answer is reasonable.
1. Analyze a problem situation to determine the question(s) to be answered. 2. Identify relevant, missing, and extraneous information related to the solution to a
problem.
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3. Select and use one or more strategies to efficiently solve the problem and justify the selection.
4. Determine whether a problem to be solved is similar to previously solved problems, and identify possible strategies for solving the problem.
5. Represent a problem situation using any combination of words, numbers, pictures,
physical objects, or symbols. 6. Summarize mathematical information, explain reasoning, and draw conclusions. 7. Analyze and evaluate whether a solution is reasonable, is mathematically correct, and
answers the question. 8. Make and test conjectures based on data (or information) collected from explorations and
experiments
FOURTH GRADE
Number Sense and Operations 1: Number Sense
• Understand and apply numbers, ways of representing numbers, the relationships among numbers
and different number systems. 1. Read whole numbers in contextual situations. 2. Identify whole numbers in or out of order.
3. Write whole numbers in or out of order. 4. State place values for whole numbers (e.g., In the number 203,495 what is the
value of the 2?). 5. Construct models to represent place value concepts for the one’s, ten’s, hundred’s, and
thousand’s places.
6. Apply expanded notation to model place value (e.g., 203,495 = 200,000 + 3,000 + 400 + 90 + 5).
7. Compare two whole numbers.
8. Order three or more whole numbers. 9. Make models that represent mixed numbers.
10. Identify symbols, words, or models that represent mixed numbers.
11. Use mixed numbers in contextual situations. 12. Compare two unit fractions (e.g., ½ to 1/5) or proper or mixed numbers with like denominators.
13. Order three or more unit fractions or proper or improper fractions with like denominators.
14. Use decimals in contextual situations.
15. Compare two decimals. 16. Order three or more decimals. 17. Determine the equivalency among decimals, fractions, and percents (e.g., 49/100 = 0.49
= 49%).
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18. Identify all whole-‐number factors and pairs of factors for a given whole number through 144.
19. Determine multiples of a given whole number with products through 144. 2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another.
1. Add whole numbers. 2. Subtract whole numbers. 3. Select the grade-‐level appropriate operation to solve word problems.
4. Solve word problems using grade-‐level appropriate operations and numbers. 5. Multiply multi-‐digit numbers by two-‐digit numbers.
6. Divide with one-‐digit divisors.
7. State multiplication and division facts through 12s. 8. Demonstrate the associative property of multiplication. 9. Apply grade-‐level appropriate properties to assist in computation. 10. Apply the symbol: • and ( ) for multiplication, and <, > .
11. Use grade-‐level appropriate mathematical terminology. 12. Add or subtract fractions with like denominators, no regrouping.
13. Simplify numerical expressions using the order of operations with grade-‐appropriate
operations on number sets. 3: Estimation
• Use estimation strategies reasonably and fluently.
1. Solve grade-‐level appropriate problems using estimation. 2. Use estimation to verify the reasonableness of a calculation (e.g., is 3284 x 343 = 1200
reasonable?).
3. Estimate length and weight using both U.S. customary and metric units. 4. Estimate and measure for distance.
Data Analysis, Probability, and Discrete Mathematics 1: Data Analysis (Statistics) • Understand and apply data collection, organization, and representation to analyze and sort data. This
is considered to be the analysis and interpretation of numerical data in terms of samples and populations.
1. Formulate questions to collect data in contextual situations.
2. Construct a single-‐bar graph, line graph or two-‐set Venn diagram with appropriate labels and title from organized data.
3. Interpret graphical representations and data displays including single-‐bar graphs, circle
graphs, two-‐set Venn diagrams, and line graphs that display continuous data.
4. Answer questions based on graphical representations and data displays including single-‐
bar graphs, circle graphs, two-‐set Venn diagrams, and line graphs that display continuous data.
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5. Identify the mode(s) of given data. 6. Formulate predictions from a given set of data.
7. Solve contextual problems using graphs, charts, and tables. 2:Probability
• Understand and apply the basic concepts of probability. This is the field of mathematics that deals
with the likelihood that an event will occur expressed as the ratio of the number of favorable outcomes in the set of outcomes divided by the total number of possible outcomes.
1. Name the possible outcomes for a probability experiment.
2. Describe the probability of events as being more likely, less likely, equally likely, unlikely, certain, impossible, fair or unfair. 3. Predict the outcome of a grade-‐level appropriate probability experiment.
4. Record the data from performing a grade-‐level appropriate probability experiment. 5. Compare the outcome of an experiment to predictions made prior to performing the
experiment.
6. Make predictions from the results of student-‐generated experiments using objects (e.g., coins, spinners and number cubes).
7. Compare the results of two repetitions of the same grade-‐level appropriate probability
experiment. 3: Discrete Mathematics – Systematic Listing and Counting • Understand and demonstrate the systematic listing and counting of possible outcomes. This field of
mathematics is generally referred to as Combinatorics. 1. Find all possible combinations when 1 item is selected from each of two sets containing
up to three objects (e.g., how many outfits can be made with 3 pants and 2 t-‐shirts?). Patterns, Algebra and Functions 1: Patterns
• Identify patterns and apply pattern recognition to reason mathematically. Students begin with simple repetitive patterns of many iterations. This is the beginning of recursive thinking. Later, students can study sequences that can best be defined and computed using recursion.
1. Communicate a grade-‐level appropriate iterative pattern, using symbols or numbers. 2. Extend a grade-‐level appropriate iterative pattern.
3. Create grade-‐level appropriate iterative patterns.
2:Algebraic Representations • Represent and analyze mathematical situations and structures using algebraic representations. Algebraic representation is about abstract structures and about using the principles of those structures
in solving problems expressed with symbols. 1. Evaluate expressions involving the four basic operations by substituting given whole
numbers for the variable.
2. Use variables in contextual situations. 3. Solve one-‐step equations with one variable represented by a letter or symbol using
multiplication of whole numbers (e.g., 12 = n x 4 ).
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3: Analysis of Change • Analyze change in a variable over time and in various contexts such as, qualitative change,
quantitative change, and the idea that slope represents the constant rate of change in linear functions, and functions that have non-‐constant rates of change.
1. Identify the change in a variable over time (e.g., an object gets taller, colder, heavier,
etc.). 2. Make simple predictions based on a variable (e.g., increase homework time as you
progress through the grades).
Geometry and Measurement 1: Geometric Properties
• Analyze the attributes and properties of two-‐ and three-‐dimensional shapes and develop mathematical arguments about their relationships (in conjunction with Strand 5, Concept 2).
1. Identify the properties of two-‐dimensional figures using appropriate terminology.
2. Identify models or illustrations of prisms, pyramids, cones, cylinders and spheres. 3. Draw points, lines, line segments (open or closed endpoints), rays or angles.
4. Classify angles (e.g., right, acute, obtuse, straight).
5. Classify triangles as right, acute, or obtuse. 6. Identify congruent geometric shapes.
7. Identify similar shapes.
8. Draw a two-‐dimensional shape that has line symmetry. 2: Transformation of Shapes
• Apply spatial reasoning to create transformations and use symmetry to analyze mathematical situations. 1. Demonstrate translation using geometric figures.
2. Identify a tessellation. 3: Coordinate Geometry
• Specify and describe spatial relationships using coordinate geometry and other representational
systems. 1. Name the coordinates of a point plotted in the first quadrant.
4: Measurement -‐ Units of Measure -‐ Geometric Objects
• Understand and apply appropriate units of measure, measurement techniques, and formulas to determine measurements.
1. Identify the appropriate measure of accuracy for the area of an object (e.g., sq. ft. or sq.
miles). 2. Compute elapsed time using a clock (e.g., hours and minutes since or until…) or a
calendar (e.g., days, weeks, years since or until…).
3. Select an appropriate tool to use in a particular measurement situation. 4. Approximate measurements to the appropriate degree of accuracy.
5. Compare units of measure to determine more or less relationships including:
• length -‐ yards and miles, meters and kilometers
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• weight -‐ pounds and tons, grams and kilograms 6. State equivalent relationships (e.g., 3 teaspoons = 1 Tablespoon, 16 cups = 1 gallon,
2000 pounds = 1 ton). 7. Compare the weight of two objects using both U.S. customary and metric units. 8. Determine perimeter of simple polygons (e.g., square, rectangle, triangle).
9. Determine area of squares and rectangles. 10. Differentiate between perimeter and area of quadrilaterals.
Structure and Logic 1: Algorithms and Algorithmic Thinking
• Use reasoning to solve mathematical problems in contextual situations. Determine step-‐by-‐step
series of instructions to explain mathematical processes. 1. Discriminate necessary information from unnecessary information in a given grade-‐level
appropriate word problem.
2. Develop an algorithm to calculate perimeter of simple polygons.
2:Logic, Reasoning, Arguments, and Mathematical Proof
• Evaluate situations, select problem solving strategies, draw logical conclusions, develop and describe solutions, and recognize and describe their applications. Develop mathematical arguments based on induction and deduction, and distinguish between valid and invalid arguments.
1. Draw a conclusion from a Venn diagram. 2. Identify simple valid arguments using if…then statements based on graphic organizers
(e.g., 2-‐set Venn diagrams and pictures).
FIFTH GRADE
Number Sense and Operations 1: Number Sense
• Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems. 1. Make models that represent improper fractions.
2. Identify symbols, words, or models that represent improper fractions. 3. Use improper fractions in contextual situations. 4. Compare two proper fractions or improper fractions with like denominators.
5. Order three or more unit fractions, proper or improper fractions with like denominators or mixed number with like denominators.
6. Compare two whole numbers, fractions, and decimals (e.g., 1/2 to 0.6).
7. Order whole numbers, fractions, and decimals. 8. Determine the equivalency between and among fractions, decimals, and percents in
contextual situations.
9. Identify all whole number factors and pairs of factors for a number.
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10. Recognize that 1 is neither a prime nor a composite number. 11. Sort whole numbers (through 50) into sets containing only prime numbers or only
composite numbers. 2: Numerical Operations
• Understand and apply numerical operations and their relationship to one another.
1. Select the grade-‐level appropriate operation to solve word problems. 2. Solve word problems using grade-‐level appropriate operations and numbers.
3. Multiply whole numbers.
4. Divide with whole numbers. 5. Demonstrate the distributive property of multiplication over addition. 6. Demonstrate the addition and multiplication properties of equality.
7. Apply grade-‐level appropriate properties to assist in computation. 8. Apply the symbol “[ ]” to represent grouping. 9. Use grade-‐level appropriate mathematical terminology.
10. Simplify fractions to lowest terms. 11. Add or subtract proper fractions and mixed numbers with like denominators with
regrouping.
12. Add or subtract decimals. 13. Multiply decimals. 14. Divide decimals.
15. Simplify numerical expressions using the order of operations with grade-‐appropriate operations on number sets.
3:Estimation • Use estimation strategies reasonably and fluently.
1. Solve grade-‐level appropriate problems using estimation.
2. Use estimation to verify the reasonableness of a calculation (e.g., Is 4.1 x 2.7 about 12?). 3. Round to estimate quantities. 4. Estimate and measure for area and perimeter.
5. Compare estimated measurements between U.S. customary and metric systems (e.g., a yard is about a meter).
Data Analysis, Probability, and Discrete Mathematics 1:Data Analysis (Statistics) • Understand and apply data collection, organization, and representation to analyze and sort data. This
is considered to be the analysis and interpretation of numerical data in terms of samples and populations.
1. Formulate questions to collect data in contextual situations.
2. Construct a double-‐bar graph, line plot, frequency table or three-‐set Venn diagram with appropriate labels and title from organized data.
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3. Interpret graphical representations and data displays including bar graphs (including double-‐bar), circle graphs, frequency tables, three-‐set Venn diagrams, and line graphs
that display continuous data. 4. Answer questions based on graphical representations and data displays including bar
graphs (including double-‐bar), circle graphs, frequency tables, three-‐set Venn diagrams,
and line graphs that display continuous data. 5. Identify the mode(s) and mean (average) of given data. 6. Formulate reasonable predictions from a given set of data.
7. Compare two sets of data related to the same investigation. 8. Solve contextual problems using graphs, charts, and tables.
2: Probability
• Understand and apply the basic concepts of probability. This is the field of mathematics that deals with the likelihood that an event will occur expressed as the ratio of the number of favorable outcomes in the set of outcomes divided by the total number of possible outcomes.
1. Name the possible outcomes for a probability experiment. 2. Describe the probability of events as being:
• certain (represented by “1”)
• impossible (represented by “0”) • neither certain nor impossible (represented by a fraction less than 1).
3. Predict the outcome of a grade-‐level appropriate probability experiment.
4. Record the data from performing a grade-‐level appropriate probability experiment. 5. Compare the outcome of an experiment to predictions made prior to performing the
experiment. 6. Make predictions from the results of student-‐generated experiments using objects (e.g.,
coins, spinners and number cubes).
7. Compare the results of two repetitions of the same grade-‐level appropriate probability experiment.
3: Discrete Mathematics – Systematic Listing and Counting
• Understand and demonstrate the systematic listing and counting of possible outcomes. This field of mathematics is generally referred to as Combinatorics.
1. Find all possible combinations when 1 item is selected from each of 2 sets of different
items, using a systematic approach (e.g., shirts: t-‐shirt, tank top, sweatshirt; pants: shorts, jeans).
Patterns, Algebra and Functions 1: Patterns
• Identify patterns and apply pattern recognition to reason mathematically. Students begin with
simple repetitive patterns of many iterations. This is the beginning of recursive thinking. Later, students can study sequences that can best be defined and computed using recursion.
1. Communicate a grade-‐level appropriate iterative pattern, using symbols or numbers.
2. Extend a grade-‐level appropriate iterative pattern.
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3. Solve grade-‐level appropriate iterative pattern problems. 2: Algebraic Representations
• Represent and analyze mathematical situations and structures using algebraic representations. Algebraic representation is about abstract structures and about using the principles of those structures in solving problems expressed with symbols.
1. Evaluate expressions involving the four basic operations by substituting given decimals for the variable.
2. Use variables in contextual situations.
3. Solve one-‐step equations with one variable represented by a letter or symbol (e.g., 15 = 45 ÷ n).
3: Analysis of Change
• Analyze change in a variable over time and in various contexts such as, qualitative change, quantitative change, and the idea that slope represents the constant rate of change in linear functions, and functions that have non-‐constant rates of change.
1. Describe patterns of change: • constant rate (speed of movement of the hands on a clock) • increasing or decreasing rate (rate of plant growth)
Geometry and Measurement 1: Geometric Properties
• Analyze the attributes and properties of two-‐ and three-‐dimensional shapes and develop mathematical arguments about their relationships (in conjunction with Strand 5, Concept 2).
1. Recognize regular polygons. 2. Draw two-‐dimensional figures by applying significant properties of each (e.g., draw a
quadrilateral with
two sets of parallel sides and four right angles). 3. Sketch prisms, pyramids, cones, and cylinders. 4. Identify the properties of two-‐ and three-‐dimensional geometric figures using
appropriate terminology and vocabulary. 5. Draw points, lines line segments, rays, and angles with appropriate labels. 6. Recognize that all pairs of vertical angles are congruent.
7. Classify triangles as scalene, isosceles, or equilateral. 8. Recognize that a circle is a 360º rotation about a point. 9. Identify the diameter, radius and circumference of a circle.
10. Understand that the sum of the angles of a triangle is 180o. 11. Draw two congruent geometric figures. 12. Draw two similar geometric figures.
13. Identify the lines of symmetry in a two-‐dimensional shape.
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1: Transformation of Shapes • Apply spatial reasoning to create transformations and use symmetry to analyze mathematical
situations. 1. Demonstrate reflections using geometric figures. 2. Describe the transformations that created a tessellation.
2: Measurement -‐ Units of Measure -‐ Geometric Objects • Understand and apply appropriate units of measure, measurement techniques, and formulas to determine measurements.
1. State an appropriate measure of accuracy for a contextual situation (e.g., “What unit of measurement
would you use to measure the top of your desk?”).
2. Draw two-‐dimensional figures to specifications using the appropriate tools (e.g., draw a circle with a 2 inch radius).
3. Determine relationships including volume (e.g., pints and quarts, milliliters and liters).
4. Convert measurement units to equivalent units within a given system (U.S. customary and metric) (e.g., 12 inches = 1 foot, 10 decimeters = 1 meter).
5. Solve problems involving perimeter of convex polygons.
6. Determine the area of figures composed of two or more rectangles on a grid. 7. Solve problems involving area of simple polygons. 8. Describe the change in perimeter or area when one attribute (length, width) of a
rectangle is altered.
Structure and Logic 1: Algorithms and Algorithmic Thinking
• Use reasoning to solve mathematical problems in contextual situations. Determine step-‐by-‐step
series of instructions to explain mathematical processes. 1. Discriminate necessary information from unnecessary information in a given grade-‐level
appropriate word problem.
2. Design simple algorithms using whole numbers. 3. Develop an algorithm or formula to calculate areas of simple polygons.
2: Logic, Reasoning, Arguments, and Mathematical Proof
• Evaluate situations, select problem solving strategies, draw logical conclusions, develop and describe solutions, and recognize and describe their applications. Develop mathematical arguments based on induction and deduction, and distinguish between valid and invalid arguments.
1. Construct if…then statements. 2. Identify simple valid arguments using if … then statements based on graphic organizers
(e.g., 3-‐set Venn diagrams and pictures).
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Science is part of the Mathematical/Logical intelligence according to Howard Gardner. What follows is the science curriculum for students in the grade levels K-‐5.
Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes:
questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results.
History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science
emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a
problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as
living creatures, consumers, decision makers, problem solvers, managers, and planners.
Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological
adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment.
Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics
of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of
motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings.
Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the
universe. Students study the regularities of the interrelated systems of the natural world. In doing so,
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they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed
decisions about issues affecting the planet on which they live.
KINDERGARTEN
Inquiry Process 1: Observations, Questions, and Hypotheses
• Observe, ask questions, and make predictions. 1. Observe common objects using multiple senses.
2. Ask questions based on experiences with objects, organisms, and events in the
environment. 3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
2: Scientific Testing (Investigating and Modeling) • Participate in planning and conducting investigations, and recording data.
1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry. 2. Participate in guided investigations in life, physical, and Earth and space sciences.
3. Perform simple measurements using non-‐standard units of measure to collect data.
3: Analysis and Conclusions • Organize and analyze data; compare to predictions.
1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events according to various characteristics.
2. Compare objects according to their measurable characteristics (e.g., longer/shorter,
lighter/heavier). 4: Communication • Communicate results of investigations.
1. Communicate observations with pictographs, pictures, models, and/or words. 2. Communicate with other groups to describe the results of an investigation.
History and Nature of Science 1: History of Science as a Human Endeavor • Identify individual and cultural contributions to scientific knowledge.
1. Give examples of how diverse people (e.g., children, parents, cooks, healthcare workers, gardeners) use science in daily life.
2. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations Science in Personal and Social Perspectives
1: Science and Technology in Society
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• Understand the impact of technology. 1. Describe how simple tools (e.g., scissors, pencils, paper clips, hammers) can make tasks
easier. Life Science
1. Characteristics of Organisms • Understand that basic structures in plants and animals serve a function.
1. Distinguish between living things and nonliving things.
2. Name the following human body parts: • head • shoulders
• arms • elbows • wrists
• hands • fingers
• legs • hips
• knees • ankles • feet
• heels • toes
3. Identify the five senses and their related body parts:
• sight – eyes • hearing – ears • smell – nose
• taste – tongue • touch – skin
2: Life Cycles • Understand the life cycles of plants and animals.
1. Describe that most plants and animals will grow to physically resemble their parents.
3: Organisms and Environments • Understand the relationships among various organisms and their environment.
1. Identify some plants and animals that exist in the local environment.
2. Identify that plants and animals need the following to grow and survive: • food • water
• air • space
3. Describe changes observed in a small system (e.g., ant farm, plant terrarium, aquarium).
Physical Science 1: Properties of Objects and Materials
• Classify objects and materials by their observable properties. 1. Identify the following observable properties of objects using the senses: • shape
• texture
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• size • color
2. Compare objects by the following observable properties: • size
• color
• type of material
2: Position and Motion of Objects
• Understand spatial relationships and the way objects move. 1. Describe spatial relationships (i.e., above, below, next to, left, right, middle, center) of
objects.
3: Energy and Magnetism • Investigate different forms of energy.
1. Investigate how applied forces (push and pull) can make things move.
2. Investigate how forces can make things move without another thing touching them (e.g., magnets, static electricity).
3. Sort materials according to whether they are or are not attracted by a magnet.
4. Identify familiar everyday uses of magnets (e.g., in toys, cabinet locks, decoration). Earth and Space Science
1: Properties of Earth Materials • Identify the basic properties of Earth materials.
1. Identify rocks, soil, and water as basic Earth materials. 2. Compare physical properties (e.g., color, texture, capacity to retain water) of basic Earth
materials.
3. Classify a variety of objects as being natural or man-‐made. 4. Identify ways some natural or man-‐made materials can be reused or recycled (e.g.,
efficient use of paper,
2: Changes in the Earth and Sky • Understand characteristics of weather conditions and climate.
1. Identify the following aspects of weather:
• temperature • wind • precipitation
• storms 2. Describe observable changes in weather. 3. Give examples of how the weather affects people’s daily activities.
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FIRST GRADE
Inquiry Process 1: Observations, Questions, and Hypotheses • Observe, ask questions, and make predictions.
1. Compare common objects using multiple senses. 2. Ask questions based on experiences with objects, organisms, and events in the environment.
3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., animal life cycles, physical properties, Earth materials). 2: Scientific Testing (Investigating and Modeling)
• Participate in planning and conducting investigations, and recording data. 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry.
2. Participate in guided investigations in life, physical, and Earth and space sciences. 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).
4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).
3: Analysis and Conclusions
• Organize and analyze data; compare to predictions. 1. Organize (e.g., compare, classify, and sequence) objects, organisms, and events
according to various characteristics. 2. Compare the results of the investigation to predictions made prior to the investigation.
4: Communication
• Communicate results of investigations. 1. Communicate the results of an investigation using pictures, graphs, models, and/or
words.
2. Communicate with other groups to describe the results of an investigation. History and Nature of Science
1: History of Science as a Human Endeavor • Identify individual and cultural contributions to scientific knowledge.
1. Give examples of how diverse people (e.g., children, parents, weather reporters, cooks,
healthcare workers, gardeners) use science in daily life. 2. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations
3: Science in Personal and Social Perspectives 1: Science and Technology in Society
• Understand the impact of technology.
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1. Identify various technologies (e.g., radios) that people use. 2. Describe how suitable tools (e.g., magnifiers, thermometers) help make better
observations and measurements. Life Science
1: Characteristics of Organisms • Understand that basic structures in plants and animals serve a function.
1. Identify the following characteristics of living things:
• growth and development • reproduction • response to stimulus
2. Compare the following observable features of living things: • movement – legs, wings
• protection – skin, feathers, tree bark
• respiration – lungs, gills • support – plant stems, tree trunks
3. Identify observable similarities and differences (e.g., number of legs, body coverings,
size) between/among different groups of animals. 2: Life Cycles
• Understand the life cycles of plants and animals.
1. Identify stages of human life (e.g., infancy, adolescence, adulthood). 2. Identify similarities and differences between animals and their parents.
3: Organisms and Environments • Understand the relationships among various organisms and their environment.
1. Identify some plants and animals that exist in the local environment.
2. Compare the habitats (e.g., desert, forest, prairie, water, underground) in which plants and animals live.
3. Describe how plants and animals within a habitat are dependent on each other.
Physical Science 1: Properties of Objects and Materials
• Classify objects and materials by their observable properties. 1. Classify objects by the following observable properties: • shape
• texture • size • color
• weight 2. Classify materials as solids or liquids. 2: Position and Motion of Objects
• Understand spatial relationships and the way objects move.
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1. Demonstrate the various ways that objects can move (e.g., straight line, zigzag, back-‐and-‐forth, round-‐and-‐round, fast, slow).
Earth and Space Science 1: Properties of Earth Materials
• Identify the basic properties of Earth materials. 1. Describe the following basic Earth materials:
• rocks
• soil • water 2. Compare the following physical properties of basic Earth materials:
• color • texture • capacity to retain water
2. Identify common uses (e.g., construction, decoration) of basic Earth materials (i.e., rocks, water, soil).
4. Identify the following as being natural resources:
• air • water • soil
• trees • wildlife
5. Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, find alternatives).
2: Objects in the Sky
• Identify objects in the sky. 1. Identify evidence that the Sun is the natural source of heat and light on the Earth (e.g.,
warm surfaces, shadows, shade).
2. Compare celestial objects (e.g., Sun, Moon, stars) and transient objects in the sky (e.g., clouds, birds, airplanes).
3. Describe observable changes that occur in the sky, (e.g., clouds forming and moving, the
position of the Moon). 3: Changes in the Earth and Sky
• Understand characteristics of weather conditions and climate.
1. Identify the following characteristics of seasonal weather patterns: • temperature • type of precipitation
• wind 2. Analyze how the weather affects daily activities.
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SECOND GRADE
Inquiry Process 1: Observations, Questions, and Hypotheses • Observe, ask questions, and make predictions.
1. Formulate relevant questions about the properties of objects, organisms, and events in the environment.
2. Predict the results of an investigation (e.g., in animal life cycles, phases of matter, the
water cycle).
2. Scientific Testing (Investigating and Modeling)
• Participate in planning and conducting investigations, and recording data. 1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments,
materials, organisms) in all science inquiry.
2. Participate in guided investigations in life, physical, and Earth and space sciences. 3. Use simple tools such as rulers, thermometers, magnifiers, and balances to collect data (U.S. customary units).
4. Record data from guided investigations in an organized and appropriate format (e.g., lab book, log, notebook, chart paper).
3. Analysis and Conclusions
• Organize and analyze data; compare to predictions. 1. Organize data using graphs (i.e., pictograph, tally chart), tables, and journals.
2. Construct reasonable explanations of observations on the basis of data obtained (e.g., Based on the data does this make sense? Could this really happen?).
3. Compare the results of the investigation to predictions made prior to the investigation.
4. Generate questions for possible future investigations based on the conclusions of the investigation.
4: Communication
• Communicate results of investigations. 1. Communicate the results and conclusions of an investigation (e.g., verbal, drawn, or
written).
History and Nature of Science 1: History of Science as a Human Endeavor
• Identify individual and cultural contributions to scientific knowledge. 1. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations
2. Identify science-‐related career opportunities.
2: Nature of Scientific Knowledge
• Understand how science is a process for generating knowledge.
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1. Identify components of familiar systems (e.g., organs of the digestive system, bicycle). 2. Identify the following characteristics of a system:
• consists of multiple parts or subsystems • parts work interdependently
3. Identify parts of a system too small to be seen (e.g., plant and animal cells).
Science in Personal and Social Perspectives 1: Science and Technology in Society
• Understand the impact of technology. 1. Analyze how various technologies impact aspects of people’s lives (e.g., entertainment,
medicine,
transportation, communication). 2. Describe important technological contributions made by people, past and present:
• automobile – Henry Ford
• airplane – Wilbur and Orville Wright • telephone – Alexander G. Bell
3. Identify a simple problem that could be solved by using a suitable tool.
Life Science 1: Characteristics of Organisms
• Understand that basic structures in plants and animals serve a function. 1. Identify animal structures that serve different functions (e.g., sensory, defense,
locomotion). 2. Identify the following major parts of: • the digestive system – mouth, esophagus, stomach, small and large intestines
• respiratory system – nose, trachea, lungs, diaphragm • circulatory system – heart, arteries, veins, blood
3. Describe the basic functions of the following systems: • digestive – breakdown and absorption of food, disposal of waste
• respiratory – exchange of oxygen and carbon dioxide
• circulatory – transportation of nutrients and oxygen throughout the body. 2: Life Cycles
• Understand the life cycles of plants and animals.
1. Describe the life cycles of various insects. 2. Describe the life cycles of various mammals. 3. Compare the life cycles of various organisms.
Physical Science 1: Properties of Objects and Materials
• Classify objects and materials by their observable properties.
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1. Describe objects in terms of measurable properties (e.g., length, volume, weight, temperature) using scientific tools.
2. Classify materials as solids, liquids, or gases. 3. Demonstrate that water can exist as a: • gas – vapor
• liquid – water • solid – ice
4. Demonstrate that solids have a definite shape and that liquids and gases take the shape
of their containers.
Earth and Space Science
1. Changes in the Earth and Sky • Understand characteristics of weather conditions and climate.
1. Measure weather conditions (e.g., temperature, precipitation).
2. Record weather conditions (e.g., temperature, precipitation). 3. Identify the following types of clouds:
• cumulus
• stratus • cirrus 4. Analyze the relationship between clouds, temperature, and weather patterns.
THIRD GRADE
Inquiry Process 1: Observations, Questions, and Hypotheses
• Observe, ask questions, and make predictions. 1. Formulate relevant questions about the properties of objects, organisms, and events of
the environment using observations and prior knowledge.
2. Predict the results of an investigation based on observed patterns, not random guessing. 2: Scientific Testing (Investigating and Modeling) • Participate in planning and conducting investigations, and recording data.
1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
2. Plan a simple investigation (e.g., one plant receives adequate water, one receives too
much water, and one receives too little water) based on the formulated questions. 3. Conduct simple investigations (e.g., related to plant life cycles, changing the pitch of a sound, properties of rocks) in life, physical, and Earth and space sciences.
4. Use metric and U.S. customary units to measure objects. 5. Record data in an organized and appropriate format (e.g., t-‐chart, table, list, written
log).
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3: Analysis and Conclusions
• Organize and analyze data; compare to predictions. 1. Organize data using the following methods with appropriate labels:
• bar graphs
• pictographs • tally charts 2. Construct reasonable interpretations of the collected data based on formulated
questions. 3.. Compare the results of the investigation to predictions made prior to the investigation. 4. Generate questions for possible future investigations based on the conclusions of the
investigation. 5. Record questions for further inquiry based on the conclusions of the investigation.
4: Communication
• Communicate results of investigations. 1. Communicate investigations and explanations using evidence and appropriate
terminology.
2. Describe an investigation in ways that enable others to repeat it. 3. Communicate with other groups to describe the results of an investigation.
History and Nature of Science
1: History of Science as a Human Endeavor • Identify individual and cultural contributions to scientific knowledge.
1. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations 2. Describe science-‐related career opportunities.
2: Nature of Scientific Knowledge
• Understand how science is a process for generating knowledge. 1. Describe how, in a system (e.g., terrarium, house) with many components, the
components usually influence one another.
2. Explain why a system may not work if a component is defective or missing. Science in Personal and Social Perspectives
1: Changes in Environments • Describe the interactions between human populations, natural hazards, and the environment.
1. Describe the major factors that could impact a human population (e.g., famine, drought,
disease, improved transportation, medical breakthroughs). 2. Describe the beneficial and harmful impacts of natural events and human activities on
the environment (e.g., forest fires, flooding, pesticides).
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2: Science and Technology in Society • Understand the impact of technology.
1. Identify ways that people use tools and techniques to solve problems. 2. Describe the development of different technologies (e.g., communication,
entertainment, transportation, medicine) in response to resources, needs, and values.
3. Design and construct a technological solution to a common problem or need using common materials.
Life Science 1: Characteristics of Organisms
• Understand that basic structures in plants and animals serve a function.
1. Describe the function of the following plant structures: • roots – absorb nutrients • stems – provide support
• leaves – synthesize food • flowers – attract pollinators and produce seeds for reproduction
2: Life Cycles
• Understand the life cycles of plants and animals. 1. Compare life cycles of various plants (e.g., conifers, flowering plants, ferns). 2. Explain how growth, death, and decay are part of the plant life cycle.
3: Organisms and Environments • Understand the relationships among various organisms and their environment.
1. Identify the living and nonliving components of an ecosystem. 2. Examine an ecosystem to identify microscopic and macroscopic organisms. 3. Explain the interrelationships among plants and animals in different environments:
• producers – plants • consumers – animals • decomposers – fungi, insects, bacteria
4. Describe how plants and animals cause change in their environment. 5. Describe how environmental factors (e.g., soil composition, range of temperature,
quantity and quality of light or water) in the ecosystem may affect a member organism’s
ability to grow, reproduce, and thrive. 4: Diversity, Adaptation, and Behavior
• Identify plant and animal adaptations.
1. Identify adaptations of plants and animals that allow them to live in specific environments.
2. Describe ways that species adapt when introduced into new environments.
3. Cite examples of how a species’ inability to adapt to changing conditions in the ecosystem led to the extinction of that species.
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Physical Science 1: Energy and Magnetism
• Investigate different forms of energy. 1. Demonstrate that light can be:
• reflected (with mirrors)
• refracted (with prisms) • absorbed (by dark surfaces)
2. Describe how light behaves on striking objects that are:·∙
• transparent (clear plastic) • translucent (waxed paper) • opaque (cardboard)
3. Demonstrate that vibrating objects produce sound. 4. Demonstrate that the pitch of a sound depends on the rate of the vibration (e.g., a long rubber band has a lower pitch than a short rubber band).
Earth and Space Science 1: Properties of Earth Materials
• Identify the basic properties of Earth materials. 1. Identify the layers of the Earth:
• crust
• mantle • core (inner and outer)
2. Describe the different types of rocks and how they are formed: • metamorphic • igneous
• sedimentary 3. Classify rocks based on the following physical properties:
• color
• texture 4. Describe fossils as a record of past life forms. 5. Describe how fossils are formed.
6. Describe ways humans use Earth materials (e.g., fuel, building materials, growing food).
FOURTH GRADE
Inquiry Process 1: Observations, Questions, and Hypotheses
• Observe, ask questions, and make predictions. 1. Differentiate inferences from observations. 2. Formulate a relevant question through observations that can be tested by an
investigation.
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3. Formulate predictions in the realm of science based on observed cause-‐and-‐effect relationships.
4. Locate information (e.g., book, article, website) related to an investigation. 2: Scientific Testing (Investigating and Modeling • Participate in planning and conducting investigations, and recording data.
1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of technology, materials, organisms) in all science inquiry.
2. Plan a simple investigation that identifies the variables to be controlled.
3. Conduct controlled investigations (e.g., related to erosion, plant life cycles, weather, magnetism) in life, physical, and Earth and space sciences.
4. Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,
metric, U.S. customary). 5. Record data in an organized and appropriate format (e.g., t-‐chart, table, list, written
log).
3: Analysis and Conclusions • Organize and analyze data; compare to predictions.
1. Analyze data obtained in a scientific investigation to identify trends.
2. Formulate conclusions based upon identified trends in data. 3. Determine that data collected is consistent with the formulated question. 4. Determine whether the data supports the prediction for an investigation.
5. Develop new questions and predictions based upon the data collected in the investigation.
4: Communication • Communicate results of investigations.
1. Communicate verbally or in writing the results of an inquiry.
2. Choose an appropriate graphic representation for collected data: • bar graph • line graph
• Venn diagram • model 3. Communicate with other groups or individuals to compare the results of a common
investigation. History and Nature of Science
1: History of Science as a Human Endeavor • Identify individual and cultural contributions to scientific knowledge.
1. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations (e.g., Margaret Mead [anthropologist], supports Strand 4; Nikola Tesla [engineer, inventor], supports Strand 5; Michael Faraday [scientist], supports Strand 5; Ben Franklin [scientist], supports Strand 5).
2. Describe science-‐related career opportunities.
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2: Nature of Scientific Knowledge
• Understand how science is a process for generating knowledge. 1. Explain the role of experimentation in scientific inquiry. 2. Describe the interaction of components in a system (e.g., flashlight, radio).
3. Explain various ways scientists generate ideas (e.g., observation, experiment, collaboration, theoretical and mathematical models).
Science in Personal and Social Perspectives 1: Changes in Environments • Describe the interactions between human populations, natural hazards, and the environment.
1. Describe how natural events and human activities have positive and negative impacts on environments (e.g., fire, floods, pollution, dams).
2. Evaluate the consequences of environmental occurrences that happen either rapidly
(e.g., fire, flood, tornado) or over a long period of time (e.g., drought, melting ice caps, the greenhouse effect, erosion).
2: Science and Technology in Society
• Understand the impact of technology. 1. Describe how science and technology (e.g., computers, air conditioning, medicine) have
improved the lives of many people.
2. Describe benefits (e.g., easy communications, rapid transportation) and risks (e.g., pollution, destruction of natural resources) related to the use of technology.
3. Design and construct a technological solution to a common problem or need using common materials.
Life Science 1: Characteristics of Organisms
• Understand that basic structures in plants and animals serve a function.
1. Compare structures in plants (e.g., roots, stems, leaves, flowers) and animals (e.g., muscles, bones, nerves) that serve different functions in growth and survival.
2. Classify animals by identifiable group characteristics:
• vertebrates – mammals, birds, fish, reptiles, amphibians • invertebrates – insects, arachnids
2: Organisms and Environments
• Understand the relationships among various organisms and their environment. 1. Describe ways various resources (e.g., air, water, plants, animals, soil) are utilized to
meet the needs of a population.
2. Differentiate renewable resources from nonrenewable resources. 3. Analyze the effect that limited resources (e.g., natural gas, minerals) may have on an
environment.
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4. Describe ways in which resources can be conserved (e.g., by reducing, reusing, recycling, finding substitutes).
3: Diversity, Adaptation, and Behavior • Identify plant and animal adaptations.
1. Recognize that successful characteristics of populations are inherited traits that are
favorable in a particular environment. 2. Give examples of adaptations that allow plants and animals to survive.
• camouflage – horned lizards, coyotes
• mimicry – Monarch and Viceroy butterflies • physical – cactus spines • mutualism – species of acacia that harbor ants, which repel other harmful insects
Physical Science 1: Energy and Magnetism
• Investigate different forms of energy. 1. Demonstrate that electricity flowing in circuits can produce light, heat, sound, and
magnetic effects.
2. Construct series and parallel electric circuits. 3. Explain the purpose of conductors and insulators in various practical applications. 4. Investigate the characteristics of magnets (e.g., opposite poles attract, like poles repel,
the force between two magnet poles depends on the distance between them). 5. State cause-‐and-‐effect relationships between magnets and circuitry.
Earth and Space Science 1: Earth’s Processes and Systems
• Understand the processes acting on the Earth and their interaction with the Earth systems. 1. Identify the Earth processes that cause erosion. 2. Describe how currents and wind cause erosion and land changes.
3. Describe the role that water plays in the following processes that alter the Earth’s surface features: • erosion
• deposition • weathering
4. Compare rapid and slow processes that change the Earth’s surface, including:
• rapid – earthquakes, volcanoes, floods • slow – wind, weathering
5. Identify the Earth events that cause changes in atmospheric conditions (e.g., volcanic
eruptions, forest fires). 6. Analyze evidence that indicates life and environmental conditions have changed (e.g.,
tree rings, fish fossils in desert regions, ice cores).
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3: Changes in the Earth and Sky • Understand characteristics of weather conditions and climate.
1. Identify the sources of water within an environment (e.g., ground water, surface water, atmospheric water, glaciers).
2. Describe the distribution of water on the Earth’s surface.
3. Differentiate between weather and climate as they relate to the southwestern United S tates.
4. Measure changes in weather (e.g., precipitation, wind speed, barometric pressure).
5. Interpret the symbols on a weather map or chart to identify the following: • temperatures • fronts
• precipitation 6. Compare weather conditions in various locations (e.g., regions of Arizona, various U.S.
cities, coastal vs. interior geographical regions).
FIFTH GRADE
Inquiry Process 1: Observations, Questions, and Hypotheses
• Formulate predictions, questions, or hypotheses based on observations. Locate appropriate
resources. 1. Formulate a relevant question through observations that can be tested by an investigation.
2. Formulate predictions in the realm of science based on observed cause-‐and-‐effect relationships.
3. Locate information (e.g., book, article, website) related to an investigation.
2: Scientific Testing (Investigating and Modeling) • Design and conduct controlled investigations.
1. Demonstrate safe behavior and appropriate procedures (e.g., use and care of
technology, materials, organisms) in all science inquiry. 2. Plan a simple investigation that identifies the variables to be controlled. 3. Conduct simple investigations (e.g., related to forces and motion, Earth processes)
based on student-‐developed questions in life, physical, and Earth and space sciences. 4. Measure using appropriate tools (e.g., ruler, scale, balance) and units of measure (i.e.,
metric, U.S. customary).
5. Record data in an organized and appropriate format (e.g., t-‐chart, table, list, written log). 3: Analysis and Conclusions
• Analyze and interpret data to explain correlations and results; formulate new questions. 1. Analyze data obtained in a scientific investigation to identify trends and form
conclusions.
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2. Analyze whether the data is consistent with the proposed explanation that motivated the investigation.
3. aluate the reasonableness of the outcome of an investigation. 4. Develop new investigations and predictions based on questions that arise from the
findings of an investigation.
5. Identify possible relationships between variables in simple investigations (e.g., time and distance; incline and mass of object). 4: Communication
• Communicate results of investigations. 1. Communicate verbally or in writing the results of an inquiry. 2. Choose an appropriate graphic representation for collected data:
• bar graph • line graph • Venn diagram
• model 3. Communicate with other groups or individuals to compare the results of a common
investigation.
History and Nature of Science 1: History of Science as a Human Endeavor
• Identify individual, cultural and technological contributions to scientific knowledge. 1. Identify how diverse people and/or cultures, past and present, have made important
contributions to scientific innovations 2: Nature of Scientific Knowledge
• Understand how science is a process for generating knowledge.
1. Provide examples that support the premise that science is an ongoing process that changes in response to new information and discoveries (e.g., space exploration, medical advances).
2. Explain the cycle by which new scientific knowledge generates new scientific inquiry. 3. Describe how scientific knowledge is subject to modification and/or change as new
information/technology challenges prevailing theories.
4. Compare collaborative approaches that scientists use for investigations (e.g., teams, individual with peer review). 5. Describe qualities of the scientists’ habits of mind (e.g., openness, skepticism, integrity,
tolerance). Science in Personal and Social Perspectives
1: Changes in Environments • Describe the interactions between human populations, natural hazards, and the environment.
1. Explain the impacts of natural hazards on habitats (e.g., global warming, floods, asteroid or
large meteor impacts).
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2. Propose a solution, resource, or product that addresses a specific human, animal, or habitat need.
3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific problem relevant to human, animal, or habitat needs.
2: Science and Technology in Society
• Develop viable solutions to a need or problem. 1. Describe the relationship between science and technology. 2. Explain how scientific knowledge, skills, and technological capabilities are integral to a
variety of careers. 3. Design and construct a technological solution to a common problem or need using
common materials.
Life Science 1: Structure and Function in Living Systems
• Understand the relationships between structures and functions of organisms. 1. Identify the functions and parts of the skeletal system:
• protection – rib cage, cranium
• support – vertebrae • movement – pelvis, femur, hip
2. Identify the following types of muscles:
• cardiac – heart • smooth – stomach
• skeletal – biceps 3. Identify the functions and parts of the nervous system:
• control center – brain
• relay mechanism – spinal cord • transport messages – nerves
4. Distinguish between voluntary and involuntary responses.
Physical Science 1: Properties and Changes of Properties in Matter
• Understand physical and chemical properties of matter. 1. Identify that matter is made of smaller units called: • molecules (e.g., H2O, CO2)
• atoms (e.g., H, N, Na) 2. Distinguish between mixtures and compounds. 3. Describe changes of matter:
• physical – cutting wood, ripping paper, freezing water • chemical – burning of wood, rusting of iron, milk turning sour
2: Motion and Forces
• Understand the relationship between force and motion.
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1. Describe the following forces: • gravity
• friction 2. Describe the various effects forces can have on an object (e.g., cause motion, halt motion,
change direction of motion, cause deformation).
3. Examine forces and motion through investigations using simple machines (e.g., wedge, plane, wheel and axle, pulley, lever).
4. Demonstrate effects of variables on an object’s motion (e.g., incline angle, friction, applied f
orces). Earth and Space Science
1: Earth’s Processes and Systems • Understand the processes acting on the Earth and their interaction with the Earth systems.
1. Describe how the Moon’s appearance changes during a four-‐week lunar cycle.
2. Describe how Earth’s rotation results in day and night at any particular location. 3. Distinguish between revolution and rotation. 4. Describe the role of gravity as an attractive force between celestial objects.
3: Earth in the Solar System
• Understand the relationships of the Earth and other objects in the solar system.
1. Identify the known planets of the solar system. 2. Describe the distinguishing characteristics of the known planets in the solar system.
3. Describe various objects in the sky (e.g., asteroids, comets, stars, meteors/shooting stars).
4. Describe the change in position and motion of the following objects in the sky over time:
• real motion – Moon, planets • apparent motion (due to the motion of the Earth) – Sun, Moon, stars 5. Explain the apparent motion of the Sun and stars.
6. Describe efforts to explore space (e.g., Apollo missions, space shuttles, Hubble space telescope, space probes)
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MUSICAL
INTELLIGENCE
"Everything was a lie, everything stank, everything stank of lies, everything feigned meaning and happiness and beauty, and yet everything was decaying while nobody acknowledged the fact."
-‐ Herman Hesse's 1922 Siddartha.
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Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition. Scientifically, music is
an auditory symbol system that the brain conceives as spatial-‐temporal reasoning. The brain organizes the elements of pitch, rhythm, timbre and harmony in neurological pathways that cannot be replicated in any other manner. Historically, musical expression is an innate human activity that bridges cultures
and time. In the study of music, students create meaning and expression through the use of listening, composing
and improvisational skills. Students attain skill in choral and instrumental performance, as well as critical thinking and self-‐assessment. Understanding of musical elements and how people in different places and at different times have manipulated them is important in learning how meaning is derived from
sound. Broad experience in music is necessary if students are to make informed musical judgments. To meet
the standards in this framework, students must learn vocabularies and concepts associated with various types of work in music. By understanding the contribution music makes to culture and history, students are better prepared to live and work in multicultural settings. The adult life of every student is enriched
by the skills, knowledge and dispositions acquired through the study of music. The performance objectives listed build one upon the other, and cascade upward in terms of difficulty of
skill and technique. The General Music standards are written with the assumption that a class meets for a total of 90 minutes per week.
KINDERGARTEN
Create Singing, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. exhibiting singing and speaking voices. 2. echoing spoken rhythmic patterns. 3. singing music from memory.
Playing instruments, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. maintaining a steady beat.
2. echoing rhythm patterns. Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found
objects, non-‐pitched instruments, pitched instruments) • Students will demonstrate proficiency by: 1. improvising an answer to a teacher-‐performed statement (to a steady beat).
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Relate Understanding the relationships among music, the arts, and other disciplines outside the arts.
• Students will demonstrate proficiency by:
1. exploring the relationship between music and dance by responding to sounds through movement.
2. exploring and analyzing the relationship of music to language arts, visual arts, literature.
Understanding music in relation to history and culture. • Students will demonstrate proficiency by:
1. discovering various uses of music in daily experiences (e.g., songs of celebration, seasons).
Understanding music in relation to self and universal themes. • Students will demonstrate proficiency by:
1. describing what a piece of music makes them think of or about.
2. describing why they like their favorite piece of music. Evaluate
Listening to, analyzing, and describing music. • Students will demonstrate proficiency by:
1. identifying singing/speaking voice.
2. naming classroom instruments. 3. identifying music as fast or slow (tempo) and as loud or soft (dynamics), high or low (pitch).
4. identifying sounds as high and low. Evaluating music and music performances.
• Students will demonstrate proficiency by:
1. expressing personal reactions to a music performance through drawings (I like it because…). 2. listening attentively while others perform and showing appropriate audience behavior for
the context and
style of the music performed.
FIRST GRADE
Create Singing, alone and with others, music from various genres and diverse cultures.
• Students will demonstrate proficiency by: 1. singing on pitch loud/soft, fast/slow, high/low. 2. following a steady beat while singing.
3. echo singing using syllable names. 4. responding properly to basic conducting cues (e.g., start/stop).
Playing instruments, alone and with others, music from various genres and diverse cultures.
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• Students will demonstrate proficiency by:
1. maintaining a steady beat with a partner. 2. playing sounds that are loud/soft, fast/slow, high/low. 3. responding properly to basic conducting cues (e.g., stop/start).
Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments)
• Students will demonstrate proficiency by: 1. improvising an answer to a teacher-‐performed statement (to a steady beat). Reading and notating music.
• Students will demonstrate proficiency by: 1. recognizing melodic movement as up and down. 2. identifying quarter and eighth notes and quarter rests (e.g., Ta, Ti Ti).
3. demonstrating melodic line and texture through non-‐standard musical notation. Relate
Understanding the relationships among music, the arts, and other disciplines outside the arts. • Students will demonstrate proficiency by:
1. using body movement to show variations in rhythm, pitch or tempo.
2. recognizing composers’ motivations for creating music. 3. exploring and analyzing the relationship of music to language arts, visual arts, literature.
Understanding music in relation to history and culture. • Students will demonstrate proficiency by:
1. recognizing various uses of music in daily experiences (e.g., game songs, marches, dance
music, work songs). Understanding music in relation to self and universal themes.
• Students will demonstrate proficiency by:
1. identifying a song or other piece of music that is important to their family. 2. explaining music preferences (I like it because…).
Evaluate Listening to, analyzing, and describing music.
• Students will demonstrate proficiency by:
1. identifying melodic shape/pitch direction. 2. identifying a variety of band, orchestra, and classroom instruments. 3. demonstrating various moods heard in music through facial expression, body posture and/or
movement. 4. recognizing patterns (e.g. rhythmic, melodic, dynamic, instrumental, tempo).
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Evaluating music and music performances. • Students will demonstrate proficiency by:
1. expressing personal reactions to a music performance through words or drawings (I like it because…).
2. listening attentively while others perform and showing appropriate audience behavior for
the context and style of the music performed.
SECOND GRADE
Create Singing, alone and with others, music from various genres and diverse cultures.
• Students will demonstrate proficiency by: 1. singing an ostinato on pitch with an appropriate tone quality. 2. performing a steady beat while singing.
3. singing using syllable names. 4. responding properly to basic conducting cues (e.g., start/stop).
Playing instruments, alone and with others, music from various genres and diverse cultures.
• Students will demonstrate proficiency by: 1. maintaining a steady beat in a group. 2. playing short melodic patterns that are loud/soft, fast/slow.
3. playing with correct rhythmic duration quarter notes, eighth notes and quarter rests. 4. responding properly to basic conducting cues (e.g., stop/start).
Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments)
• Students will demonstrate proficiency by: 1. improvising simple rhythmic accompaniments. Composing and arranging music.
• Students will demonstrate proficiency by: 1. creating music to accompany or tell a story.
Reading and notating music.
• Students will demonstrate proficiency by: 1. recognizing steps, skips and repeated notes in music.
2. reading/decoding quarter notes, eighth notes and quarter rests.
3. reading and notating non-‐standard musical notation. 4. identifying parts/symbols in a musical score:
• staves
• clefs
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Relate Understanding the relationships among music, the arts, and other disciplines outside the arts.
• Students will demonstrate proficiency by: 1. showing musical pulse, pattern and phrasing through movement. 2. recognizing composers’ motivations for creating music.
3. exploring and analyzing the relationship of music to language arts, visual arts, literature. Understanding music in relation to history and culture.
• Students will demonstrate proficiency by:
1. classifying various uses of music in daily experiences (e.g., songs of celebration, game songs, marches, T.V. and movie sound tracks, dance music, work songs).
Understanding music in relation to self and universal themes.
• Students will demonstrate proficiency by: 1. drawing a picture that is inspired by listening to a specific piece of music. 2. explaining music preferences (I like it because…).
Evaluate Listening to, analyzing, and describing music.
• Students will demonstrate proficiency by: 1. recognizing that music moves by steps, skips, leaps, and repeats. 2. identifying the sound of a variety of band, orchestra, and classroom instruments.
3. responding to various moods heard in music through facial expression, body posture and/or movement.
4. recognizing AB and ABA forms. Evaluating music and music performances.
• Students will demonstrate proficiency by:
1. expressing personal reactions to a music performance through words and drawings (I like it because…).
2. listening attentively while others perform and showing appropriate audience behavior for
the context and style of the music performed. Create
Singing, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. singing rounds on pitch with an appropriate tone quality.
2. singing rhythmic patterns with words. 3. reading and singing using syllable names. 4. responding properly to basic conducting cues (e.g., start/stop).
Playing instruments, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. playing music from memory.
2. playing a simple obstinate accompaniment using dynamics.
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3. playing with correct rhythmic duration half notes, whole notes and corresponding rests. 4. responding properly to basic conducting cues (e.g., stop/start).
Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments, computer generated sound sources.)
• Students will demonstrate proficiency by: 1. improvising simple melodic phrases.
THIRD GRADER Create
Singing, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. singing rounds on pitch with an appropriate tone quality.
2. singing rhythmic patterns with words. 3. reading and singing using syllable names. 4. responding properly to basic conducting cues (e.g., start/stop).
Playing instruments, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. playing music from memory.
2. playing a simple ostinato accompaniment using dynamics. 3. playing with correct rhythmic duration half notes, whole notes and corresponding rests.
4. responding properly to basic conducting cues (e.g., stop/start). Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found
objects, non-‐pitched instruments, pitched instruments) • Students will demonstrate proficiency by: 1. improvising simple melodic phrases.
Composing and arranging music. • Students will demonstrate proficiency by:
1. creating a short song within specified guidelines choosing from a variety of sound sources
(e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments, computer generated sound sources).
Reading and notating music.
• Students will demonstrate proficiency by: 2. reading/decoding half notes, whole notes and corresponding rests. 3. identifying the letter names for the lines and spaces of the treble clef.
4. reading and notating music using standard musical notation. 5. identifying parts/symbols in a musical score:
• dynamics
• meter
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• signatures
Relate Understanding the relationships among music, the arts, and other disciplines outside the arts.
• Students will demonstrate proficiency by:
1. performing a dance to a given piece of music that reflects its cultural heritage. 2. recognizing composers’ motivations for creating music. 3. exploring and analyzing the relationship of music to language arts, visual arts, literature.
Understanding music in relation to history and culture. • Students will demonstrate proficiency by:
1. identifying music from various genres and diverse cultures.
2. identifying different musical careers. Understanding music in relation to self and universal themes.
• Students will demonstrate proficiency by:
1. writing a story that is inspired by listening to a specific piece of music. 2. distinguishing music preferences (I like it because…) from music judgments (It is good
because…).
Evaluate Listening to, analyzing, and describing music.
• Students will demonstrate proficiency by: 1. identifying steps, skips, leaps and repeats within a given piece of music.
2. classifying instruments as band, orchestra or classroom. 3. describing changes in mood while listening to music. 4. describing AB, ABA, and rounds.
Evaluating music and music performances. • Students will demonstrate proficiency by:
1. discussing/explaining personal preferences for music (I like it because vs. it is good
because…). 2. listening attentively while others perform and showing appropriate audience behavior for the context and style of the music performed.
FOURTH GRADE
Create Singing, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. singing partner songs on pitch with an appropriate tone quality. 2. singing unaccompanied with correct timing and intonation. 3. reading and singing using pitch names.
4. responding properly to formal conducting cues (e.g., 3/4, 4/4).
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Playing instruments, alone and with others, music from various genres and diverse cultures.
• Students will demonstrate proficiency by: 1. playing a short melody using appropriate dynamics. 2. playing with correct rhythmic duration dotted half notes and dotted quarters.
3. responding properly to formal conducting cues (e.g., 3/4, 4/4). Improvising rhythms, melodies, variations, and accompaniments. (Teachers and students may choose from a variety of sound sources e.g., body percussion, found
objects, non-‐pitched instruments, pitched instruments) • Students will demonstrate proficiency by: 1. singing and/or playing short improvised melodies for a specified time frame.
Composing and arranging music. • Students will demonstrate proficiency by:
1. creating short songs and/or instrumental pieces within specified guidelines choosing from a
variety of sound sources (e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments)
Reading and notating music.
• Students will demonstrate proficiency by: 1. reading/decoding dotted half notes and dotted quarter notes. 2. identifying the letter names for the lines and spaces of the treble clef.
3. reading and notating music using standard musical notation. 4. identifying parts/symbols in a musical score:
• accidentals • phrasing marks • key signatures
Relate Understanding the relationships among music, the arts, and other disciplines outside the arts.
• Students will demonstrate proficiency by: 1. identifying the use/function of music from various cultures correlating to grade level social
studies curriculum.
2. explaining and applying the relationship between note values and mathematics. 3. exploring and analyzing the relationship of music to language arts, visual arts, literature.
Understanding music in relation to history and culture.
• Students will demonstrate proficiency by: 1. explaining the musical characteristics that make a piece appropriate for a specific event or
function.
2. applying appropriate movements to music from various cultures. 3. identifying the origins and development of instruments. 4. describing different musical careers.
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Understanding music in relation to self and universal themes. • Students will demonstrate proficiency by:
1. describing the roles and impact music plays in their lives and the lives of others. 2. distinguishing music preferences (I like it because…) from music judgments (It is good because…) from cultural judgments (It is important because…).
Evaluate Listening to, analyzing, and describing music.
• Students will demonstrate proficiency by: 1. describing the melodic movement within a given piece. 2. identifying musical examples by culture.
3. describing canon and rondo forms. Evaluating music and music performances.
• Students will demonstrate proficiency by:
1. distinguishing music preferences (I like it because…) from music judgments (It is good because…) from cultural judgments (It is important because…).
2. listening attentively while others perform and showing appropriate audience behavior for
the context and style of the music performed.
FIFTH GRADE
Create
Singing, alone and with others, music from various genres and diverse cultures. • Students will demonstrate proficiency by:
1. singing songs with descants on pitch with an appropriate tone quality, diction and posture.
2. singing short songs from written notation. 3. responding expressively to conducting cues (e.g., legato, dynamics).
Playing instruments, alone and with others, music from various genres and diverse cultures.
• Students will demonstrate proficiency by: 1. playing simple independent instrumental parts while other students sing or play contrasting parts.
2. playing short songs from written notation. 3. responding expressively to conducting cues (e.g., legato, dynamics).
Improvising rhythms, melodies, variations, and accompaniments.
(Teachers and students may choose from a variety of sound sources e.g., body percussion, found objects, non-‐pitched instruments, pitched instruments) • Students will demonstrate proficiency by:
1. improvising a melody based on a given tonality. Composing and arranging music.
• Students will demonstrate proficiency by:
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1. composing short pieces using standard musical notation in the treble clef within specified guidelines.
Reading and notating music. • Students will demonstrate proficiency by:
1. reading/decoding sixteenth notes and sixteenth note patterns and simple syncopation in
2/4, 3/4 and 4/4 time signatures. 2. identifying the letter names for the lines and spaces of the treble clef. 3. reading and notating music using standard musical notation.
4. defining terms and symbols used in music notation as identified in previous grade levels. Relate
Understanding the relationships among music, the arts, and other disciplines outside the arts. • Students will demonstrate proficiency by:
1. identifying the use/function of music from various cultures correlating to grade level social
studies curriculum. 2. explaining the nature of sound as vibration. 3. explaining and applying the relationship between note values and mathematics.
4. exploring and analyzing the relationship of music to language arts, visual arts, literature. Understanding music in relation to history and culture.
• Students will demonstrate proficiency by:
1. describing the historical context and/or influence of music on daily life, culture, politics, etc. 2. describing the cultural context and/or influence of music on daily life, culture, politics, etc.
3. describing the origins and development of instruments. 4. classifying different musical careers.
Understanding music in relation to self and universal themes.
• Students will demonstrate proficiency by: 1. reflecting on and discussing the roles and impact music plays in their lives and the lives of
others.
2. distinguishing music preferences (I like it because…) from music judgments (It is good because…) from cultural judgments (It is important because…).
Evaluate Listening to, analyzing, and describing music.
• Students will demonstrate proficiency by:
1. classifying scales as major, minor. 2. categorizing instruments as Western and non-‐Western. 3. identifying music examples by genre.
4. identifying AB, ABA, canon, and round forms when presented in performed and/or recorded music.
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Evaluating music and music performances. • Students will demonstrate proficiency by:
1. using established criteria (e.g., dynamics, pronunciation) to evaluate performances and compositions.
2. listening attentively while others perform and showing appropriate audience behavior for
the context and style of the music performed.
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NATURALIST INTELLIGENCE
"An educational system isn't worth a great deal if it teaches young people how to make a living but doesn't teach them how to make a life."
-‐-‐ Unknown
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Howard Gardner found later that he needed to add an additional intelligence to his original seven to encompass students who have a connection with nature. This is known as the naturalist intelligence and
it enables human beings to recognize, categorize and draw upon certain features of the environment. This intelligence will be especially important during the post-‐carbon era.
Though there is not an established curriculum for this intelligence as exists for the others, we hope to create a basic outline for a naturalist education. Most of what we will write about will be based on our experiences in a post-‐carbon community in New Mexico. During our visit, there were children of all ages
who participated in a class unlike any other. We commuted to the class by crossing a river and hiking to an area where we foraged for food and learned how to use native plants for food and medicinal purposes.
The plants and materials used for this area will vary widely based on the location where one lives. Ultimately it would necessary to find someone with these skills who can educate the parent or teacher
and then pass that information onto the students. Not all survival skills are covered in this curriculum. For more information please see the list of attached
resources. The subject areas we feel are important for students involve:
Foraging behaviors: In this area students will learn to identify plants, their edibility, how to cook them,
and their medicinal properties. Natural Construction: Here students will learn to use natural materials to construct things such as mats,
baskets, and ropes. Travel: Students will know necessary skills in order to travel the lands without getting lost. This includes
knowing the cardinal directions, how to identify them based on the sun, and seasons. This can also include knowing certain constellations.
Gardening: In addition to knowing how to harvest wild growing plant, it will be essential to have the skills to maintain a family garden.
Water Harvesting: Water is a necessity for all life and will be of particular importance in a post-‐carbon era. Here students will be able to locate water, use rainwater for irrigation and drinking water, storage of water, and conservation of water
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KINDERGARTEN
Foraging Skills: 1. Identify plants based on how they look 2. Identify whether plants are edible
Natural Construction: 1. Collect and dry plants that are used for mat making 2. Identify plants that can be used for various constructions
Travel: 1. Learn the cardinal directions
a. North, South, East, and West
2. Know landmarks in their community a. Mountains, peaks, certain trees, etc.
Gardening:
1. Know the proper conditions needed for a seed to sprout a. Have students plant their own seeds with different variations in soil content, sun light,
and watering to learn the ideal conditions.
2. Learn how to handle and use basic gardening tools a. How to use a shovel b. How to use a hoe
c. How to use hand tools Water Harvesting:
1. Know how water acts based on certain barriers a. Have students pour water down a slope and identify how it acts when sticks, dirt
barriers are in the way.
b. Understand the importance of using basins in planting.
FIRST GRADE
Foraging Skills:
1. Identify plants that are ready to be picked
2. Identify the seasons of when a particular wild plant/fruit can be harvested Natural Construction:
1. Identify plants that have potential to be used for ropes.
2. Proper wood and materials used to make a fire. Travel:
1. Have students lead you on a walk between locations
a. Here it might be important for you to lead them somewhere and have them return back home.
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Gardening:
1. Identify the types of crops that can be grown in their garden during the different seasons. a. Having lists containing dates and the type of crops that can be grown in that season
Water Harvesting
1. Create planting beds that use the idea of water harvesting. 2. Learn about the different types of storage for water
a. Storage for daily use
b. Storage for long term use
SECOND GRADE
Foraging Behaviors
1. How to properly cook plants once picked
2. How to preserve plants for the short term if they are not used. Natural Construction
1. How to properly build a fire
a. Learn the rules of safety when dealing with fire Travel
1. How to find a location based on a map
2. Complete tasks in an obstacle course Gardening
1. How to compost 2. How to place plants in a garden (shade/sun) based on ideal growing patterns
a. Here they can go back to planting seeds and trying them under different lighting
conditions but this time encompass the ideas of heat and cool. Water Harvesting
1. Understand the difference between well water and rain water.
2. How the roof of a house can be used to harvest water a. The idea of gutters and rain harvesting tanks
THIRD GRADE
Foraging behaviors
1. How to properly use medicinal plants a. Have students help prepare them
2. How to preserve plants for the long term
Natural Construction 1. How to use natural objects as alternatives to modern technologies (i.e. gourds as water jugs)
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Travel
1. Students will be able to work with other children or animals and work with them to arrive to a destination.
Gardening
1. Learn about pollination. a. Which ones are self-‐pollinators b. Which need insects for pollination
2. Learn the importance of mulching a. How this is important for water conservations
3. Learn about crop rotation
Water Harvesting 1. Learn how to purify water
a. By boiling
b. Filtration (i.e. through cloth, a filter, or a sand column) 2. Learn about waterborne illnesses.
FOURTH GRADE
Foraging Behaviors
1. Prepare food that has been foraged for a meal a. A good time to teach how to cook with seasonings
Natural Construction 1. Build fences using natural materials to keep away pests.
Travel
1. Survival skills in case they get lost during a hike or travel. Gardening
1. Fertilize a garden using compost and other natural materials
2. Build their own gardens Water Harvesting
1. Continue education about waterborne illnesses
FIFTH GRADE
Foraging Behaviors 1. Same as above
Natural Construction
1. Construct tools to hunt with a. Students could learn to construct and use bow and arrow, stones knives, traps, snares,
etc.
2. Build a shelter
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Travel 1. Improve upon survival skills.
Gardening
1. Learn about integrated ways of living a. Water harvested from the roof is used for irrigation and drinking water. Food grown in
the garden provides nourishment, while the raw scraps are used to feed the compost
pile to make nutrient rich soil for the garden. b. Have students identify other aspects of their life or things on their property that are
integrated.
Water Harvesting 1. Improve upon past education.
Additional References: www.survivalskills.com
For more information about survival skills and a list of websites and references http://paleoplanet69529.yuku.com/
For more information about primitive technology
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SPATIAL INTELLIGENCE
“Education... has produced a vast population able to read but unable to distinguish what is worth reading. “
-‐ G. M. Trevelyan
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This intelligence is the ability to think in pictures and visualize outcomes. This skill should not be thought
of only in visual terms because Gardner believes that blind children develop spatial intelligence. Manipulation of Objects: Students will learn to identify how objects fit into a puzzle and how to
recognize patterns in sets of objects. Spatial Awareness: Students will be able to maneuver through their surroundings in novel situations.
These situations can include doing it blindly, backwards, without hearing, etc. Often experiencing something that is so familiar to them in new conditions will enhance their awareness of their surroundings.
Visualizing Outcomes: Students will be presented with a variety of scenarios and asked to plan out ways of arriving to the expected outcome, in addition to ways of executing the plan. These can vary
greatly and will vary region to region, but some examples may include ways to purify water with a limited number of tools or how to manipulate objects in space.
KINDERGARTEN
Manipulation of Objects:
1. Presenting students with puzzles that are less than ten pieces (easily created with paper and pencil).
2. Organizing objects into groups based on shape, color, texture, etc. 3. Placing objects of certain shapes into slots of the same shape (this could be created with a
variety of circles, squares, etc with a box built with slots cut out of it).
Spatial Awareness: 1. Blindfolding students and placing them into a room asking them to follow voice cues to a given
destination.
2. If two children are present, one student could be blindfolded and the other be the leader having them arrive to a different location making sure that the leaders gives warning of impending obstacles (a step here, turning a little here, etc).
Visualizing Outcomes: 1. Locating objects to prepare a shelter.
a. Locate objects.
b. Draw a plan c. Explain reasoning d. Build shelter
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FIRST GRADE
Manipulation of Objects:
1. Presenting students with puzzles that are less than twenty pieces (easily created with paper and
pencil). 2. Placing objects into patterns and recognizing those patterns verbally and through written
communication
Spatial Awareness: 1. Students will learn how to maneuver in the dark without the use of hearing (use earplugs or
some type of device that blocks the child’s hearing).
2. Have the child be blind folded and try to maneuver through a space while receiving commands from another child or adult from across the room
Visualizing Outcomes:
1. Present student with a simple medical situation i.e. your friend has a cough or has a fever. Have the student make a plan to alleviate the symptoms, i.e. herbs that could be used, teas, ect.
2. Give students a set of materials that could be used to make a fishing rod and have them try to
assemble a working sample.
SECOND GRADE
Manipulation of Objects:
1. Develop their own ten-‐piece puzzle and describe different ways to make the manipulation of it more difficult (add more color, more drawings, more connections, etc).
2. Organize objects based on weight, height, and ability to use them for construction (such as
sticks, bricks, etc). Spatial Awareness:
1. Have students extend their “blind” and “deaf” exploration outside of the home into the
surrounding areas. 2. Present obstacles in a known room to increase the difficulty of maneuvering through it (ensure
not to put the child in danger).
Visualizing Outcomes: 1. Have students brainstorm, plan, and build ways of purifying water. 2. Present students with different objects (wood, matches, can, water) and ask them to construct a
way to purify water.
THIRD GRADE
Manipulation of Objects:
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1. Present the students with a finished product like a birdhouse and have them take note of its characteristics. Proceed to dismantle the sample and have the students rebuild it using only
their memory of how it looked previously Spatial Awareness:
1. Have students go on a hike in your surrounding area during the day
2. Have students go on the same hike during the night 3. Have the students comment/compare on what senses they used complete the night and day
hike
Visualizing Outcomes: 1. Give students a set of objects that can be used to build a fire and ask them what type of
structure and plan they would need to create a “safe” fire
FOURTH GRADE
Manipulation of Objects: 1. Have students construct a product given a blue print.
a. Plan
b. Build c. Test the functionality
2. Using the finished product, have the student deconstruct it, and show someone else how to
build it without the plans on hand. Spatial Awareness:
1. Have students lead a hike through the area(s) around them teaching anyone who follows landmarks that will help them find their way.
2. Teach them to write directions to a set location based on past knowledge, present it to the
instructor and test to see if the plans were accurate. Visualizing Outcomes:
1. Have students plan and prepare a meal given the basics for the purification of water and fire
construction. Ensure that the food staples are simple enough to make. 2. Allow students to plan and construct a shelter that can withstand certain forces of nature (leak
proof roof, withstand wind, etc).
FIFTH GRADE
Manipulation of Objects: 1. Have students observe different simple structures like a roof, shed, green house, and determine
what types of materials are needed to create that structure
2. Have the students build on their previous knowledge of how to design a ‘blue’ print to make a representative plan
Spatial Awareness:
1. Present student with maps and the general purpose they serve
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2. Provide the necessary supplies to make a map of their home, and surrounding land or community.
Visualizing Outcomes:
1. Have students analyze a problem on their property or in their community (i.e. integration of
systems, water harvesting strategies, pest control) a. Have the student communicate in writing and diagrams how they plan to solve this
problem
i. Identify problem ii. Strategized options iii. Write and draw plan
iv. Write out intended solutions and possible outcomes v. If possible implement the plan vi. Take observations after plan had been implemented to determine if the
“solutions” solved or created more problems
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Glossaries
"Education is not preparation for life; education is life itself."
-‐ John Dewey known as the father of public education
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Linguistic (General)
acknowledge: to cite the source of information in a written piece address: to speak to, to deal with adequate: sufficient, competent, satisfactory advance: to put forward, propose allusion: an indirect reference to something assumed to be familiar analytic: noting relationships, reasoning from the interrelations of a subject anticipate: to foresee, to realize beforehand appropriate: consistent with accepted standards, suited to an end or purpose cluster: a group of the same or similar elements cohesive: consistent, tending to unify complex: composite, intricate, complicated concrete: precise, specific contain: to have within, to include, to have as component parts contemporary: in existence now, present, current, present-‐day convey: to communicate or make known craft: to construct, create create: to produce through artistic or imaginative effort creative: original, inventive, innovative credible: worthy of belief because of precision; valid, convincing, true credit: to acknowledge work done, to cite effective: producing a desired effect, efficient exclude: to reject, to prevent from being included or considered
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expository: explanatory, interpretive figurative language: use of figures of speech, symbolic language genre: type or class, classification of literature good penmanship: readable formation of letters, the art of handwriting high frequency word: a word that appears many more times than others in ordinary reading materials idiomatic: pertaining to expressions of language that do not mean what they literally say interpretive: serving to explain, explanatory K-‐W-‐L: a reading comprehension strategy to determine what a student knows, wants to know and has learned list: to itemize, to make a list of maintain: to support, sustain meaningful: effectively conveying meaning, feeling or mood; important, significant metaphor: a figure of speech in which a comparison is implied by analogy, but not stated paraphrase: to restate text or passage in another form or words personal experience: first-‐hand experience perspective: view, outlook preserve: to keep or maintain intact reflective: characterized by or disposed to serious thought; contemplative, deliberative relate: to give account of, describe, report relevant: having a bearing on or connection with the matter at hand résumé: a brief written account of personal, educational and professional qualifications and experience scaffold: to build one idea upon another sensory: pertaining to the senses simile: a figure of speech in which two essentially unlike things are compared
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skim: to look through reading matter casually symbolism: attributing symbolic meanings or significance to objects, events or relationships traditional: conventional
Linguistic (Writing) academic discourse: primarily expository writing with the intent to demonstrate knowledge within an academic setting [Grade 7] affix: a non-‐word letter or group of letters attached to a root or stem to change its meaning or function, as the prefix ad-‐ and the suffix –ing in adjoining [Grade 3] allegory: a literary work with two or more levels of meaning: one literal level and one or more symbolic or figurative levels; events, settings, objects, or characters that stand for ideas or qualities beyond themselves [Grade 12] alliteration: the repetition of initial sounds, usually at the beginning of words [Grade 11] allusion: a reference to a well-‐known work of literature, famous person, or historical event with which the reader is assumed to be familiar [Grade 9] ambiguity: words that are unclear in meaning [Grade 11] appositive: a phrase which renames or describes a noun, set off by commas (e.g., My friend, Melissa, is here., Mr. Martinez, our neighbor, is at the door.) [Grade 7] aside: a statement delivered by an actor to an audience in such a way that other characters on stage are presumed not to hear what is said; the character reveals his or her private thoughts, reactions, or motivations [Grade 12] assonance: the repetition of vowel sounds in stressed syllables or words without repeating consonant sounds [Grade 11] author study: the study of different stories written by one author [Grade 3] CCVC words: words following a consonant-‐consonant-‐vowel-‐consonant pattern [Grade 3] character foil: a character that provides a contrast to another character, thus intensifying the impact of that other character [Grade 12] characterization: the manner in which an author presents a character by using the character's actions, dialogue, description, or how other characters react to that character [Grade 3] cliché: an overused word or phrase that lacks originality and weakens the thought [Grade 9]
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compare: to use examples to show how things are similar and different, with the greater emphasis on similarities [Kindergarten] complex sentence: a sentence that contains an independent clause and one or more subordinate clause(s)[Grade 7] compound sentence: a sentence with two or more independent clauses joined by a coordinating conjunction (for, and, nor, but, or, yet, so) or a semicolon [Grade 3] compound-‐complex sentence: a sentence made up of a compound sentence (two or more independent clauses) and one or more subordinate clauses [Grade 9] conceit: an elaborate and extended metaphor, especially in poetic images [Grade 11] conflict: the problem(s) or struggle(s) between or among opposing forces that trigger(s) the action in literature (e.g., person vs. person, person vs. self, person vs. nature, person vs. society)[Grade 4] consonance: the repetition of the final consonant sound within words with different vowel sounds(e.g., stroke of luck) [Grade 11] consonant digraph: two or more consonant letters representing a single sound (e.g., gn /n/) [Grade 3] contradictions: words or ideas that oppose one another [Grade 11] contrast: to use examples to show how things are different in one or more important ways [Grade 12] controlling idea: the main point or purpose of a piece of writing, often stated in a thesis statement or topic sentence [Grade 6] CVC words: words that have a consonant-‐vowel-‐consonant pattern [Grade 1] CVCC words: words that have a consonant-‐consonant-‐vowel-‐consonant pattern [Grade 3] dialogue: the portion of text in which the character(s) speak aloud, usually indicated by quotation marks [Grade 4] diphthong: a speech sound beginning with one vowel sound and gliding to another vowel sound within the same syllable (e.g., oi in oil) [Grade 3] direct address: the use of commas to offset one person speaking directly to another (e.g., Jesse, I like your story., I think, Sue, that you are right.) [Grade 5] e.g.: (abbreviation for for example) precedes a non-‐exhaustive list of examples provided as options; other examples may be appropriate but not included (compare to i.e.) environmental print: print and symbols that are found in one’s physical environment (e.g., street and building signs) [Kindergarten]
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evidence: statements or information that help in making a conclusion or judgment: • logical evidence -‐ based on earlier known or well-‐known information presented in a clear
organized pattern • empirical evidence-‐ information or facts gained by observation or experiment based on scientific
analysis • anecdotal evidence -‐ information gained from casual observation, usually presented in a
narrative style [Grade 9]
explanatory essay: an essay that describes the reasons and/or factors for a particular situation [Grade 8] extended metaphor: a metaphor that continues throughout a series of sentences with the purpose of expanding or clarifying an idea [Grade 11] figurative language: the use of words to create vivid pictures and ideas in the mind of the reader; not meant to be literally true (e.g., similes, metaphors, idioms, personification) [Grade 3] flashback: an account of a conversation, episode, or event that happened before the beginning of a story, told for the purpose of clarifying something in the present; often interrupts the chronological flow of the story [Grade 11] foreshadowing: writer’s use of hints or clues to indicate events that will occur later in a text [Grade 11] formal letter: a letter that follows a standard business format (e.g., block, semi-‐block) [Grade 3] friendly letter: an informal letter written to a friend or relative [Kindergarten] graphic organizer: a visual representation of information in an organized manner that is intended to enhance understanding (e.g., Venn diagram, T-‐graph, word web, KWL chart) [Grade 3] high-‐frequency words: words often used in spoken and written language [Grade 1] homonyms: words with the same pronunciation but with different meanings, different parts of speech, and usually different spelling [Grade 3] hyperbole: figure of speech in which the truth is exaggerated for emphasis or humor [Grade 9] hypothesis: proposed relationship among observable phenomena or an inferred explanation for those phenomena [Grade 9] (from Science Standard Articulated by Grade Level Glossary) i.e.: (abbreviation for that is) precedes a specific list of items in which all of the items should be used (compare to e.g.) imagery: descriptive language used in literature to recreate sensory experiences, enrich writing, and to make the writing more vivid; sensory details [Grade 9] imitative text: writing that mimics another piece [Kindergarten]
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genre: a category or type of literature based on its style, form, and content (e.g., mystery, adventure, romance, science fiction) [Grade 9] incongruity: lack of agreement, harmony, or conformity [Grade 11] inference: a conclusion derived from facts or premises [Grade 6] interior monologue: writing that indicates the writer’s or a character’s unspoken thoughts [Grade 9] internal citations: information documentation within text [Grade 10] interrupter: parenthetical or nonessential information set off by commas (e.g., We will, however, have to talk later) [Grade 6] irony: using a word or phrase to mean the exact opposite of its literal meaning:
• dramatic irony -‐ where the reader or the audience sees a character’s mistakes, but the character does not
• verbal irony -‐ where the writer says one thing and means another • irony of situation -‐ where there is a great difference between the purpose of an action and the
result [Grade 11]
irregular plural: a plural formed in a manner other than adding –s or –es (e.g., child-‐children, party-‐parties, goose-‐geese) [Grade 4] KWL chart: a chart that shows what the writer knows, wants to learn and has learned [Grade 3] literal language: language that is true to fact, avoiding exaggeration or metaphor [Grade 3] literary elements: elements of literature including plot, setting, theme and characterization [Grade 9] literature circle: a student discussion of a book or story they have read [Grade 3] main idea: the concept, thought, notion, or impression that is of greatest importance or influence
• literal – adhering to fact or to the primary meaning or intent • implied –a suggested meaning or intent (as opposed to explicit) • explicit – fully revealed or expressed without vagueness, implication, or ambiguity; leaving no
question as to the meaning or intent [Grade 1]
metaphor: a figure of speech that compares two unlike things in which no word of comparison is used [Grade 9] meter: the arrangement of words in a rhythmical pattern, with stressed and unstressed syllables [Grade 11] mood: the feeling(s) the text arouses in the reader (e.g., happiness, sadness, sorrow, peacefulness)
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narrative: a type of fiction or nonfiction that tells a story or series of events [Kindergarten] onset consonant(s) before the vowel(s) in a syllable, including consonant blends and digraphs (e.g., /s/ in sit, /spl/ in split) [Grade 1] paradox: a statement that seems to be contradictory but that actually presents a truth [Grade 11] parody: a form of literature that intentionally uses a comic effect to mock a literary work or style [Grade 12] peer review: an opportunity for one student to read, review, and comment on another student’s writing[Grade 3] personal narrative: an expressive piece of writing that relates an event in the writer’s life; it may contain personal comments and observations as well as a description of the event [Grade 9] personification: a figure of speech in which something non-‐human is given human characteristics or powers [Grade 9] persuasive techniques: devices of persuasion used for the purpose of changing one’s mind, making one take action, or both; usually accomplished by a combination of emotional appeals and logical reasoning (e.g., bandwagon, peer pressure, circular reasoning, transfer, loaded words, testimonial, false causality, oversimplification, overgeneralization) [Grade 6] phonetic spelling: incorrect spelling of a word as though it were phonetically regular (e.g., fone instead of phone) [Grade 2] plot: the action or sequence of related events that make up a story, consisting of five basic elements:
• exposition – the opening of a short story up to the point that the conflict is introduced to the reader
• rising action – the chain of events in which the conflicts intensify • climax – the point of highest interest; point at which the reader makes his greatest emotional
response; the point in the story in which rising action is about to turn into falling action • falling action – takes place after the climax when the action begins to wind down or conflicts
begin to lessen • resolution – tells how the story conflict is resolved and ties up loose ends from the story
[Grade 3] plot pyramid: a graphic organizer establishing a story’s sequence: introduction, body and conclusion [Grade 6] point of view: the perspective from which the text is written:
• first person – the narrator is a character who tells the story as he or she experienced, saw, heard, and understood it; identified by the first person pronouns I or we
• third person omniscient – the narrator is all-‐knowing, with the ability to see into the minds of more than one character
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• third person limited -‐ the narrator has the ability to see into the mind of only one character [Grade 9]
prefix: a linguistic unit added to the beginning of a word which changes its meaning (i.e., re-‐, mis-‐, un-‐) [Grade 2] prewriting plan: brainstorming ideas to create a writing plan [Grade 3] primary source: an original source that informs directly, not through another person’s explanation or interpretation (e.g., firsthand reports, diaries, letters, journals, original documents) [Grade 9] prior knowledge: knowledge gained from previous experience(s) [Grade 6] process essay: an essay that describes the method by which an event, task, or goal is completed [Grade 6] proofreading marks: marks used when editing a writer’s work [Grade 3] proper adjective: a word, derived from a proper noun, that describes a noun or pronoun and is always capitalized (e.g., Canadian bacon, Irish setter) [Grade 6] proper noun: a noun that names a specific person, place or thing [Grade 2] r-‐controlled: a vowel whose sound is influenced by an r that directly follows it (e.g., farm, her, first, torn, nurse); the vowel sound is neither long nor short [Grade 3] reflective personal narrative: an expressive piece of writing that relates the writer’s search for meaning through an event in his/her life; it contains personal comments and observations as well as a description of the event [Grade 10] regular plural: a noun that forms its plural by adding -‐s or -‐es (e.g., dog-‐dogs, box-‐boxes) [Grade 2] repetition: repeating a word, phrase, sentence, or the like for impact and effect [Grade 11] resolution: the part of a literary piece in which the conflict is resolved [Grade 4] rhetorical device: literary device that is intended to emphasize a point, not to obtain a response [Grade 10] rhyme: identical or very similar recurring final sounds in words within, or more frequently, at the ends of lines of verse [Kindergarten] rhyme scheme: the pattern of rhyme occurring at the end of the lines of poetry within a stanza/poem [Grade 11] rhythm: a pattern of repeated cadence or accent in speech or text [Grade 3] rime: the vowel(s) and any following consonant(s) in a syllable (e.g., /it/ in sit, /oat in float) [Grade 1]
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rubric: a written descriptor of performance containing criteria, guidelines, or standards used to measure or assess a product [Grade 3] satire: a literary technique that combines a critical attitude with humor, often with the intent of correcting or changing the subject of the satire [Grade 12] secondary source: a source that contains information others have gathered and interpreted; indirect or secondhand information (e.g., newspaper and magazine accounts, encyclopedia articles, research studies, web sites, documentaries) [Grade 9] setting: the time of day or year; historical period, place, situation [Grade 3] silent e: the letter e in a word that is not heard when the word is spoken and often signals a long vowel sound in the preceding vowel [Grade 4] simile: figure of speech comparing two things that are unlike; uses the words like and as (e.g., as strong as an ox, flies like an eagle) [Grade 9] simple sentence: a sentence containing a subject and verb that may also include prepositional phrases [Kindergarten] soliloquy: discourse in which a character speaks his/her thoughts aloud without addressing an audience [Grade 12] stand-‐alone text: text whose meaning is derived without the benefit of additional support of pictures or graphics [Grade 1] story map: a graphic organizer that establishes a story’s order: beginning, middle and end [Grade 3] style manual: a recognized resource for expository and research writing such as MLA, APA, or Chicago [Grade 9] suffix: a linguistic unit added to the end of a base word which changes the word’s meaning or grammatical function (e.g., -‐ed, -‐ly, -‐ness) [Grade 2] syllabication: the division of words into syllables [Grade 2] symbol: person, place, or thing that represents something beyond itself (e.g., sword can stand for war, a desert might represent loneliness or solitude, a dove as a symbol of peace) symbolism: a literary technique in which an author uses symbols to represent concrete ideas, events, or relationships [Grade 9] theme: the underlying idea or statement that the author is trying to convey [Grade 9] thesis (or thesis statement): a focus statement that identifies the purpose, intent, or main idea of a piece of expository or research writing [Grade 6]
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time-‐management strategies: methods to determine the effort a writer devotes to specific components of the writing process; strategies to effectively use time in order to meet a deadline [Grade 3] tone: the overall feeling or effect created by a writer’s use of words (e.g., playful, serious, bitter, angry, sarcastic) [Grade 6] transitional words: words and phrases that bridge sentences and paragraphs by showing location, time, comparisons, emphases, summaries/conclusions, additions, or clarifications [Grade 2] Venn diagram: a graphic organizer used to help a writer organize ideas to compare and contrast, composed of two or more overlapping circles [Grade 6] vowel digraph: a spelling pattern using two or more letters to represent a single vowel sound [Grade 4] web (webbing): a type of graphic organizer used to record ideas [Grade 1] word family (-‐ies): words that may have the same root or base sound [Grade 1] word wall: classroom display of high frequency and/or grade level specific words available for student reference [Kindergarten]
Linguistic (Reading) adage: a saying that conveys a common experience or general truth and has gained credit through extended use (e.g., a stitch in time saves nine) affix: a non-‐word letter or group of letters attached to a root or stem to change its meaning or function, as the prefix ad-‐ and the suffix –ing in adjoining allegory: a literary work with two or more levels of meaning: one literal level and one or more symbolic or figurative levels; events, settings, objects, or characters that stand for ideas or qualities beyond themselves alliteration: the repetition of consonant sounds, usually at the beginning of words allusion: a reference to a well-‐known work of literature, famous person, or historical event with which the reader is assumed to be familiar analogy: a partial similarity between two things that are otherwise dissimilar; a pairing of words designed to elicit associations between concepts and background knowledge anecdotal evidence: evidence based on a brief story told to make a point or to entertain antonym: a word opposite in meaning to another (e.g., wet and dry)
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argument: a type of writing that develops a topic in a logical and persuasive manner aside: a statement delivered by an actor to an audience in such a way that other characters on stage are presumed not to hear what is said; the character reveals his or her private thoughts, reactions, or motivations assonance: the repetition of vowel sounds in stressed syllables or words without repeating consonant sounds automaticity: the ability to read silently or orally without stopping to use decoding strategies on unknown words ballad: a narrative poem, often of folk origin and intended to be sung; consists of simple stanzas, usually with a refrain bandwagon: a persuasive technique that attempts to get people to follow the crowd using the logical fallacy that, since “everyone else likes it”, it must be good base word: a word to which affixes may be added to change its meaning, tense, or part of speech bias: the writer’s outlook or prejudice; the writer’s leaning or belief about a topic cause and effect: a strategy for analyzing a subject by examining the reasons for specific actions or events (cause) and the consequences or results of certain causes (effect) central argument: the main point or purpose of a piece of writing, often stated in a thesis statement or topic sentence character foil: a character that provides a contrast to another character, thus intensifying the impact of that other character characterization: the manner in which an author presents a character by using the character's actions, dialogue, description, or how other characters react to that character cinquain: a five line stanza with successive lines of two, four, six, eight, and two syllables circular reasoning: supporting a position by merely restating it compare: to use examples to show how things are similar and different, with the greater emphasis on similarities compare (contrast): a strategy for thinking or writing that involves explaining, defining, or evaluating subjects by showing how they resemble and differ from each other or from some standard for evaluation conceit: an elaborate and extended metaphor, especially in poetic images
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conflict: the problem(s) or struggle(s) between or among opposing forces that trigger(s) the action in literature (e.g., person vs. person, person vs. self, person vs. nature, person vs. society) connotation/connotative: an association that a word calls to mind in addition to its dictionary or literal meaning consonance: the repetition of consonant sounds within and at the end of words (e.g., stroke of luck) consumer publications: publications for the use of the general public (e.g., periodicals, pamphlets, advertisements) contrast: to use examples to show how things are different in one or more important ways credibility: quality or power of inspiring belief; capacity for believability denotation/denotative: the literal or standard dictionary meaning of a word digraph: two letters representing a single speech sound (e.g., ph in phone) dipthong: a speech sound beginning with one vowel sound and moving to another vowel sound within the same syllable (e.g., oi in oil) e.g.: (abbreviation for example) precedes a non-‐exhaustive list of examples provided as options; other examples may be appropriate but not included[compare to i.e.] elegy: a song or poem written as a lament for the dead epic: a narrative poem, usually about the adventures and heroic deeds of a folk hero (e.g., Homer's llliad) equivocation: language that is open to interpretation; often deliberately misleading etymology: the history of words; the study of the history of words euphemism: a mild or indirect term that is used in place of one considered harsh or blunt (e.g., passed away instead of died) evidence: statements or information that help in making a conclusion or judgment:
logical evidence -‐ based on earlier known or well-‐known information presented in a clear organized pattern
empirical evidence-‐ information or facts gained by observation or experiment based on scientific analysis
anecdotal evidence -‐ information gained from casual observation, usually presented in a narrative style
expository text: writing that explains or informs through the use of facts, reasons, or examples
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fable: a short narrative that teaches a moral or lesson; main characters are usually animals that speak and act like humans fact: a statement that can be verified as true fairy tale: a fanciful tale about real life problems, usually with imaginary characters such as fairies, trolls, or leprechauns fallacious reasoning: reasoning that is deceptive or liable to mislead false causality: the error of concluding that an event is caused by another event simply because it follows it fantasy: a highly imaginative story characterized by fanciful or supernatural elements figurative language: the use of words to create vivid pictures and ideas in the mind of the reader; not meant to be literally true (e.g., similes, metaphors, idioms, personification) flashback: an account of a conversation, episode, or event that happened before the beginning of a story, told for the purpose of clarifying something in the present; often interrupts the chronological flow of the story fluency: read with ease, expression, and automaticity to support comprehension folktale: a narrative piece (e.g., epic, legend, myth, fable) that is part of the oral or written tradition of a culture passed from generation to generation footnotes: the numbered notes or comments at the bottom or side of a page that comments on a designated part of the text foreshadowing: writer’s use of hints or clues to indicate events that will occur later in a text free verse: a style of poetry that has an irregular rhyme or line pattern; verse that is developed according to author's own style functional text: printed material that is specifically intended to convey information (e.g., instructions, technical manuals, labels, signs, recipes) genre: a category or type of literature based on its style, form, and content (e.g., mystery, adventure, romance, science fiction) grapheme: written representation of a phoneme (e.g., b for /b/, ck for /k/) graphic features: features within or accompanying text, that help to clarify or explain the text (e.g., labels, illustrations, captions, headings, diagrams, charts, tables, titles) graphic organizer: a visual representation of information in an organized manner that is intended to enhance understanding (e.g., Venn diagram, T-‐graph, word web, KWL chart)
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haiku: a style of Japanese poetry consisting of three unrhymed lines of five, seven, and five syllables, traditionally about nature or the seasons historical fiction: a long narrative that recreates an historical period or event based on fact, but embellished with imagined conversation and details homographs: words with the same spelling but with different pronunciations and meanings (e.g., wind, read, bow) homonyms/homophones: words with the same pronunciation but with different meanings, different parts of speech, and usually different spelling hyperbole: figure of speech in which the truth is exaggerated for emphasis or humor i.e.: (abbreviation for that is) precedes a specific list of items in which all of the items should be used [compare to e.g.] idiom: phrase or expression that means something different from what the words actually say; usually understandable to a particular culture, language, or group of people (e.g., let the cat out of the bag) imagery: descriptive language used in literature to recreate sensory experiences, enrich writing, and to make the writing more vivid; sensory details incongruities: text or portions of text having inconsistent or inharmonious parts or elements inflectional endings: see suffix inference: a conclusion derived from facts or premises intonation: the distinctive patterns of rising and falling pitch that enhances the meaning of spoken words irony: using a word or phrase to mean the exact opposite of its literal meaning:
dramatic irony -‐ where the reader or the audience sees a character’s mistakes, but the character does not·∙
verbal irony -‐ where the writer says one thing and means another·∙ irony of situation -‐ where there is a great difference between the purpose of an action and the
result learning log: a student's record of his/her own learning activities, intended to help evaluate his/her own learning and to plan future learning legend: a traditional, historical story of a culture passed from generation to generation limerick: a light, humorous, five-‐line verse with an aabba rhyme pattern linguistic roots: the origin of a word based on the nature, structure, and history of the word
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literal language: language that is true to fact, avoiding exaggeration or metaphor literal meaning: the actual or dictionary meaning of a word or phrase; language that means exactly what it appears to mean loaded words: words that are slanted for or against a topic; words with strong positive or negative connotations logic/logical evidence: the science of correct reasoning; correctly using facts, examples, and reasons to support one's view lyric: a short poem that expresses personal feelings or emotions, often in a songlike style or form main idea: the concept, thought, notion, or impression that is of greatest importance or influence:
literal – adhering to fact or to the primary meaning or intent implied –a suggested meaning or intent (as opposed to explicit) explicit – fully revealed or expressed without vagueness, implication, or ambiguity; leaving no
question as to the meaning or intent main character: a character that plays a prominent role in a literary work metacognitive strategy: the technique or strategy of examining one’s own thinking process; awareness of one’s own thinking process in order to monitor and direct the process to a desired end metaphor: a figure of speech that compares two unlike things in which no word of comparison is used meter: the arrangement of words in a rhythmical pattern, with stressed and unstressed syllables minor character: a character that plays a role of lesser importance to the plot than the main character(s) mood: the feeling(s) the text arouses in the reader (e.g., happiness, sadness, sorrow, peacefulness) moral: the particular value or lesson the author attempts to convey to the reader myth: a traditional or legendary story that deals with supernatural beings, ancestors, or heroes; intended to explain the mysteries of the natural world, or the customs or ideals of a society narrative/narration: a type of fiction or nonfiction that tells a story or series of events onomatopoeia: the use of a word whose pronunciation suggests its meaning (e.g., meow, buzz) onsets: consonant(s) before the vowel(s) in a syllable, including consonant blends and digraphs (e.g., /s/ in sit, /spl/ in split) opinion: a belief or conclusion not supported by evidence or facts
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organization of text: format or structure; often varies with type of text, but common patterns exist: chronological order -‐ details are arranged in the order in which they happen order of importance -‐ details are arranged in order of importance: least important to most
important or most important to least important cause-‐effect -‐ details are arranged to show connections between a result and the events that
preceded it comparison-‐contrast -‐ details are arranged to show similarities and differences between two or
more subjects listing -‐ details are arranged in a simple list classification -‐ details are placed into categories problem-‐solution -‐ details are arranged to show a problem and then a way to solve the problem spatial -‐ details are arranged geographically from left to right, right to left, top to bottom, and so
on mixed -‐ some details are arranged one way, and other details are arranged in another way
overgeneralization: an assumption that all members of a group, nationality, race, or gender have the characteristics observed in some members oversimplification: the use of language which makes something far simpler than it is, to the point of distorting the meaning (e.g., “It’s not so bad…” ) overstatement: a statement that represents something as more than it actually is (e.g., “I have a million things to do today.”) pacing: the reading speed or rate at which text is read paradox: a statement that seems to be contradictory but that actually presents a truth parody: a form of literature that intentionally uses a comic effect to mock a literary work or style peer pressure: a persuasive technique in which the reader is pressured to think or act a particular way so as to be accepted by one’s peers personification: a figure of speech in which something non-‐human is given human characteristics or powers persuasive techniques: devices of persuasion used for the purpose of changing one’s mind, making one take action, or both; usually accomplished by a combination of emotional appeals and logical reasoning (see bandwagon, peer pressure, circular reasoning, oversimplification, transfer, loaded words, testimonial, false causality, overgeneralization, oversimplification) phoneme: the smallest unit of sound within a word that distinguishes one word from another (e.g., cat = /c/ /a/ /t/) phonemic awareness: the awareness of and the ability to manipulate sounds in the spoken word phonogram: a spelling pattern, word family, or rime (e.g., –ame, -‐ack, -‐ay, -‐in)
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plot: the action or sequence of related events that make up a story, consisting of five basic elements:
exposition – the opening of a short story up to the point that the conflict is introduced to the reader
rising action – the chain of events in which the conflicts intensify climax – the point of highest interest; point at which the reader makes his greatest emotional
response; the point in the story in which rising action is about to turn into falling action falling action – takes place after the climax when the action begins to wind down or conflicts
begin to lessen resolution – tells how the story conflict is resolved and ties up loose ends from the story
poetry: the expression of traditionally rhythmic compositions (sometimes rhymed, expressing ideas, experiences, or emotions) in a style more concentrated, imaginative, and powerful than that of ordinary speech or prose; generally categorized into specific forms based on purpose (e.g., elegies, ballads, parodies) and/or meter or rhyme scheme (e.g., sonnets, limericks, cinquains, free verse, haikus) point of view: the perspective from which the story is told:
first person – the narrator is a character who tells the story as he or she experienced, saw, heard, and understood it; identified by the first person pronouns I or we
third person omniscient – the narrator is all-‐knowing, with the ability to see into the minds of more than one character
third person limited -‐ the narrator has the ability to see into the mind of only one character prefix: a linguistic unit added to the beginning of a word which changes its meaning (i.e., re-‐, mis-‐, un-‐) primary source: an original source that informs directly, not through another person’s explanation or interpretation (e.g., firsthand reports, diaries, letters, journals, original documents) print concepts: the prerequisite skills students need about print as they learn how to read:
book handling ( e.g., front of book, print contains meaning, left page before right)·∙ directional behavior (e.g., where to start, left to right, return sweep) visual scanning and analysis language concepts (e.g., meaning of punctuation marks, capital letters) hierarchal concepts (e.g., word by word matching, difference between letter and word)
prior knowledge: knowledge gained from previous experience(s) prose: written or spoken language that is not poetry (verse) prosody: the rhythmic and inflectional aspect of language; expression r-‐controlled vowels: a vowel whose sound is influenced by an r that directly follows it (e.g., farm, her, first, torn, nurse) redundancy: repetition that is needless or distracting repetition: repeating a word, phrase, sentence, or the like for impact and effect
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rhetorical device: literary device that is intended to emphasize a point, not to obtain a response rhyme: identical or very similar recurring final sounds in words within, or more frequently, at the ends of lines of verse rhythm: a pattern of repeated cadence or accent in speech or text rimes: the vowel(s) and any following consonant(s) in a syllable (e.g., /it/ in sit, /oat in float) root: in a complex word, the meaningful base form after all affixes are removed root word: meaningful base form after all affixes are removed satire: a literary technique that combines a critical attitude with humor, often with the intent of correcting or changing the subject of the satire search engine: computer software used to search data for specified information secondary source: a source that contains information others have gathered and interpreted; indirect or secondhand information (e.g., newspaper and magazine accounts, encyclopedia articles, research studies, web sites, documentaries) sequencing: the arrangement or ordering of subject matter to aid understanding:·∙
developmental chronological easy to difficult (difficult to easy) part to whole (whole to part)
setting: the time of day or year; historical period, place, situation simile: figure of speech comparing two things that are unlike; uses the words like and as (e.g., as strong as an ox, flies like an eagle) soliloquy: lines in a drama in which a character reveals his or her thoughts to the audience, but not to the other characters, by speaking as if to himself or herself sonnet: a poem consisting of 14 lines with a formal rhyme scheme, which expresses a thought or feeling in a unified way stylistic elements: components of a distinctive manner of expression; elements that comprise a literary style suffix: a linguistic unit added to the end of a base word which changes the word’s meaning or grammatical function (e.g., -‐ed, -‐ly, -‐ness)
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symbol: person, place, or thing that represents something beyond itself (e.g., sword can stand for war, a desert might represent loneliness or solitude, a dove as a symbol of peace) symbolism: a literary technique in which an author uses symbols to represent concrete ideas, events, or relationships synonym: one of two or more words that have a highly similar meaning (e.g., grip and grasp) syntax: the study of sentence structure with emphasis on the grammatical relationships of the words and other elements testimonial: a persuasive technique in which a personal success story is used to influence others text features: components that support and clarify text (e.g., illustrations, titles, topic sentences, key words) theme: the underlying idea or statement that the author is trying to convey tone: the overall feeling or effect created by a writer’s use of words (e.g., playful, serious, bitter, angry, sarcastic) transfer: a persuasive technique that attempts to transfer positive feelings associated with images not necessarily related to the issue (e.g., a fabric softener advertisement set in beautiful, clear mountain scenery, implying freshness) understatement: a statement that represents something as less than it actually is (e.g., The hurricane was a little windy.) workplace documents: text, forms, or documents specifically used in the workplace or for business purposes (e.g., memos, business letters, applications, resumes, e-‐mails)
Mathematical/Logical (Math)
absolute value: a number's distance from zero on a number line; the absolute value of -‐4 is 4; the absolute value of 4 is 4 symbolically, |-‐4| = 4 and |4| = 4 actual measure: the exact measurement of an object acute angle: an angle whose measure is between 0 and 90° addends: numbers used in the mathematical operation of addition addition: a mathematical operation based on “putting things together” additive inverses: two numbers whose sum is zero (opposites)
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adjacent angles: two coplanar angles that share a common side and a common vertex but do not share common interior points algebraic expression: a group of numbers, symbols, and variables that express a single or series of operations; mathematical phrase with one or more terms, one or more variables algebraic sentence: an equation or inequality that represents a relationship between two expressions algorithm: a set of step-‐by-‐step instructions for completing a task alternate exterior angles: angles formed by a transversal intersecting two lines; angles on opposite sides of the transversal, having two different vertices, and outside the lines alternate interior angles: angles formed by a transversal intersecting two lines; angles on opposite sides of the transversal, having two different vertices, and between the lines analog clock: a device, with an hour, minute and second hand which shows a continuous sweep of time passing rather than in “jumps” (digital) angle: a geometric figure consisting of two rays with a common endpoint (vertex) angle bisector: a line or ray that divides an angle into two congruent angles appropriate math terminology: vocabulary that accurately defines mathematical, concepts, operations and content at a given grade level appropriate measure of accuracy: the degree of accuracy required for a given mathematical task ( i.e., approximating the number of cubic inches needed in determining the volume of space for packing would have a need for less accuracy than say, the measurement of a piece of molding to fit precisely on a door frame) approximation: a value that is sufficiently exact for a specified purpose arc: a part of a circle that consists of two points, called endpoints, and all points of the circle between them area: The 2-‐dimensional space enclosed by the perimeter is called the area. arithmetic fact: any of the basic addition and multiplication numerical statements and the corresponding subtraction and division relationships arithmetic sequence: a set of ordered terms in which the difference between consecutive terms is constant array: a rectangular arrangement of objects in rows and columns (no gaps and no overlaps) ascending order: a listing in which numbers or terms are organized in increasing value.
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associative property: the property that states for real numbers a, b, and c, (a + b) + c = a + (b + c) and (ab)c = a(bc). Essentially this property is a grouping of three terms where the sum and product of the first two with the third is the same as the sum or product of the last two and the first. attribute: a common feature of a set of objects or numbers average: See mean. axiom: a self-‐evident truth; a truth without proof and from which further statements, or theorems, can be derived axis: either of two perpendicular number lines used to form a coordinate plane bar graph: a graph in which horizontal or vertical bars represent data base: a term used as a factor for repeated multiplication (i.e., in 47, 4 is the base) base of a polygon: the side(s) that is perpendicular to the height base of a polyhedron: either of the two congruent parallel faces of a prism; the face of a pyramid that does not have to be a triangle biased sample: a sample that is not representative of a population biconditional: a logical statement containing the phrase “if and only if” (iff) ; both the statement and its converse are true binomial: an expression consisting of two terms connected by a plus or minus sign (i.e., 4a+6) bisect: to divide into two congruent parts box and whisker plot: a graph that uses a rectangle to represent the middle 50% of a set of data and line segments (or whiskers) where each represents 25% of the data; A line segment representing the median value divides the rectangle so that each section represents 25% of the data.
calculation: action, process, or result of a mathematical computation
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capacity: a measure of how much (volume) a container can hold causation: an action that produces an effect Celsius: metric measurement of temperature (i.e., 32 degrees Celsius, 32°c) census: data collected from every member of the identified population centimeter: a metric unit of length equivalent to 1/100 of a meter chord of a circle: a segment joining any two points on the circle circle: a set of points in a plane equidistant from a given point called the center circle graph: a graph in which a circle is divided into sectors in order to compare different parts of a data set to the entire set (i.e., pie graph) circumference: the perimeter of a circle closure property: a set is closed under an operation if the application of the operation on any members in the set always results in a member of that set coefficient: the numerical factor in an algebraic term (i.e., in 7x, 7 is the co-‐efficient) collinear: a set of points is said to be collinear if they lie on a single straight line combinations: a group of unordered items or events taken from a larger group (i.e., the number of three-‐person committees that can be chosen from a group of 21) common denominator: any nonzero number that is a multiple of the denominators of two or more fractions common factor: any number that is a factor of two or more numbers (i.e., 4 is a common factor of 8 and 12) common multiple: a term that contains two or more terms as factors commutative property: the property in addition and multiplication that states the order in which two terms are added or multiplied does not change the results. For real numbers a and b, a + b = b + a and ab = ba complementary angles: two angles, the sum of whose measures is 90° complex fraction: a fraction that contains one or more fractions in the numerator or denominator complex number: a number that can be written in the form a + bi, where a and b are real numbers and i
is the imaginary number,
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composite number: a number that has more than two numerical factors concave polygon: a polygon with one or more diagonals that have points outside the polygon conclusion: the then clause of a conditional statement conditional statement: a statement in “if-‐then” form where the “if” clause is called the hypothesis and the “then” clause is called the conclusion cone: a three-‐dimensional figure generated by rotating a right triangle about one of its legs concrete objects: physical objects used to represent mathematical situations congruent: coinciding exactly when superimposed conjecture: an unproven statement based on observations consecutive: in order, with nothing missing consecutive exterior angles: angles formed by a transversal intersecting two lines; angles on the same side of the transversal, having two different vertices, and outside the two lines; if the two lines are parallel, the same side exterior angles are supplementary consecutive interior angles: angles formed by a transversal intersecting two lines: angles on the same side of the transversal, having two different vertices, and inside the two lines; if the two lines are parallel, the same side interior angles are supplementary constant: a quantity that always stays the same construct: a conclusion or result built or put together systematically contextual situation: relating a mathematical problem to a real modeled or illustrated circumstance continuous data: data in which there are no gaps, jumps or holes; data that can be measured and broken down into smaller parts and still have meaning; temperature and time are continuous contrapositive of a statement: a new statement obtained by exchanging the negation of the conclusion with the negation of the hypothesis of a conditional statement converse of a statement: a new statement obtained by exchanging the hypothesis and the conclusion of a conditional statement convex polygon: a polygon with each interior angle measuring less than 180º; all diagonals of a convex polygon lie inside the polygon
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coordinate system (Cartesian): a two dimensional system in which the coordinates of a point are its distances from the origin, the intersection of the x and y axes coordinates of a point: an ordered pair of real numbers that locates a point in a plane coplanar: in the same plane correlation: an association between two variables corresponding angles: angles formed by a transversal intersecting two lines; angles on the same side of the transversal, having two different vertices, and in the same relative position; if the two lines are parallel, the corresponding angles are congruent cosine: in a right triangle, the ratio of the length of the leg adjacent to an acute angle to the length of the hypotenuse counterexample: an example that shows that a conjecture is not always true counting numbers: the set of numbers consisting of 1, 2, 3, 4, 5, 6, ... (natural numbers) cube: the third power of a number; a regular 3-‐dimensional figure having six congruent square faces customary system of measurement: the measuring system used most often in the United States (i.e., inches, pounds, gallon) cylinder: a 3-‐dimensional figure composed of two congruent and parallel circular regions joined by a curved surface data: information gathered by observation, questioning or measurement, usually expressed with numbers data sets: a defined group of information, especially numerical decimal number system: a place value number system based on groupings by powers of ten decimal point: the point used to write values less than one in the base ten number system deductive reasoning: a series of logical steps in which a conclusion is drawn directly from a set of statements (premises) that are assumed to be true degree: a unit of measure for angles based on dividing a circle into 360 equal parts; or a unit of measure for temperature denominator: the number of equal parts into which a whole is divided (i.e., in the fraction ¾, 4 is the denominator) density property: between any pair of rational numbers there is another number
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dependent events: two events in which the outcome of the second event is affected by the outcome of the first event dependent variable: in a function, the variable that is determined by the value of the related independent variable descending: an order in which numbers or terms are organized in decreasing value diagonal: a line segment joining two non-‐adjacent vertices of a polygon diameter: a chord that contains the center of the circle difference: the result of a subtraction digit: in the base ten numeration system, one of the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 digital clock: a device for telling time, makes jumps from number to number ( digital clocks usually use numbers with a colon separating the hour from the minutes, 6:30) dilation: a transformation that either enlarges or reduces a geometric figure proportionately dimension: a measure in one direction (i.e., length or width) discrete data: involves a count of data items that can’t be broken down into smaller units, such as number of defects, people, or items discrete mathematics: the study of mathematics dealing with objects that can assume only certain “discrete” values; discrete objects can be characterized by integers whereas continuous objects require real numbers dissection: to separate into parts, usually equal distance: the length of the shortest line segment joining two points distance formula: a formula used to find the distance between two points identified by their ordered pairs:
distortions of sets of data: the use of incorrect proportion, design variation in comparing to sets of data, lack of context or insignificant data used in direct comparison with meaningful data distributive property: the distributive property of multiplication over addition or subtraction is a multiplication of a group of terms such that the multiplier is multiplied by each and every term in the group a, b, and c, a(b + c) = ab + ac and a(b -‐ c) = ab –ac dividend: in a division problem, the quantity to be divided
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divisibility: one whole number is divisible by another whole number if the result of the division is a whole number without a remainder division: a mathematical operation based on separating into equal parts divisor: in a division problem, the quantity by which another quantity is divided domain: the set of values for the independent variable of a function (i.e., usually, the x values of a function) edge of a polyhedron: a line segment where two faces of a polyhedron meet edge (vertex-‐edge graph): the path that joins two vertices elapsed time: time between two events ellipsis: the mark “…” to indicate the continuance of a pattern empty set: a set that contains no elements endpoint: the point at either end of a line segment; also, the initial point of a ray equation: a mathematical sentence in which equivalent values are separated by an equal sign equivalent: equal in value, but in a different form equilateral triangle: a triangle with three congruent sides estimate: a close rather than exact answer evaluate: to find the numerical value of a mathematical expression even number: an integer that is divisible by two without a remainder event: one of the many occurrences that can take place during a probability activity expanded notation: a way to write numbers that shows the place value of each digit. (i.e., 343 = 300+40+3) experimental (empirical) probability: relating to the outcomes of an actual performance of a probability activity exponent: a number placed to the right of and above a non-‐zero base that indicates how many times
the base is used as a factor; a base with a zero exponent is equal to 1 (i.e., , and
)
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exponential function: a function commonly used to study growth and decay; it has a form y = ax expression: a mathematical phrase containing one or more terms linked by operation symbols face of a polyhedron: a flat surface on a 3-‐dimensional object fact family: a collection of related addition and subtraction facts, or multiplication and division facts, made from the same numbers factor (noun): a number or expression that evenly divides another quantity (i.e., 4 is a factor of 12; and (x + l) is a factor of x2 + 3x + 2) factor (verb): to represent a number as a product of factors Fahrenheit: the customary scale system for temperature measurement (32°F) finite set: a set that contains a countable number of elements formula: a general mathematical rule using variables fractal: an algebraically generated complex geometric shape having the property of being endlessly self-‐similar under magnification
fraction: a number in the form , where b is not zero
fractional part: part of a whole or part of a group that is less than a whole frequency table: a collection of data that specifies the number of occurrences in each of several categories function: (input – output) a dependent relationship between two sets of numbers in which a value in the first set determines one and only one element in the second set geometric model: a model of mathematical concepts using geometric representations geometric sequence: a set of ordered terms in which the ratio between consecutive terms is constant geometric solid: a 3-‐dimensional shape bounded by surfaces (i.e., rectangular prism, pyramid, cylinder, cone, and sphere) graph: a pictorial device that shows a relationship between variables or sets of data greatest common factor: largest factor that two or more numbers have in common (GFC) (i.e., the GFC of 8 and 12 is 4) grouping symbols: symbols of inclusion; parentheses, brackets, braces or bars (i.e., ( ) , [ ] , {} , ̅ )
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height: the perpendicular distance to a base from a vertex or between bases hexagon: a polygon with six sides histogram: a vertical bar graph with each bar representing a certain interval of data horizontal: parallel to or in the plane of the horizon; in a coordinate grid, the x-‐axis is a horizontal line hypotenuse: the side opposite the right angle in a right triangle hypothesis: the if clause of a conditional statement identity element: a number when used in an operation with a given number leaves the given number unchanged; the identity element for addition is zero; the identity element for multiplication is 1 image: a figure created as the result of a transformation
imaginary numbers: the square root of a negative number expressed using i ( ) improper fraction: a fraction in which the numerator is greater than the denominator independent events: two events in which the outcome of the second event does not related to the outcome of the first event indirect proof: a deductive proof using contradiction or elimination to rule out all possible conclusions except the desired one inductive reasoning: making a generalization based on observation of specific cases or patterns (i.e., formulating a rule after considering several parts of a pattern) inequality: a statement indicating that two quantities are not equal inference: a conclusion drawn from data infinite set: the set in which the number of elements cannot be counted or determined (never ending) inscribed angles: an angle with its vertex on the circle and with sides that are chords of the circle integers: the set of numbers consisting of the whole numbers and their opposites … -‐2, -‐1, 0, 1, 2 … interval: the set of numbers between two numbers a and b; the interval may include a or b inverse operation: a related but opposite process (i.e., multiplication is the inverse of division) inverse of a statement: a new statement obtained by negating both the hypothesis and the conclusion of a conditional statement
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irrational numbers: a set of numbers that cannot be expressed as a ratio of two integers (i.e., ) isosceles triangle: a triangle that has at least two congruent sides iterative pattern: a pattern generated by using an initial value and repeatedly applying an operation (i.e., 4,7,10,13, is adding 3 each time) kite: a quadrilateral with two distinct pairs of adjacent, congruent sides lateral surface: in a prism or a pyramid, it is the face that is not a base least common multiple: the smallest number for which two or more numbers are factors (i.e., the LCM of 3, 4, and 6 is 12) line: an undefined geometric term; a straight path that extends infinitely in opposite directions; a line that has no thickness line graph: a graph in which points are connected by line segments to represent data line of best fit: a line drawn on a scatter plot to estimate the relationship between two sets variables in a set of data line of symmetry: a line that divides a figure into two congruent parts that are mirror images of each other line plots: a sketch of data in which check marks, x’s, or other marks above a number line shows the frequency of each value line segment: a part of a line that consists of two points, called endpoints, and all the points between them linear equation: a polynomial equation containing one or more terms in which the variable is raised to the power of one but no higher linear function: a function that has a constant rate of change and can be modeled by a straight line liter: a metric unit of capacity, equal to the volume of a cube that measures ten centimeters on a side logic: a system of reasoning used to validate arguments lowest common denominator: the least common multiple of the denominators of every fraction in a given collection of fractions magnitude: size or quantity
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manipulatives: a wide variety of physical materials, objects, and supplies that students use to foster the learning of abstract ideas in mathematics matrix: a rectangular array of numbers or letters arranged in rows and columns (matrices) mass: matter within an object maximum: the greatest value mean: a measure of central tendency where the sum of a set of numbers is divided by the number of elements in the set; often referred to as the average measures of central tendency: numbers that communicate the "center" or "middle" of a set of data. The mean, median, and mode are statistical measures of central tendency. median: a measure of central tendency that identifies a value such that half the data is above the value and half the data is below the value when the data is listed in order metric system of measurement: a measurement system based on the base-‐ten numeration system (i.e., meter, liter, gram) midpoint: a point on a geometric figure halfway between two points minimum: the least value minuend: in subtraction, the minuend is the number from which you are subtracting
ex. 90,000 minuend -‐3,456 subtrahend 86,544 difference
mixed number: a number that is equal to the sum of a whole number and a fraction mode: a measure of central tendency that is the value or values that occurs most frequently in a given set of numbers model (noun): a representation of concrete materials, objects or drawings model (verb): use of concrete materials and the use of the symbolic monomial: an expression consisting of a single term (i.e., 5y) multiple of a number: a number into which the given number may be divided with no remainder multiplication: the operation of repeated addition (i.e., 4 x 3 is the same as 4+4+4) natural numbers: the set of counting numbers consisting of 1, 2, 3, 4, 5, 6...
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negative number: a number less than zero net of a polyhedron: a two-‐dimensional representation of the surface of a three-‐dimensional figure that has been unfolded normal curve: in statistics, the distribution of data along a bell-‐shaped curve that reaches its maximum height at the mean normal distribution: a “bell-‐shaped” probability distribution; there are as many values that are less than the mean as there are values that are greater than the mean number line: a diagram that represents numbers as points on a line with a uniform scale number sentence: an equation or inequality with numbers numerator: the number or expression written above the line in a fraction; it tells how many equal parts of a total number of parts are described by a fraction obtuse angle: an angle whose measure is greater than 90° and less than 180° octagon: a polygon with eight sides odd number: an integer that is not divisible by two open sentence: a statement that contains at least one unknown (i.e., 6 + x = 14) operation: an action performed on some set of quantities (i.e., addition, raising to a power) order of operations: the sequence in which operations are performed when evaluating an expression ordered pair: a pair of numbers used to locate points in the coordinate plane ordinal number: a whole number that names the position of an object in a sequence origin: the intersection of the x-‐ and y-‐axes in a coordinate plane; the origin is described by the ordered pair (0,0) outcome: one of the possible events in a probability situation outcome set: set of all outcomes of a given situation outliers/extreme values: numerical data piece that are significantly larger or smaller than the rest of the data in a set parallel lines: lines in the same plane that never intersect and are always the same distance apart parallelogram: a quadrilateral with opposite sides parallel and congruent
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pattern: a set or sequence of shapes or numbers that are repeated in a predictable manner pentagon: a polygon with five sides percent: a ratio that compares a number to 100 ( % ) perfect square: a whole number whose square root is a whole number perimeter: the distance around a shape or figure permutation: an ordered arrangement of a set of events or items (if you put the items or events into a different order, you have a different permutation) perpendicular lines: two lines that intersect to form right angles pi: the ratio of the circumference of a circle to its diameter. Pi is an irrational number and approximately
equal to 3.14 or
pictograph: a graph that uses pictures or symbols to represent data place value: the value of the position of a digit in a numeral plane: an undefined geometric term; a flat surface that extends infinitely in all directions point: an undefined geometric term; denotes an exact location in space; a point has no size polygon: a closed 2-‐dimensional figure made up of segments, called sides, which intersect only at their endpoints, called vertices polyhedron: a closed 3-‐dimensional figure in which all the surfaces are polygons polynomial: an expression consisting of two or more terms population: in statistics, an entire set of objects, observations, or scores that have something in common postulate: a mathematical statement that is accepted as true without proof power: a number with a base and an exponent predictions: use of base information to produce an approximation of change or result pre-‐image: a picture or object before it undergoes a transformation premise: a statement that is given to be true
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prime number: a positive integer that has exactly two different positive factors, itself and one; one is not a prime number prime factorization: a composite number expressed as the product of factors that are prime numbers prism: 3-‐dimensional figures that have two congruent and parallel face that are polygons; the remaining faces are parallelograms probability: the measure of the likelihood of an event occurring product: the result of multiplication proof: a logical argument that shows why a statement must be true proper fraction: a fraction whose numerator is an integer smaller than its integral denominator properties of operations: mathematical principals that are always true (i.e., commutative, associative, distributive and inverses) proportion: the statement of equality between two ratios proportionality: the concept of having equivalent ratios pyramid: a 3-‐dimensional figure whose base is a polygon and who’s other faces are triangles that share a common vertex Pythagorean theorem: in a right triangle, the sum of the squares of the lengths of the legs is equal to the square of the length of the hypotenuse (a²+b²= c²) quadrant: one of the four sections into which the coordinate plane is divided by the x-‐ and y-‐axes quadratic equation: a polynomial equation containing one or more terms in which the variable is raised to the second power but no higher quadratic formula: the formula used to find the roots of quadratic equations;
quadratic function: a function that has an equation of the form: ; a function of degree two quadrilateral: a polygon with four sides quartiles: the quartiles divide an ordered set of data into four groups of the same size quotient: the result of division of one quantity by another (dividend ÷ divisor = quotient)
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radius of a circle: a segment whose endpoints are the center of the circle and a point on the circle (radii) random sample: each item or element of the population has an equal chance of being chosen as part of a sample of the population range: the set of output values for a function range (of data set): the difference between the greatest and least number in a set of numbers rate: a ratio comparing two different units (i.e., miles per hour or cents per pound)
ratio: a comparison of two values by division; a ratio can be expressed as a to b, , or a:b
rational number: a number that can be expressed as a ratio of two integers ray: a geometric figure that extends infinitely along a straight path from a point, called its endpoint real numbers: the set of numbers combining rational and irrational numbers reasonable estimations: approximations based on mathematical reasoning that are with in the desired degree of accuracy (i.e., 35+43= reasonable estimation would be 75 or 80 not 100 or 700) reciprocals: two numbers whose product is equal to one (multiplicative inverses) rectangle: a quadrilateral with two pairs of congruent, parallel sides and four right angles (square, parallelogram, quadrilateral, polygon) recursive pattern: a pattern that uses the solution from previous steps to generate the solution to the next step. (i.e., 2,2,4,6,10,16…) reflection: a transformation creating a mirror image of a figure on the opposite side of a line reflex angle: an angle that is greater than 180° and less than 360° reflexive property: the property that states a quantity is equal to itself; the property that states an object is congruent to itself regular polygon: a convex polygon in which the angles are equiangular and sides are equilateral repeating decimal: a decimal in which one or more digit(s) repeats without termination rhombus: a parallelogram with four congruent sides. (plural: rhombi) right angle: an angle whose measure is 90° right triangle: a triangle that contains a right angle
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root: the inverse of a power rotation: a transformation in which a figure is turned a given angle and direction around a point rounding: approximating a number by analyzing a specific place value sample: a part of the total population; used in statistics to make predictions about the characteristics of the entire group sample space: a list of all possible outcomes of an activity scale: (1) an instrument used for weighing; (2) a system of marks at fixed intervals used in measurement or graphing scale factor: the ratio between the lengths of corresponding sides of two similar figures scalene triangle: a triangle with no sides the same length and no congruent angles scatter plot: a graph of the points representing a collection of data scientific notation: a form of writing a number expressed as a power of 10 and a decimal number greater than or equal to one and less than ten secant: a line that intersects a circle at exactly two points; a line that contains a chord of a circle sector: a region defined by a central angle and an arc signed number: a positive or negative number similar figures: figures that are the same shape but not necessarily the same size sine: in a right triangle, the ratio of the length of the leg opposite the given angle to the hypotenuse skip counting: counting by equal intervals (i.e., 2,4,6… or 4,8,12…) slope of a line: the measure of steepness of a line; the ratio of rise over run; or change in y over change in x solid: a 3-‐dimensional figure solution: a value for a variable that makes an equation or inequality true solution set: a set consisting of all values that make an equation or inequality true space: the set of all possible points
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sphere: a 3-‐dimensional figure made up of all points in space equidistant from a given point called the center square: a parallelogram with four congruent sides and four right angles square root: one of the two equal factors of a number standard notation: a number written with one digit for each place value in base ten; the most familiar way of representing whole numbers, integers, and decimals is standard notation (i.e., three hundred fifty six is 356) statistics: the collection, organization, description and analysis of data; statistics are quantitative data stem-‐and-‐leaf plot: a display of data in which digits with larger place values (10’s) are “stems” and digits with smaller place values (1’s) are “leaves” straight angle: an angle whose measure is 180°; it is formed by two opposite rays subscript: a number written to the right of and slightly below a term; usually used for indexing substitution property: the property that allows equal values to replace each other subtraction: a mathematical operation that gives the difference between two numbers; subtraction also is used to compare two numbers or sets subtrahend: in subtraction, the subtrahend is the number being subtracted
750 minuend -‐ 84 subtrahend 666 difference
sum: the result of an addition supplementary angles: two angles the sum of whose measures is 180° surface area: the total area of the faces (including the bases) and curved surfaces of a three-‐dimensional figure symbol: a sign or token used to represent something, such as an operation, quantity, or relation symmetric property: the property that states for real numbers a and b, if a = b, then b = a symmetry: a correspondence in size, form, and arrangement of parts, related to a plane, line, or point; for example, a figure that has line symmetry has two halves that coincide if folded along a line of symmetry system of equations: a set of two or more equations with the same number of unknowns
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tangent: in a right triangle, the ratio of the length of the leg opposite an acute angle to the leg adjacent to the acute angle tangent to a circle: a line in the plane of a circle that touches a circle in exactly one point (tangent line) t-‐chart: a mathematical organizer to display and record data, patterns, or functions/rules in an organized way term: a product or quotient of numerals or variables or both; terms are separated by plus or minus signs in an expression terminating decimal: a decimal that contains a finite number of digits tessellation: a covering of a plane without overlaps or gaps using combinations of congruent figures theorem: a mathematical statement or proposition derived from previously accepted results theoretical probability: the probability of an event without doing an experiment or analyzing data transformation: an operation that creates an image from an original figure or pre-‐image transitive property: the property that states for real numbers a, b, and c, if a = b and b = c, then a = c or if a > b and b > c then, a > c or if a < b and b < c, then a < c translation: a transformation that moves every point on a figure a given distance in a given direction transversal: a line that intersects two or more lines in a plane at different points trapezoid: a quadrilateral that has exactly one pair of parallel sides Tree diagram: a tree diagram used to find all the possible permutations for a set of items or the prime factorization of a number of a number trend: the general drift, tendency, or direction of a data trend line: a line that represents a general pattern for a set of data triangle: a polygon with three sides trigonometric ratios: the ratios of the lengths of pairs of sides in a right triangle (i.e., sine, cosine and tangent) unit fraction: a fraction with a numerator of one unit price: the price of something for one unit of measure valid argument: an argument that is correctly inferred or deduced from a premise
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variability: numbers that describe how spread out a set of data is (i.e., range and quartile) variable: a symbol that represents a quantity venn diagram: a representation that uses circles to show relationships between sets vertex: the point at which the rays of an angle, two sides of a polygon, or the edges of a polyhedron meet (vertices) vertical: at right angles to the horizon vertical angles: the opposite angles formed when two lines intersect volume: the measure of the capacity of a three-‐dimensional figure, measured in cubic units whole: the entire object, collection of objects, or quantity being considered whole numbers: the set of numbers consisting of the counting numbers and zero (i.e., 0, 1, 2, 3 . . . ) x-‐intercept: the coordinate at which the graph of a line intersects the x-‐axis y-‐intercept: the coordinate at which the graph of a line intersects the y-‐axis
Mathematical/Logical (Science)
abiotic: nonliving absorb: to take up (e.g., plant roots absorb water) adaptation: hereditary features of organisms that allow them to live in a particular environment affect: to have an influence on affluence: plentiful supply of material goods; wealth applied science: research aimed at answering questions that have practical applications, e.g., determining the causes of diseases so that cures might be found asteroid: small rocky body orbiting the Sun atmosphere: gaseous envelope surrounding the Earth atom: smallest particle of an element that retains the chemical nature of the element
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barometric pressure: atmospheric pressure as indicated by a barometer, used especially in weather forecasting basic science: research designed to describe or explain nature to satisfy one's curiosity bias: statistical sampling or testing error caused by systematically favoring some outcomes over others biodiversity:
1. number and variety of organisms found within a specified geographic region 2. variability among organisms, including the variability within and between species and within
and between ecosystems biome: broad area of the Earth's surface characterized by distinctive vegetation and associated animal life; e.g., broad-‐leaf forest biome, grassland biome, desert biome biotic: relating to life or living organisms calorimetric: relating to the measurement of heat energy by means of temperature measurements camouflage: concealment by disguise or protective coloring carrying capacity: maximum number of individuals that a given environment can support for a sustained period of time catalyst: substance, usually used in small amounts relative to the reactants, that modifies and increases the rate of a reaction without being consumed in the process cellular respiration: metabolic processes which break down nutrients into usable energy circuit:
1. closed path followed or capable of being followed by an electric current 2. configuration of electrically or electromagnetically connected components or devices
cirrus: high-‐altitude cloud composed of narrow bands or patches of thin, generally white, fleecy parts characteristic: distinguishing trait, feature, quality, or property cladistics: system of classification that constructs evolutionary trees, showing how shared derived characters can be used to reveal degrees of evolutionary relationships between existing and extinct species classification system: method of organization of objects or organisms using distinct characteristics or features classify: to arrange or organize according to class or category
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climate: average course or condition of the weather at a place usually over a period of years as exhibited by temperature, wind velocity and precipitation comet: body of dust, ice, and gas, which orbits the Sun; the orbit is usually highly elliptical or even parabolic community: group of plants and animals living and interacting with one another in a specific region under relatively similar environmental conditions compound: substance formed from two or more elements chemically united in fixed proportions conduction: process by which heat or electrical energy is transmitted through a material or body without gross motion of the medium itself conifer: any of various mostly needle-‐leaved or scale-‐leaved, chiefly evergreen, cone-‐bearing gymnosperm trees or shrubs such as pines, spruces, and firs conservation:
Life science: the protection, preservation, management, or restoration of wildlife and of natural resources such as forests, soil, and water, to prevent exploitation, destruction or neglect Physical science: a unifying principle of constancy of a quantity under specified conditions
constellation: formation of stars perceived as a figure or design, especially one of 88 recognized groups named after characters from classical mythology and various common animals and objects consumer: organisms requiring complex organic compounds for food, which is obtained by preying on other organisms or by eating particles of organic matter contrail: artificial cloud created by an aircraft, caused either by condensation due to the reduction in air pressure above the wing surface, or by water vapor in the engine exhaust controlled investigation: investigation in which all but one variable remain constant convection: transfer of heat energy in a gas or liquid by the circulation of currents of matter from one region to another cumulus: dense, white, fluffy, flat-‐based cloud with a multiple rounded top and a well-‐defined outline, usually formed by the ascent of thermally unstable air masses data: factual information, from observations, organized for analysis decomposer: organisms such as bacteria and fungi that feed and break down dead organisms, returning constituents of organic substances to the environment deformation: alteration of shape, as by pressure or stress deposition
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1. act of depositing, especially the laying down of matter by a natural process 2. something deposited; a deposit
distinguish: to perceive or indicate differences; discriminate dominant: of, relating to, or being an allele that produces the same phenotypic effect whether inherited with a homozygous or heterozygous allele DNA: (Deoxyribonucleic acid) double strand of nucleotides that is a self-‐replicating molecule present in living organisms as the main constituent of chromosomes; contains the genetic code and transmits the heredity pattern ecology: study of the interactions and relationships between and among organisms and their environment ecosystem: all the organisms in a given area and the abiotic factors with which they interact eclipse: partial or complete obscuring, relative to a designated observer, of one celestial body by another electron: negatively charged fundamental particle in an atom element: any of more than 100 fundamental substances that consist of atoms of only one atomic number and that singly or in combination constitute all matter environment: sum of all external conditions affecting the life, development and survival of an organism, including the biotic (living) and abiotic (non-‐living) elements erosion: group of natural processes, including weathering, dissolution, abrasion, corrosion, and transportation, by which material is worn away from the Earth's surface eukaryotic: referring to a cell with a nucleus and other internal structure experimentation: act of conducting a controlled test or investigation extinct: no longer in existence fertilization:
1. act or process of initiating biological reproduction by insemination or pollination 2. union of male and female gametes to form a zygote
food chain: arrangement of the organisms of an ecological community according to the order of predation in which each uses the next as a food source food web: totality of interacting food chains in an ecological community
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force:
K-‐6: push or pull that changes the motion or shape of an object 7-‐ HS: vector quantity that tends to produce an acceleration of a body in the direction of its application
formulate: to devise or invent frequency: ratio of the number of times an event occurs in a series of trials of a chance experiment to the number of trials of the experiment performed; the number of cycles an oscillating system executes in one second friction: force that resists relative motion between two bodies in contact front (weather): interface between air masses of different temperatures or densities gas: state of matter that does not have a definite shape or volume and is much less dense than a liquid because its molecules are far apart compared to their diameters genotype: particular combination of genes in an organism gravitation: universal force by which every body in the universe attracts every other body gravity: attraction of the mass of the Earth, the Moon or a planet for bodies at or near its surface greenhouse gas: atmospheric gas such as carbon dioxide, water vapor, and methane that allows incoming sunlight to pass through but absorbs infrared radiation radiated back from the Earth's surface, leading to the phenomenon whereby the Earth's atmosphere traps solar radiation guided investigation: teacher-‐directed investigation habitat: place or environment where a plant or animal naturally or normally lives and grows hazardous waste: substance, such as nuclear waste or an industrial byproduct, that is potentially damaging to the environment and harmful to humans and other organisms heredity: genetic transmission of characteristics from parent to offspring heterogeneous: consisting of dissimilar elements or parts homogeneous: uniform in structure or composition throughout hydrosphere: aqueous envelope of the Earth, including the oceans, all lakes, streams, and underground waters, ice, and the aqueous vapor in the atmosphere hypothesis:
K-‐5: statement of an anticipated result of an investigation
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6-‐HS: proposed relationship among observable phenomena or an inferred explanation for those phenomena
igneous: relating to, resulting from, or suggestive of the intrusion or extrusion of magma or volcanic activity; rock formed from molten magma inorganic: involving neither organic life nor the products of organic life
Chemistry: of or relating to compounds not containing carbon
interdependence: state of organisms depending on each other and the environment for survival interpretation: explanation interrelationships: interactions between two or more objects or organisms invertebrate: animal, such as an insect or mollusk, that lacks a backbone or spinal column investigation: inquiry, research, or systematic examination involuntary: not under the influence or control of the will; not voluntary; as, the involuntary movements of the body (involuntary muscle fibers) isotope: any of two or more species of atoms of a chemical element with the same atomic number and nearly identical chemical behavior, but with differing atomic mass and mass number and different physical properties law: statement that summarizes, identifies, or describes a relationship among observable phenomena lever: simple machine consisting of a rigid bar pivoted on a fixed point and used to transmit force, as in raising or moving a weight at one end by pushing down on the other limiting factor: conditions or resources that control the size of a population liquid: state of matter that does not hold a definite shape but occupies a definite volume because its molecules are in close contact lithosphere: outer part of the Earth, consisting of the crust and upper mantle, approximately 100 km (62 mi.) thick living: state of being alive lunar: of, involving, caused by, or affecting the Moon macroscopic: large enough to be perceived or examined by the unaided eye; large compared to a microscopic object
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mass: property of a body that is a measure of its inertia and causes it to have weight in a gravitational field, that is commonly taken as a measure of the amount of material it contains matter: anything that possesses mass and occupies volume mean: average value of a set of numbers meiosis: type of cell division that occurs during the reproduction of diploid organisms to produce the gametes. The double set of genes and chromosomes of the normal diploid cells is reduced during meiosis to a single haploid set in the gametes. Crossing-‐over and, therefore, recombination occur during a phase of meiosis metamorphic: change in the constitution of rock; specifically, a pronounced change affected by pressure, heat and water that results in a more compact and more highly crystalline condition; a rock produced by these processes meteor: bright trail or streak that appears in the sky when a meteoroid is heated to incandescence by friction with the Earth's atmosphere; also called falling star, meteor burst, shooting star microscopic: too small to be seen by the unaided eye but large enough to be studied under a microscope; small compared to a macroscopic object mimicry: resemblance of one organism to another or to an object in its surroundings for concealment and protection from predators mitosis: cell division; cell division in multicellular organisms occurs by mitosis except for the special division called meiosis that generates the gametes mixture: portion of matter consisting of two or more components in varying proportions that retain their own properties model: schematic description or representation of a system, theory, or phenomenon that accounts for at least some of its known or inferred properties and may be used for further study of its characteristics molecule: smallest particle of a chemical substance that retains all the properties of the substance and is composed of one or more atoms mutation: change of the DNA sequence within a gene or chromosome of an organism mutualism: close, prolonged association between organisms of two different species in which each member benefits; type of symbiotic relationship natural selection: process by which, in a given environment, individuals having characteristics that aid survival will produce more offspring, so the proportion of individuals having such characteristics will increase with each succeeding generation. Two mechanisms of natural selection include:
gradualism -‐ slow genetic modification (evolution) of a population over long periods of time·∙ punctuated equilibrium -‐ relatively rapid evolution at a speciation event
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neutron: uncharged elementary particle that has a mass a little greater than that of the proton and is present in most atomic nuclei nonliving: objects that don’t reproduce, grow, react, or use food nonstandard units of measure: units of measurement based on everyday items (e.g., hands, feet, pace, candy, potato, paper clip) used as a precursor to learning and using standard units of measurement mutualism: close, prolonged association between organisms of two different species in which each member benefits nucleus:
Physical science: central region of an atom, which contains more than 99% of the atom's mass Life science: cellular organelle in eukaryotes that contains most of the genetic material
observation: event that is experienced personally or enhanced through measurement or instruments openness: mind set that allows a person to consider explanations of a phenomena organic: of, relating to, or derived from living organisms
Chemistry: having to do with carbon compounds
organism: living individual, such as a plant, animal, bacterium, protist, or fungus; a body made up of organs, organelles, or other parts that work together to carry on the various processes of life periodic table: arrangement of the chemical elements by atomic number, starting with hydrogen in the upper left-‐hand corner and continuing in ascending order from left to right, arranged in columns according to similar chemical properties pH: numerical measure of the acidity or alkalinity of a chemical solution; the negative of the logarithm of the hydrogen ion concentration phenotype: physical or visible characteristics of an organism that are determined by its genotype photosynthesis: chemical process by which chlorophyll-‐containing plants use light to convert carbon dioxide and water into carbohydrates, releasing oxygen as a byproduct pitch: aurally perceived property of a sound, especially a musical tone, that is determined by the frequency of the waves producing it; highness or lowness of sound plane: flat or level surface plate tectonics: theory that explains the global distribution of geological phenomena such as seismicity, volcanism, continental drift, and mountain building in terms of the formation, destruction, movement, and interaction of the Earth's lithospheric plates; the theory that the earth’s crust is broken into
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fragments (plates) which move in relation to one another, shifting continents, forming new crust, and causing volcanic eruptions population: group of organisms of the same species living and reproducing in a particular habitat or geographic region population density: number of organisms per unit area precipitation: any form of water, such as rain, snow, sleet, or hail, which falls to the Earth's surface predict: to forecast a future occurrence based on past observations or the extension of an idea prediction: statement of an expected (future) outcome of a planned test assuming that the hypothesis being tested is correct; to be compared with observed result to test the hypothesis preservation: to keep in perfect or unaltered condition; maintain unchanged probability: measure of the likelihood of an event occurring procedures: series of steps taken to accomplish an end producer: organisms (e.g., green plants) that produce their own organic compounds from simple precursors (such as carbon dioxide and inorganic nitrogen), many of which are food sources for other organisms prokaryotic: referring to a cell with no nucleus (e.g., a bacterium) property: characteristic attribute possessed by all members of a class propose: to put forward for consideration, discussion, or adoption proton: stable subatomic particle occurring in all atomic nuclei, with a positive electric charge equal in magnitude to that of an electron pulley: simple machine consisting of a wheel with a grooved rim in which a pulled rope or chain can run to change the direction of the pull and thereby lift a load pure science: science for the pursuit of scientific knowledge qualitative: involving quality or kind quantitative: involving the measurement of quantity or amount radiation:
Physical science: transfer of energy by electromagnetic radiation; process of emitting energy in the form of waves or particles (e.g., visible light, X-‐rays, alpha and beta radiation). Life science: the geographic spreading of a species
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recessive: of, relating to, or designating an allele that does not produce a characteristic effect when present with a dominant allele reflect: to throw or bend back (light, for example) from a surface refract: to deflect from a straight path undergone by light or other wave in passing obliquely from one medium (e.g., air) into another (e.g., glass) in which its speed is different reliability: to yield the same or compatible results in different clinical experiments or statistical trials respiration: physical and chemical processes by which an organism supplies its cells and tissues with the oxygen needed for metabolism and relieves them of the carbon dioxide formed in energy-‐producing reactions revolution: orbital motion about a point, especially as distinguished from axial rotation RNA: (Ribonucleic acid) nucleic acids that contains ribose and uracil as structural components and is associated with the control of cellular chemical activities rotation: act or process of turning around a center or an axis; the turning of a body part about its long axis as if on a pivot sedimentary: of or relating to rocks formed by the deposition of sediment sexual: relating to, produced by, or involving reproduction characterized by the union of male and female gametes simple investigation: investigation involving a single variable solid: body of definite shape and volume; not liquid or gaseous species: class of individuals or objects grouped by virtue of their common attributes and their ability to mate and produce fertile offspring, and assigned a common name; a division subordinate to a genus spectrophotometer: instrument used to determine the intensity of various wavelengths in a spectrum of light stimulus: object or event that causes a response stratus: low-‐altitude cloud formation consisting of a horizontal layer of clouds structures: way in which parts are arranged or put together to form a whole; makeup
Life science: arrangement or formation of the tissues, organs, or other parts of an organism; an organ or other part of an organism
subsystem: component of a system (e.g., a solar system is a subsystem of a galaxy)
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symbiotic relationship: close, prolonged association between organisms of two different species that may, but does not necessarily, benefit each member; includes mutualism, commensalisms, and parasitism system:
1. group of body organs that together perform one or more vital functions 2. organized group of devices, parts or factors that together perform a function or drive a
process (e.g., weather system, mechanical system) technology: application of science, especially to industrial or commercial objectives; tools and techniques temperature: degree of hotness or coldness of a body or environment theory: collection of statements (conditions, components, claims, postulates, propositions) that when taken together attempt to explain a broad class of related phenomena; inferred explanations for observable phenomena transient: not regular or permanent U.S. customary units: measuring system used most often in the United States (e.g., inches, pounds, gallons) valid: correctly inferred or deduced from a premise variable: characteristic with values (e.g., numbers, colors, sizes) that differ from one object, event, or situation in a group to the others; e.g., in a group of students, their heights differ, thus "height" is a variable
independent: manipulated variable in an experiment or study whose presence or quantity determines the change in the dependent variable
dependent: observed variable in an experiment or study whose changes are determined by the presence or quantity of one or more independent variables
vector: representation of a quantity having both magnitude and direction, such as velocity or force velocity: rate of change of position and direction with respect to time Venn Diagram: representation that uses circles to show relationships between sets vertebrate: having a backbone or spinal column viable: capable of living, developing, or germinating under favorable conditions volume: measure of the capacity of a three-‐dimensional figure or object, measured in cubic units voluntary: normally controlled by or subject to individual volition, such as voluntary muscle contractions
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weathering: effect of exposure to the action of the elements wedge: piece of material, such as metal or wood, thick at one edge and tapered to a thin edge at the other for insertion in a narrow crevice, used for splitting, tightening, securing, or levering wheel and axle: simple machine made up of two coaxial cylindrical objects of different size in which the axle (a small wheel) is attached to the center of a larger wheel; the wheel and axle must move together to be a simple machine; a wheel and axle lifts or moves loads Processes analyze: to examine methodically by separating into parts and studying their interrelations classify: to arrange or organize according to category compare: to examine in order to note the similarities or differences of communicate: to convey information about; make known; express oneself in such a way that one is readily and clearly understood conclusion: statement, or statements, that summarize the extent to which hypotheses have been supported or not supported evaluate: to examine and judge carefully; appraise infer: to conclude from evidence or premises interpret: to explain the meaning of justify: to demonstrate or prove to be just, right, or valid measure: to ascertain the dimensions, quantity, or capacity of observe: to be or become aware of, through one’s senses, and may include qualitative or quantitative data predict: to forecast a future occurrence based on past observation or the extension of an idea question: to ask result: quantity or expression obtained by calculation
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Musical A-‐B/A-‐B-‐A Musical Forms: The organization of sections of a musical work, represented by letters that depict similar and contrasting sections. A-‐B refers to a work with two distinct parts: A-‐B-‐A refers to a work with two distinct parts, the first of which is repeated after performing the second. A Cappella: “In the Chapel”; term for choral music sung without instrumental accompaniment. Accent: Giving prominence to a specific musical note. Accompaniment: A subordinate vocal and/or instrumental part or parts added to a principal part or parts. Acoustics: The science of sound. Aleatoric: Term applied to music in which certain choices in composition or realization are, to a greater or lesser extent, left to chance or whim. Arpeggio: The notes of a chord played one after another instead of simultaneously. Articulation: The separation of successive notes from one another, singly or in groups, by a performer, and the manner in which this is done; the manner in which notes are performed. Articulators: Lips, teeth, tongue and throat when used to shape consonants, vowels, embouchure in vocal music production. Aural: Having to do with the ear or the sense of hearing. Beat: Unit of measure of rhythmic time. Blues (12-‐bar blues): A secular black American folk music of the 20th century, related to, but separate from, jazz. The term describes both the characteristic melancholy state of mind and the eight-‐, 12-‐, and 32-‐ bar harmonic progressions that form the basis for blues improvisation; the most common is 12 bars long. The other characteristic is the ‘blue note’, a microtonal flattening of the 3rd, 7th and (to a lesser extent) 5th scale degrees. Call and Response: A structure that is most often associated with African musical forms, although it is also used elsewhere. One soloist/group performs with the second soloist/group entering “in response” to the first. Canon: A musical form in which a melody is imitated exactly in one or more parts. Similar to a round. Chord: Three or more tones sounded simultaneously. Chord Progression: Succession of harmonic content in time (e.g., tonic-‐dominant, 12 bar blues).
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Chromatic: Movement by half steps (e.g., c to c#). Chromatic Scale: A scale of half steps with 12 tones to an octave. Clef: A symbol written at the beginning of a musical staff indicating which notes are represented by which lines and spaces. Col Legno: Tapping the strings with the stick of the bow. Composer: A person who writes compositions. Composition: Creation of original music by organizing sound. Usually written for others to perform. Conductor: A person who directs a group in the performance of music. Coordinated Onset: Balance between the muscular activity of the vocal chords and the air pressure beneath them is exactly right for easy, efficient production of high-‐quality period. Crescendo: Usual term for gradually increasing in volume. Cues: Motions made by a conductor to assist a performing ensemble (e.g., give cut offs, entrances, dynamics, breaths). Decrescendo: Usual term for gradually decreasing in volume. Descant: An obbligato part that soars above the tune. Detache: A board, vigorous stroke in which the notes of equal time value are bowed singly with a slight articulation owing to the rapid change of bow. Diatonic Scale: The notes found with a major or minor scale. Diction: Enunciation of words in singing. Disjunct: A term applied to a melodic line that moves by leap rather than in conjunct motion (by step). Dominant Chord: In tonal music, the chord built on the 5th degree of the scale. Double Stops: On a string instrument, playing two notes simultaneously. Dynamics: Varying degrees of volume in the performance of music. Elements of Music: Melody, rhythm, harmony, pitch, dynamics, timbre, tempo, texture, form, text and/or lyrics. Embouchure: The proper position of the lips in the playing of wind instruments. Ensemble: A group of musicians.
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Fermata: Pause. Flautando: A flutelike effect produced by bowing very slightly over the fingerboard. Form: The structure, shape or organizing principal of music. Genre: A type or kind of musical work (e.g., opera, oratorio, art song, gospel, suite, jazz, madrigal, march, work song, lullaby, barbershop, Dixieland). Glottal Onset or Stop: The glottal (stop) is the sound made when the vocal chords are pressed together to stop the flow of air then released, and is the sound in the middle of the interjection un-‐oh (e.g., for a glottal onset practice saying “egg”). Harmonic: Pertaining to harmony. Harmony: The combining of notes simultaneously. Homophonic: Texture where voices or instruments sound together or in which all the parts move in the same rhythm. Improvisation: Spontaneous creation of music. Interval: The distance between two pitches. Intonation: Singing or playing in tune. Legato: To be played without any perceptible interruption between the notes. Levels of difficulty: A classification system used by performing ensembles: Level 1: very easy; easy keys, meters, and rhythms; limited ranges. Level 2: easy; may include changes of tempo, key, and meter; modest ranges.
Level 3: moderately easy; contains moderate technical demands, expanded ranges, and varied interpretive requirements. Level 4: moderately difficult; requires well-‐developed technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. Level 5: difficult; requires advanced technical and interpretive skills; contains key signatures with numerous sharps or flats, usual meters, complex rhythms, subtle dynamic requirements. Level 6: very difficult; suitable for musically mature students of exceptional competence. (adapted with permission from the New York State School Music Association (NYSSMA) Manual, 1991)
Major Key: Tonally, a key based on a major scale; a scale that contains the following step pattern: whole, whole. Half, whole, whole, whole, half.
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Major Scale: A scale that contains the following step patterns: whole, whole, half, whole, whole, whole, half. Martele: In string performance, a hammered stroke, an effect obtained by releasing each stroke forcefully and suddenly. Melodic Minor: A minor scale that has the sixth and seventh scale degrees raised one half step while ascending, and in natural form while descending. Melody: An organized sequence of single notes. Meter: The grouping of rhythmic pulses or beats by which a piece of music is measured. Meter Signature: An indicator of the meter of a musical work, usually presented in the form of a fraction; the denominator indicates the unit of measurement (note) and the numerator indicates the number of units (notes) that make up a measure. Meters: The pattern of beats by which the timespan of a piece of music is measured. Minor Key: Tonally, a key based on a minor scale; a scale that contains the following step pattern: whole, half, whole, whole, half, whole, whole. Minor Scale: A scale that contains the following step patterns: whole, half, whole, whole, half, whole, whole. Mode: The selection of tones arranged in a scale that form the basic tonal substance of a composition. Modulation: Tonally, the change from one key or tonal center to another. Motives: A short figure of characteristic design that recurs throughout a composition or section as a unifying element. Natural Harmonic: String term describing high tones of a flute-‐like timbre that are produced by lightly touching the string at one of its nodes instead of pressing it down. Notation: Method or methods used for writing down music. Octave: A musical interval of 8 degrees or steps. Musical notes 8 steps apart carry the same letter name and sound similar due to their acoustical properties. Onsets (see also glottal or coordinated): Referring to vocal sound production, the moment where phonation begins in the vocal folds, creating sound (e.g., for a glottal onset practice saying “egg”; or an aspirate onset, put an “h” in front of your tone; for a coordinated onset sing “meow” like a cat. Ostinato: A rhythmic or melodic accompaniment figure repeated continuously. Partner Songs: Two or more totally independent songs that have the same harmonic structure and can be sung together at the same time.
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Pentatonic Scale: Tonally, a scale having five tones and containing no half steps. Most commonly: whole, whole, minor third, whole. Phrase: A musical idea comparable to a sentence or a clause in language. Phrasing: The clear and meaningful rendition of musical phrases. Pitch: The location of a note related to its highness or lowness. Pizzicato: Indication that the string is to be plucked with the finger. Polyphonic: Music arranged for several voices or instruments in which parts enter individually at different times. Ponticello: The bridge of a string instrument. Position: String term describing the places on the fingerboard to which the left hand shifts in order to obtain higher or lower notes. Range: The compass of an instrument or voice, or of a piece of music, from the lowest note to the highest; the interval between those notes. Registration: Referring to vocal sound production, the term used to denote various theories of how the human voice changes, both subjectively and objectively, as it moves through its pitch range. This includes falsetto, head and chest voices. Repertoire: A body or selection of musical works/pieces. Resonance: The creation by a vibrating body of vibrations in another body. May refer to human singing and/or instrumental playing. Rhythm: The combinations of long and short, even and uneven sounds that convey a sense of movement in time. Ricochet: Throwing the bow on the string in the upper third of the bow so it will produce a rapid series of notes. Ritardando: A gradual slowing of tempo. Rondo Form: A musical form in which a section is repeated, with contrasting sections in between, such as ABACA. Musical example: Spring from Vivalidi’s The Four Seasons. Rote: Performing a written piece of music by memory. Round: Common name for a circle canon in which each musician returns from the conclusion of the melody to its beginning repeating it ad libitum.
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Scale: The arrangement of notes in a specific order of intervals, normally whole or half steps. Score: The organized notation of all of the instrumental and/or vocal parts of a composition. A score is normally vertically aligned so as to represent visually the musical coordination desired in performance. Slur: A curved line placed above or below a group of notes to indicate that they are to be played legato. Solfège: A system of designating verbal syllables for the degrees (steps or intervals) of a scale. Staccato: A manner of performance indicated by a dot placed over a note calling for a reduction of its written duration. Staff (Staves): A set of lines, on, between, above and below which notes are written. In Western music, a five-‐line staff has been the most widely used type since early 13th century. Style: The style of a composition is its manner of treating form, melody, rhythm, counterpoint, harmony and tone color. Sub-‐dominant Chord: In tonal music, the chord build on the 4th degree of the scale. Syncopation: The placement of rhythmic accents on weak beats or weak portions of beats. Tempo (Tempi): The pace at which music moves according to the speed of the underlying beat. Tenuto: Held; sustained. Texture: The musical element representing the different layers of horizontal and vertical sounds, usually with regard to the way individual parts or voices are put together (e.g., polyphonic, homophonic). Timbre: Term describing the tonal quality of a sound; a clarinet and an oboe sounding the same note are said to produce different timbres. Time Signature: The meter indicated at the beginning of a piece by two numbers. Tonality (key): The tonal center of a composition. Tonic/Tonic Chord: In tonal music, the chord built on the 1st note of the scale (the tonal center). Transcribe: The writing down of music. Transpose: To write or perform music in a different key. Triad: A chord of three notes consisting of a root, a third and fifth above it. Vibrato: A slight fluctuation of pitch. Whole Tone Scale: A scale that divides the scale into six equal, tempered whole tones.