1st - Hobbs And Mcgee - Standards Paper

Standards Paper 1

Standards Paper Creekside Elementary School

Phoebe Hobbs Kristi McGee

EDUC 410.002 Dr. Goodwin September 19, 2007

Standards Paper 2 Introduction Creekside Elementary School’s standards are built through time, intellect, and concern for the students in all grade levels. Creekside standards are a combination of the Virginia Standards of Learning, Bennett Standards, Hawaii Content and Performance Standards, standards from the National Council for Teachers of English, National Council of Teachers of Mathematics, National Science Teachers Association, and the National Council for the Social Studies. By providing the students with a set curriculum for learning, students will achieve the most updated knowledge of the core subjects, English, Mathematics, Science, and Social Studies. Virginia Standards of Learning The Virginia Department of Education’s mission is to teach students from Kindergarten through twelfth grade the tools needed to be positive and active members in their community. With the help of staff, faculty, parents, and business leaders, students will be given the materials needed to be successful. The Standards of Learning for Virginia Public Schools (SOLs) involves standards in the four core content areas: English, Math, Science and Social Science. The Standards of Learning also contains Foreign Language, Fine Arts, Health and Physical Education, and Driver Education. Bennett William J. Bennett was born July 31, 1943. He was influential in the conservative movement. He was Secretary of Education in the Reagan Administration. He later served as drug czar and has written numerous books. He was also the chairman of the National Endowment for the Humanities.

Standards Paper 3 Hawaii Content and Performance Standards The Hawaii State Legislature created HCPS in 1991. The Hawaii Department of Education makes this statement in The Introduction, Vision, & Goals website: “.…Our standards set the course, while students, families, and community fill the sails with expectation as we voyage with the treasure of bright, young minds ready to lead the way to the future” (http://doe.k12.hi.us/about/intro_vision.htm). The Hawaii standards have evolved three times. The Hawaii State Legislature created in 1991 was the first and most general of the three. In 2004, through refinement, the Hawaii Content and Performance Standards (HCPS II) were created. It cared about content areas as well as performance areas. HCPS II focuses both on the academics and the character qualities in each student. Responsibility, understanding how to work together, having the ability to think critically, problem solving, making quality products, communicating effectively, and having the ability to use technology efficiently and ethically is essential to the Standards-Based Curriculum HCPS II. The downfall to HCPS II; however, is that though they only had 139 standards, there were 3,960 benchmarks and grade level performance indicators. Teachers felt that there was still too much to implement in the classroom. HCPSIII; therefore, the resource used in the standards charts, was made in 2006-07 to use only the essential standards, benchmarks, and performance indicators for teachers to apply in their classrooms. National Council for Teachers of English The National Council for Teachers of English (NCTE) consists of teachers that are dedicated towards awards, publications, educational issues, policies and all that is included in Language Arts. Founded in 1911, teachers have been using this organization to gain resources and knowledge from other professionals in the field. Not only is this council full of knowledge

Standards Paper 4 from colleagues but also contains a large access to a variety of journals, websites, books, credit cards, and insurance that are offered through NCTE. NCTE is dedicated toward furthering the education of students, which is why they are dedicated in the professional development of teachers. Through conventions and online resources, teachers are able to stay on top of today’s expanding academic world. National Council of Teachers of Mathematics The National Council of Teachers of Mathematics (NCTM) is a large organization consisting of affiliate members, individual, and student memberships. By becoming a member of NCTM, one earns subscriptions to school journals, exclusive online resources, conferences, publications, workshops, and access to many resources. NCTM believes that students should be thoroughly prepared for the career paths that they make; therefore, implementing a set of standards in which all students, pre-kindergarten through twelfth grade, will accomplish. National Science Teachers Association The National Science Teachers Association (NSTA) desires “…to promote excellence and innovation in science teaching and learning for all,” which reflects their guiding principles. They embrace diversity and promote a proactive attitude of science throughout society. Founded in 1944, it is the largest organization in the world to promoting excellence and innovation in science teaching and learning. National Council for the Social Studies The National Council for the Social Studies (NCSS) was founded in 1921 with the vision to assist educators in conveying the “fields of study” relating to social studies. NCSS broke up social studies into ten areas including: culture: time, continuity, and change; people, places, and environments; individual development and identity; individuals, groups, and institutions; power,

Standards Paper 5 authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. By applying standards to these core areas, NCSS is providing key knowledge towards making each student a valuable part of society.

Legend Abbreviation VA SOL Bennett HI PS NL NM NS NSS KP SOL

Description Virginia Standards of Learning William J. Bennett’s Standards Hawaii Content and Performance Standards National Standards for Language Arts National Standards for Mathematics National Standards for Science National Standards for Social Studies Kristi McGee’s and Phoebe Hobb’s Combined Standards

Standards Paper 6 English Standards VA SOL 1.1 a Bennett HI PS NL ENG.K-12.4 KP SOL LA 1.1 a

Description The student will continue to demonstrate growth in the use of oral language. Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials. Students visit the library regularly and borrow books for independent reading. None Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. The students will strengthen vocabulary and reading skills through a variety of sources.

Standards VA SOL 1.1 b

Description The student will continue to demonstrate growth in the use of oral language. Tell and retell stories and events in logical order.

Bennett HI PS NL ENG.K-12.3

None None Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). The students will strengthen their vocabulary and reading skills through sequential ordering of multiple elements in a story, such as plot, climax, etc.

KP SOL LA 1.1 b Standards VA SOL 1.1 c

Description The student will continue to demonstrate growth in the use of oral language. Participate in a variety of oral language activities; including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.

Bennett

Students build vocabulary while they read--silently and aloud--a variety of stories, poetry, fairy tales, folktales, and legends. Express ideas through drama activities (e.g., sharing, role playing, puppetry, mime, choral reading). Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. The students will strengthen their vocabulary and reading skills through communicating their ideas using different fine arts strategies to an audience effectively.

HI PS 1.6.1 NL ENG.K-12.4 KP SOL LA 1.1 c

Standards Paper 7 Standards VA SOL 1.1 d

Description The student will continue to demonstrate growth in the use of oral language. Express ideas orally in complete sentences.

Bennett HI PS 1.7.4 NL ENG.K-12.4

None Use complete sentences when speaking Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. The students will strengthen their vocabulary and reading skills through communicating orally using sentences.

KP SOL LA 1.1 d Standards VA SOL 1.2 a Bennett HI PS 1.7.2 NL ENG.K-12.4 KP SOL LA 1.2 a Standards VA SOL 1.2 b Bennett HI PS 1.6.4 NL ENG.K-12.3

KP SOL LA 1.2 b Standards VA SOL 1.2 c Bennett HI PS 1.6.3 NL ENG.K-12.5

Description The student will continue to expand and use listening and speaking vocabularies. Increase oral descriptive vocabulary. Students build vocabulary Use clear and appropriate vocabulary when speaking Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. The students will develop auditory and verbal skills through choosing the correct terms for spoken vocabulary. Description The student will continue to expand and use listening and speaking vocabularies. Begin to ask for clarification and explanation of words and ideas. None Ask questions for clarification Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics) The students will develop auditory and verbal skills through asking questions through comprehension. Description The student will continue to expand and use listening and speaking vocabularies. Follow simple two-step oral directions. None Give and follow one- to three-step oral directions Students employ a wide range of strategies as they write and use different

Standards Paper 8

KP SOL LA 1.2 c

writing process elements appropriately to communicate with different audiences for a variety of purposes. The students will develop auditory and verbal skills by learning to follow step-by-step instructions.

Standards VA SOL 1.2 d

Description The student will continue to expand and use listening and speaking vocabularies. Give simple two-step oral directions.

Bennett HI PS 1.6.3 NL ENG.K-12.5

None Give and follow one- to three-step oral directions Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. The students will develop auditory and verbal skills by learning to give step-by-step instructions.

KP SOL LA 1.2 d Standards VA SOL 1.2 e Bennett HI PS NL ENG-K-12.4 KP SOL LA 1.2 e Standards VA SOL 1.3 a Bennett HI PS NL ENG.K-12.4 KP SOL LA 1.3 a Standards VA SOL 1.3 b

Description The student will continue to expand and use listening and speaking vocabularies. Use singular and plural nouns. Grammar is introduced; nouns, None Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. The students will develop auditory and verbal skills using people, places, and things, and ideas. Description The student will adapt or change oral language to fit the situation. Initiate conversation with peers and adults. None None Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students will adjust their vocabulary when beginning conversation to fit appropriate circumstances. Description The student will adapt or change oral language to fit the situation. Follow rules for conversation.

Standards Paper 9 Bennett HI PS 1.6.5 NL ENG.K-12.4 KP SOL LA 1.3 b Standards VA SOL 1.3 c Bennett HI PS 1.6.6 NL ENG.K-12.4 KP SOL LA 1.3 c Standards VA SOL 1.3 d Bennett HI PS NL ENG.K-12.4 KP SOL LA 1.3 d Standards VA SOL 1.4 a

Bennett HI PS 1.1.5 NL ENG.K-12.6 KP SOL LA 1.4 a

None Use basic listening skills to focus attention on speaker and respond to a message Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students will adjust their vocabulary using proper behavior in conversation. Description The student will adapt or change oral language to fit the situation. Use appropriate voice level in small-group settings. None Adjust volume and intonation (e.g., falling for statements, rising for questions) as appropriate to content and purpose Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students will adjust their vocabulary by using the proper volume level and tone when speaking. Description The student will adapt or change oral language to fit the situation. Ask and respond to questions in small-group settings. None None Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. Students will adjust their vocabulary when conversing using questions and answers. Description The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words. Count phonemes (sounds) in syllables or words with a maximum of three syllables. Instruction in writing begins and includes attention to… syllabication Segment and blend individual phonemes Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use phonemes to separate words.

Standards Paper 10 Standards VA SOL 1.4 b Bennett HI PS 1.1.6 NL ENG.K-12.6 KP SOL LA 1.4 b Standards VA SOL 1.4 c Bennett HI PS NL ENG.K-12.6 KP SOL LA 1.4 c Standards VA SOL 1.4 d Bennett HI PS 1.1.5 NL ENG.K-12.6 KP SOL LA 1.4 d Standards VA SOL 1.5 a Bennett HI PS NL ENG.K-12.3

Description The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words. Add or delete phonemes (sounds) orally to change syllables or words. Instruction in writing begins and includes attention to… syllabication Orally substitute and manipulate phonemes Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will manipulate combinations of phonemes. Description The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words Create rhyming words orally. None None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use phonemes to create same sounding works. Description The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllabic words Blend sounds to make word parts and words with one to three syllables. Instruction in writing begins and includes attention to the alphabet,… syllabication Segment and blend individual phonemes Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will make word parts with phonemes. Description The student will apply knowledge of how print is organized and read. Read from left to right and from top to bottom. None None Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of

Standards Paper 11

KP SOL LA 1.5 a Standards VA SOL 1.5 b Bennett HI PS 1.1.2 NL ENG.K-12.6

KP SOL LA 1.5 b Standards VA SOL 1.5 c Bennett HI PS 1.1.1 NL ENG-12.6 KP SOL LA 1.5 c Standards VA SOL 1.6 a Bennett HI PS 1.1.8 NL ENG.K-12.6 KP SOL LA 1.6 a Standards VA SOL 1.6 b

word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will learn to read texts of different styles and compositions. Description The student will apply knowledge of how print is organized and read. Match spoken words with print. None Recognize that specific sequences of letters represent spoken words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will identify words when spoken orally. Description The student will apply knowledge of how print is organized and read. Identify letters, words, and sentences. Simple sentence structure Recognize the differences between letters, words, and sentences Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will learn the mechanics of print. Description The student will apply phonetic principles to read and spell. Use beginning and ending consonants to decode and spell single-syllable words. Instruction in writing begins and includes attention to… syllabication Use common word parts to decode new words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to decipher where the consonants are in a one-syllable word. Description The student will apply phonetic principles to read and spell. Use two-letter consonant blends to decode and spell single-syllable words.

Standards Paper 12 Bennett HI PS 1.1.7 NL ENG.K-12.6 KP SOL LA 1.6 b Standards VA SOL 1.6 c Bennett HI PS 1.1.8 NL ENG K-12.6 KP SOL LA 1.6 c Standards VA SOL 1.6 d Bennett HI PS NL ENG.K-12.6 KP SOL LA 1.6 d Standards VA SOL 1.6 e Bennett HI PS 1.1.8 NL ENG.K-12.6 KP SOL LA 1.6 e Standards VA SOL 1.6 f

Instruction in writing begins and includes attention to… syllabication Decode words with consonant blends and words with letter combinations Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to break apart words that contain consonant blends. Description The student will apply phonetic principles to read and spell. Use beginning consonant digraphs to decode and spell single-syllable words. Instruction in writing begins and includes attention to… syllabication Use common word parts to decode new words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to use digraphs to spell one-syllable words. Description The student will apply phonetic principles to read and spell. Use short vowel sounds to decode and spell single-syllable words. Instruction in writing begins and includes attention to… syllabication None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to understand a, e, i, o, u in order to spell on syllable words. Description The student will apply phonetic principles to read and spell. Blend beginning, middle, and ending sounds to recognize and read words. Instruction in writing begins and includes attention to the alphabet, handwriting, spelling, syllabication, and the reinforcement of grammatical lessons through short writing assignments Use common word parts to decode new words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to make and read words. Description The student will apply phonetic principles to read and spell.

Standards Paper 13

Bennett HI PS 1.1.8 NL ENG.K-12.6 KP SOL LA 1.6 f Standards VA SOL 1.6 g Bennett HI PS 1.1.10 NL ENG.K-12.6 KP SOL LA 1.6 g Standards VA SOL 1.6 h Bennett HI PS 1.1.14 NL ENG.K-12.6 KP SOL LA 1.6 h Standards VA SOL 1.7 a Bennett HI PS NL ENG.K-12.3

Use word patterns to decode unfamiliar words. Grammatical lessons Use common word parts to decode new words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use syllables, digraphs, and blends to read and spell words. Description The student will apply phonetic principles to read and spell. Use compound words. None Produce common letter combinations Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to produce one word by putting two words together. Description The student will apply phonetic principles to read and spell. Read and spell common, high-frequency sight words, including the, said, and come. None Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use sounds of spoken language to understand sight words. Description The student will use meaning clues and language structure to expand vocabulary when reading. Use titles and pictures. Students build vocabulary while they read--silently and aloud None Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Standards Paper 14

KP SOL LA 1.7 a

Students will use titles and illustrations of stories to help understand texts.

Standards VA SOL 1.7 b

Description The student will use meaning clues and language structure to expand vocabulary when reading. Use knowledge of the story and topic to read words. None Recognize the specific information offered by different parts of a book Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use previous knowledge to understand text.

Bennett HI PS 1.1.15 NL ENG.K-12.6 KP SOL LA 1.7 b Standards VA SOL 1.7 c Bennett HI PS NL ENG.K-12.6 KP SOL LA 1.7 c Standards VA SOL 1.7 d Bennett HI PS 1.2.4 NL ENG.K-12.3

Description The student will use meaning clues and language structure to expand vocabulary when reading. Use knowledge of sentence structure. Simple sentence structure None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use structures of sentences to understand text. Description The student will use meaning clues and language structure to expand vocabulary when reading. Reread and self-correct. None Restate important information or ideas from a variety of texts Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

KP SOL LA 1.7 d

Students will read a story more than once to gain thorough understanding of text.

Standards

Description

Standards Paper 15 VA SOL 1.8 Bennett HI PS 1.1.14 NL ENG.K-12.3

KP SOL LA 1.8 Standards VA SOL 1.9 a Bennett HI PS NL-ENG.K-12.2 KP SOL LA 1.9 a Standards VA SOL 1.9 b Bennett HI PS 1.2.3 NL ENG.K-12.1

KP SOL LA 1.9 b Standards VA SOL 1.9 c

The student will read familiar stories, poems, and passages with fluency and expression. Students build vocabulary while they read--silently and aloud--a variety of stories, poetry, fairy tales, folktales, and legends Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will read a variety of literature by keeping in mind the type of sentence, the tone, and the volume that they use. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Preview the selection. None None Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. Students will evaluate a text before reading any further. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Set a purpose for reading. None Use previous experiences to understand topics and concepts in texts Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. Students will evaluate the text in order to give a reason for reading. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Relate previous experiences to what is read.

Standards Paper 16 Bennett HI PS 1.3.2 NL ENG.K-12.3

KP SOL LA 1.9 c Standards VA SOL 1.9 d Bennett HI PS 1.2.2 NL ENG.K-12.3

KP SOL LA 1.9 d Standards VA SOL 1.9 e

Bennett HI PS 1.2.5 NL ENG-12.3

KP SOL LA 1.9 e Standards

None Relate personal experiences to what was read Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will evaluate the text in order to draw in real life experiences. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Make predictions about content. None Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will evaluate the text in order to use textual clues to foreshadow events that will take place. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Ask and answer who, what, when, where, why, and how questions about what is read. None Ask and answer who, what, when, why, where, and how questions about what is read Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will evaluate text to understand all aspects of a story, such as who, what, when, why, where, and how in order to understand the events of a text. Description

Standards Paper 17 VA SOL 1.9 f Bennett HI PS 1.3.1 NL ENG.K-12.3

KP SOL LA 1.9 f Standards VA SOL 1.9 g Bennett HI PS NL ENG.K-12.12 KP SOL LA 1.9 g Standards VA SOL 1.9 h Bennett HI PS NL ENG.K-12.3

KP SOL LA 1.9 h Standards VA SOL 1.10 a

The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Identify characters, setting, and important events. None Identify the basic story elements of character and setting Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will evaluate a text in order to be able to pick out the main characters, where the story takes place, and the events that were pivotal to the story line. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Retell stories and events, using beginning, middle, and end. None None Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Students will use their understanding to retell the major events in the story. Description The student will read and demonstrate comprehension of a variety of fiction and nonfiction. Identify the topic or main idea. None None Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Students will evaluate a text to recognize the key purpose for the author’s events. Description The student will use simple reference materials. Use knowledge of alphabetical order by first letter.

Standards Paper 18 Bennett HI PS NL ENG.K-12.6 KP SOL LA 1.10 a Standards VA SOL 1.10 b Bennett HI PS 1.2.2 NL ENG.K-12.8 KP SOL LA 1.10 b Standards VA SOL 1.11 a Bennett

HI PS 1.1.10 NL ENG.K-12.6 KP SOL LA 1.11 a Standards VA SOL 1.11 b Bennett HI PS NL ENG.K-12.6 KP SOL LA 1.11 b

Instruction in writing begins and includes attention to the alphabet None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use dictionaries, atlases, computers, indexes, journals, and magazines etc. to understand the concept of letter ordering. Description The student will use simple reference materials. Use a picture dictionary to find meanings of unfamiliar words None Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. Students will use a picture dictionary to look up unknown words. Description The student will print legibly. Form letters. Instruction in writing begins and includes attention to the alphabet, handwriting, spelling, syllabication, and the reinforcement of grammatical lessons through short writing assignments (sentences, story summaries, and creative and descriptive exercises). Produce common letter combinations Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts Students will use readable manuscript to create letters, syllables, and words. Description The student will print legibly. Space words and sentences. Simple sentence structure None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts Students will use readable manuscript to create complete sentences.

Standards Paper 19 Standards VA SOL 1.12 a Bennett HI PS 1.7.2 NL ENG.K-12.5 KP SOL LA 1.12 a Standards VA SOL 1.12 b Bennett HI PS 1.5.1 NL ENG.K-12.5 KP SOL LA 1.12 b Standards VA SOL 1.12 c Bennett HI PS 1.5.4 NL ENG.K-12.5 KP SOL LA 1.12 c Standards VA SOL 1.12 d Bennett HI PS 1.4.2 NL ENG.K-12.5 KP SOL LA 1.12 d

Description The student will write to communicate ideas. Generate ideas. None Present ideas in a logical order or sequence that is easy to follow Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students will use a variety of brainstorming techniques (e.g. webs) for communication. Description The student will write to communicate ideas. Focus on one topic. None Focus on a single topic in a piece of writing Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students will create a composition by focusing on a main idea. Description The student will write to communicate ideas. Use descriptive words when writing about people, places, things, and events. None Use descriptive words when writing about people, places, things, or events Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students will use adjectives when describing nouns. Description The student will write to communicate ideas. Use complete sentences in final copies. Grammar is introduced; nouns, verbs and their agreement; elementary rules of punctuation and capitalization; and simple sentence structure. Write complete sentences Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students will have final works of composition including complete sentences, proper grammar, and punctuation.

Standards Paper 20 Standards VA SOL 1.12 e Bennett HI PS 1.4.5 1.4.6 NL ENG.K-12.6 KP SOL LA 1.12 e Standards VA SOL 1.12 f Bennett HI PS 1.4.4 NL ENG.K-12.6

KP SOL LA 1.12 f Standards VA SOL 1.12 g Bennett HI PS NL ENG.K-12.5 KP SOL LA 1.12 g Standards VA SOL 1.12 h Bennett HI PS NL ENG.K-12.8

Description The student will write to communicate ideas. Begin each sentence with a capital letter and use ending punctuation in final copies. Rules of punctuation Edit writing to correct use of the following punctuation: periods as end marks Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will begin sentences with a capital letter and will end sentences with the correct punctuation mark. Description The student will write to communicate ideas. Use correct spelling for high-frequency sight words and phonetically regular words in final copies. None Use letter-sound knowledge and segmenting strategies to spell unfamiliar words Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. Students will use correct spelling. Description The student will write to communicate ideas. Share writing with others. None None Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students will collaborate with other students. Description The student will write to communicate ideas. Use available technology. None None Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and

Standards Paper 21

KP SOL LA 1.12 h Standards VA SOL Bennett HI PS NL ENG.K-12.6

KP SOL LA 1.13

synthesize information and to create and communicate knowledge. Students will use a variety of technology resources to communicate ideas. Description None Phonics instruction continues, integrated with a carefully designed program of reading and writing. None Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. Students will use phonics to help them read and write throughout the school year.

Standards Paper 22 Math Standards VA SOL 1.1 Bennett HI PS 1.1.1 NM NUM.PK2.1 KP SOL M 1.1

Description The student will count objects in a given set containing between 1 and 100 objects and write the corresponding numeral. Students learn to count, count back, and skip count Count whole numbers up to 100 in a variety of ways (e.g., skip counts by 2's, 5's, 10's) Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers The students will count up to 100 using a variety of methods.

Standards VA SOL 1.2

Description The student will group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. Bennett None HI PS 1.1.3 Represent whole numbers up to 100 in flexible ways (e.g., relating, composing, and decomposing numbers), including the use of tens as a unit NM ALG.PK-2.1 Understand patterns, relations, and functions recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another. KP SOL M 1.2 The students will use ones and tens as units of 100. Standards VA SOL 1.3

Description The student will count forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. Bennett Skip count HI PS 1.1.1 Count whole numbers up to 100 in a variety of ways (e.g., skip counts by 2's, 5's, 10's) NM ALG.PK-2.1 Understand patterns, relations, and functions recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another. KP SOL M 1.3 The students will use their knowledge of numbers to skip count in a variety of ways. Standards VA SOL 1.4 Bennett HI PS NM NUM.PK2.1

Description The student will recognize and write numerals 0 through 100. None None Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop a sense of whole

Standards Paper 23

KP SOL M 1.4

numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers The students will understand and be able to write numbers 0-100 efficiently.

Standards VA SOL 1.5

Description The student will identify the ordinal positions first through tenth, using an ordered set of objects. Bennett None HI PS None NM ALG.PK-2.1 Understand patterns, relations, and functions recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another KP SOL M 1.5 The students will be able to order items by using terms such as first, second, third, etc. Standards VA SOL 1.6 Bennett HI PS 1.1.2 NM NUM.PK2.1 KP SOL M 1.6

Description The student will identify and represent the concepts of one-half and one-fourth, using appropriate materials or a drawing. None Identify representations of simple fractions (e.g., one-half, one-third, one fourth) Understand numbers, ways of representing numbers, relationships among numbers, and number systems understand and represent commonly used fractions, such as 1/4, 1/3, and 1/2 The students will be able to understand the fractions of one-half and one-fourth.

Standards VA SOL 1.7 a

Description The student, given a familiar problem situation involving magnitude, will select a reasonable magnitude from three given quantities: a onedigit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500) Bennett None HI PS None NM NUM.PKUnderstand numbers, ways of representing numbers, relationships 2.1 among numbers, and number systems develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. KP SOL M 1.7 a The students will be able to understand magnitude in order to choose the correct magnitude from a selection of numbers. Standards VA SOL 1.7 b

Description The student, given a familiar problem situation involving magnitude, will explain the reasonableness of his/her choice (*VA SOL 1.7 b is in

Standards Paper 24 direct relation to 1.7 a). Bennett None HI PS None NM NUM.PKUnderstand numbers, ways of representing numbers, relationships 2.1 among numbers, and number systems develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. KP SOL M 1.7 b The students will be able to understand and explain magnitude in order to choose the correct magnitude from a selection of numbers. Standards VA SOL 1.8 Bennett HI PS 1.3.1 NM NUM.PK2.2 KP SOL M 1.8

Description The student will recall basic addition facts — i.e., sums to 10 or less — and the corresponding subtraction facts. Solve story problems that involve addition and subtraction of oneand two-digit numbers. Recall single-digit addition facts Understand meanings of operations and how they relate to one another understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. The students will be able to remember the basic addition and subtraction facts.

Standards VA SOL 1.9

Description The student will create and solve story and picture problems involving one-step solutions, using basic addition and subtraction facts. Bennett Solve story problems that involve addition and subtraction of oneand two-digit numbers. HI PS 1.10.1 Use objects, pictures, words, and number sentences to represent and solve numerical problem situations involving addition and subtraction NM ALG.PK-2.3 Use mathematical models to represent and understand quantitative relationships model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. KP SOL M 1.9 The students will be able to use their previous knowledge of addition and subtraction in order to create word problems to solve. Standards VA SOL 1.10 a Bennett HI PS 1.4.2 NM

Description The student will identify the number of pennies equivalent to a nickel, a dime, and a quarter Solve story problems that involve addition and subtraction of oneand two-digit numbers. Identify the value of coins and count coin combinations (using like coins) to a dollar None

Standards Paper 25 KP SOL M 1.10 a

The students will understand the value of pennies, nickels, dimes, and quarters.

Standards VA SOL 1.10 b

Description The student will determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less. None Identify the value of coins and count coin combinations (using like coins) to a dollar None The students will use their knowledge of pennies, nickels, and dimes to add up to specific totals.

Bennett HI PS 1.4.2 NM KP SOL M 1.10 b Standards VA SOL 1.11 Bennett HI PS 1.4.3 NM MEA.PK2.1 KP SOL M 1.11 Standards VA SOL 1.12 Bennett HI PS 1.4.1 NM MEA.PK2.1 KP SOL M 1.12 Standards VA SOL 1.13 Bennett HI PS NM MEA.PK2.1 KP SOL 1.13

Description The student will tell time to the half-hour, using an analog or digital clock. None Tell time to the half-hour and quarter-hour Understand measurable attributes of objects and the units, systems, and processes of measurement recognize the attributes of length, volume, weight, area, and time. The students will be able to tell time by the hour and the half hour. Description The student will use nonstandard units to measure length and weight. Measure and compare lengths. Measure with multiple copies of standard (e.g., inch tiles, foot-long lengths of string) or non-standard (e.g., paper clips, pencils) units of the same size Understand measurable attributes of objects and the units, systems, and processes of measurement understand how to measure using nonstandard and standard units. The students will measure length and weight using standard units, such as feet, and nonstandard units, such as shoes or cars. Description The student will compare the volumes of two given containers by using concrete materials (e.g., jelly beans, sand, water, rice). None None Understand measurable attributes of objects and the units, systems, and processes of measurement recognize the attributes of length, volume, weight, area, and time. The students will understand volume by nonstandard units of

Standards Paper 26 measurements, such as candy. Standards VA SOL 1.14 Bennett HI PS 1.4.4 NM MEA.PK2.2 KP SOL M 1.14 Standards VA SOL 1.15 Bennett HI PS 1.8.1 NM NUM.PK2.1 KP SOL M 1.15

Description The student will compare the weights of two objects, using a balance scale. None Identify measurement tools that could be used to measure length, capacity, and weight Apply appropriate techniques, tools, and formulas to determine measurements use tools to measure. The students will use tools of measurement to compare different items. Description The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, and next to). None Use directional words to locate an object or place (e.g., left, right, near, far) Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections. The students will use proximity words to locate items (near, right, left, up, etc.).

Standards VA SOL 1.16

Description The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) according to number of sides, corners, and square corners. Bennett Recognize geometric shapes in a variety of positions. HI PS 1.5.1 Identify basic three-dimensional geometric solids (e.g., cube, sphere, rectangular prism) NM GEO.PK-2.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships recognize, name, build, draw, compare, and sort two- and three-dimensional shapes KP SOL M 1.16 The students will recognize the characteristics of certain geometric shapes. Standards VA SOL 1.17

Description The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle).

Standards Paper 27 Bennett Recognize geometric shapes in a variety of positions. HI PS 1.6.1 Identify symmetrical shapes found in the real world NM GEO.PK-2.4 Use visualization, spatial reasoning, and geometric modeling to solve problems recognize geometric shapes and structures in the environment and specify their location. KP SOL M 1.17 The students will be able to recognize geometric shapes in everyday life. Standards VA SOL 1.18

Bennett HI PS 1.11.1 NM DATA.PK2.1 KP SOL M 1.18 Standards VA SOL 1.19 Bennett HI PS 1.12.1 NM KP SOL M 1.19 Standards VA SOL 1.20 Bennett HI PS NM KP SOL M 1.20 Standards VA SOL 1.21

Description The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs. Read simple bar graphs Collect and organize information using concrete objects and pictures Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer. Sort and classify objects according to their attributes and organize data about the objects. The students will use data charts and graphs to organize and collect information. Description The student will interpret information displayed in a picture or object graph, using the vocabulary more, less, fewer, greater than, less than, and equal to. None Interpret data using simple language (e.g., more, less, fewer, equal) None The students will use simple language (more, near, less, fewer) to understand information from graphs. Description The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. None None None The students will sort objects according to specific characteristics. Description The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete

Standards Paper 28

Bennett HI PS 1.9.1 NM NUM.PK2.3 KP SOL M 1.21 Standards VA SOL Bennett HI PS NM NUM..PK2.2 KP SOL M 1.22

materials and calculators will be used by students. Students learn to…estimate and compare the sizes of sets; Extend, create, and describe repeating patterns Compute fluently and make reasonable estimates use a variety of methods and tools to compute, including objects, mental computation, estimation, paper and pencil, and calculators. The students will be able to create numerous, repeating patterns. Description None Students are introduced to concepts of simple multiplication and division. None Understand meanings of operations and how they relate to one another: understand situations that entail multiplication and division, such as equal groupings of objects and sharing equally. Students will start learning about the concept of multiplying and dividing simple numbers.

Standards Paper 29 Science Standards VA SOL 1.1 a Bennett HI PS NS K-4.1 KP SOL S 1.1 a Standards VA SOL 1.1 b Bennett HI PS 1.1.1 NS K-4.1 KP SOL S 1.1 b Standards VA SOL 1.1 c Bennett HI PS NS KP SOL S 1.1 c Standards VA SOL 1.1 d Bennett HI PS 1.1.2 NS KP SOL S 1.1 d Standards VA SOL 1.1 e

Description The student will conduct investigations in which differences in physical properties are observed using the senses. None None Abilities necessary to do scientific inquiry Understanding about scientific inquiry Students will use sight, sound, taste, touch, and smell to conduct scientific inquiry. Description The student will conduct investigations in which simple tools are used to enhance observations. None Collect, record, and organize data using simple tools, equipment, and techniques safely Abilities necessary to do scientific inquiry Students will use objects such as levers, pulleys, wedges, wheel and axels, incline planes, and screws to conduct experiments. Description The student will conduct investigations in which objects or events are classified and arranged according to attributes or properties. None None None Students will organize materials into groups according to their unique characteristics to conduct experiments. Description The student will conduct investigations in which observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers. Monitor and record facts of their development. Explain the results of an investigation to an audience using simple data organizers (e.g., charts, graphs, pictures) None Students will organize finalized data by using graphs and charts. Description The student will conduct investigations in which length, mass, and volume are measured using standard and nonstandard units.

Standards Paper 30 Bennett HI PS NS KP SOL S 1.1 e

None None None Students will participate in experiments using unites of length, mass and volume.

Standards VA SOL 1.1 f

Description The student will conduct investigations in which predictions are based on patterns of observation rather than random guesses. Predicting results None None Students will conduct experiments based on regularities.

Bennett HI PS NS KP SOL S 1.1 f Standards VA SOL 1.1 g Bennett HI PS NS KP SOL S 1.1 g Standards VA SOL 1.1 h Bennett HI PS NS KP SOL S 1.1 h Standards VA SOL 1.2 a

Bennett HI PS 1.7.1 NS K-4.2 KP SOL S 1.2 a Standards VA SOL 1.2 b

Description The student will conduct investigations in which simple experiments are conducted to answer questions. Perform simple experiments. None None Students will use basic experiments to gain data. Description The student will conduct investigations in which inferences are made and conclusions are drawn about familiar objects and events. Predicting results and testing their hypothesis. None None Students will conduct experiments to gather ending results based upon educated guesses. Description The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include objects may have straight, circular, and backand-forth motions. Forms and sources of energy. Describe how the motion of an object can be changed by force (push or pull) Position and motion of objects Students will know that objects have different paths of motion. Description The student will investigate and understand that moving objects exhibit different kinds of motion.

Standards Paper 31

Bennett HI PS 1.7.1 NS K-4.2 KP SOL S 1.2 b Standards VA SOL 1.2 c

Bennett HI PS 1.7.1 NS K-4.2 KP SOL S 1.2 c Standards VA SOL 1.2 d

Bennett HI PS 1.7.1 NS K-4.2 KP SOL 1.2 d Standards VA SOL 1.3 a

Bennett HI PS 1.6.1 NS K-4.4 KP SOL S 1.3 a Standards VA SOL 1.3 b

Key concepts include objects may vibrate and produce sound. Sources of energy. Describe how the motion of an object can be changed by force (push or pull) Position and motion of objects Students will know that moving objects have different characteristics. Description The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include pushes or pulls can change the movement of an object. Sources of energy. Describe how the motion of an object can be changed by force (push or pull) Position and motion of objects Students will know that an outside force has an effect on an object. Description The student will investigate and understand that moving objects exhibit different kinds of motion. Key concepts include the motion of objects may be observed in toys and in playground activities. Sources of energy. Describe how the motion of an object can be changed by force (push or pull) Position and motion of objects Students will learn that objects in motion can be identified in every day life. Description The student will investigate and understand how different common materials interact with water. Key concepts include some liquids will separate when mixed with water, but others will not. Properties of water. Identify solids, liquids, and gases and their basic properties Principles of earth materials Students will understand the properties of water in terms of how different liquids react when mixed with water. Description The student will investigate and understand how different common

Standards Paper 32

Bennett HI PS 1.6.1 NS K-4.4 KP SOL S 1.3 b Standards VA SOL 1.3 c

Bennett HI PS 1.6.1 NS K-4.4 KP SOL S 1.3 c Standards VA SOL 1.4 a

Bennett HI PS 1.3.1 NS K-4.3 KP SOL S 1.4 a Standards VA SOL 1.4 b

Bennett HI PS 1.3.1 NS K-4.3

materials interact with water. Key concepts include some common solids will dissolve in water, but others will not. Properties of water. Identify solids, liquids, and gases and their basic properties Principles of earth materials Students will understand the properties of what in terms of how different solids react when mixed with water. Description The student will investigate and understand how different common materials interact with water. Key concepts include some substances will dissolve more readily in hot water than in cold water. Properties of water. Identify solids, liquids, and gases and their basic properties Properties of earth materials Students will understand the differences between hot and cold water reactions. Description The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include needs (food, air, water, light, and a place to grow). Parts and growth patterns of plants; and air Identify the requirements of plants and animals to survive (e.g., food, air, light, water) As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms. Students will learn that there are needs in the functional parts of plants. Description The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include parts (seeds, roots, stems, leaves, blossoms, fruits). Parts and growth patterns of plants. Students handle and observe growing plants. Identify the requirements of plants and animals to survive (e.g., food, air, light, water) As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms.

Standards Paper 33 KP SOL S 1.4 b

Students will learn the parts of plants and their corresponding characteristics.

Standards VA SOL 1.4 c

Description The student will investigate and understand that plants have life needs and functional parts and can be classified according to certain characteristics. Key concepts include characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous). Parts and growth patterns of plants. Identify the requirements of plants and animals to survive (e.g., food, air, light, water) As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms. Students will learn that plants can be classified according to their specific characteristics.

Bennett HI PS 1.3.1 NS K-4.3 KP SOL S 1.4 c Standards VA SOL 1.5 a

Bennett HI PS 1.5.2 NS K-4.3 KP SOL S 1.5 a Standards VA SOL 1.5 b

Bennett HI PS 1.5.2 NS K-4.3 KP SOL S 1.5 a

Description The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include life needs (air, food, water, and a suitable place to live). Topics may include characteristics and habitats of animals. Students handle and observe growing plants; involving variations in water, soil and sunlight. Describe the physical characteristics of living things that enable them to live in their environment As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms. Students will understand that animals and people have needs in order to survive. Description The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include physical characteristics (body coverings, body shape, appendages, and methods of movement). Characteristics and habitats of animals. Describe the physical characteristics of living things that enable them to live in their environment As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms. Students will learn the bodily and physical characteristics of animals and people.

Standards Paper 34

Standards VA SOL 1.5 c

Bennett HI PS 1.5.2 NS K-4.3 KP SOL S 1.5 c Standards VA SOL 1.6 a

Bennett HI PS 1.8.1 NS K-4.4 KP SOL 1.6 a Standards VA SOL 1.6 b

Bennett HI PS 1.8.1 NS K-4.4 KP SOL S 1.6 b Standards VA SOL 1.7 a

Description The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include other characteristics (wild/tame, water homes/land homes). Characteristics and habitats of animals. Pet care. Describe the physical characteristics of living things that enable them to live in their environment As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms. Organisms and environments. Students will learn the external and environmental characteristics of animals and people. Description The student will investigate and understand the basic relationships between the sun and the Earth. Key concepts include the sun is the source of heat and light that warms the land, air, and water. None Describe that the sun warms the land, air, and water As a result of their activities in grades K-4, all students should develop an understanding of objects in the sky. Students will learn that the sun heats the earth’s surfaces. Description The student will investigate and understand the basic relationships between the sun and the Earth. Key concepts include night and day are caused by the rotation of the Earth. Topics may include…differences between day and night; Describe that the sun warms the land, air, and water As a result of their activities in grades K-4, all students should develop an understanding of changes in earth and sky. Students will learn the qualities between the sun and earth based on earth’s rotation. Description The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in plants (growth, budding, falling leaves, and wilting).

Standards Paper 35 Bennett HI PS NS K-4.3 KP SOL S 1.7 a Standards VA SOL 1.7 b

Bennett HI PS NS K-4.3 KP SOL S 1.7 b Standards VA SOL 1.7 c

Bennett HI PS NS K-4.6 KP SOL S 1.7 c Standards VA SOL 1.8 a

Bennett HI PS NS K-4.4 KP SOL S 1.8 a Standards

Common weather conditions. None As a result of their activities in grades K-4, all students should develop an understanding of organisms and environments. Students will learn the affects that weather has on the life cycle. Description The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in animals (behaviors, hibernation, migration, body covering, and habitat). Common weather conditions and climate. None As a result of their activities in grades K-4, all students should develop an understanding of organisms and environments. Students will learn how plants and animals react to the environment. Description The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in people (dress, recreation, and work). Weather conditions. None As a result of activities in grades K-4, all students should develop understanding of changes in environments. Students will learn how weather affects people on earth. Description The student will investigate and understand that natural resources are limited. Key concepts include identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil). None None As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials. Students will learn how to identify the earth’s resources such as plants, animals, etc. Description

Standards Paper 36 VA SOL 1.8 b Bennett HI PS NS K-4.4 KP SOL 1.8 b Standards VA SOL 1.8 c

Bennett HI PS NS K-4.4 KP SOL S 1.8 c

The student will investigate and understand that natural resources are limited. Key concepts include factors that affect air and water quality. None None As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials. Students will understand that the earth’s resources affect the quality of natural resources. Description The student will investigate and understand that natural resources are limited. Key concepts include recycling, reusing, and reducing consumption of natural resources. None None As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials. Students will learn that because the earth’s resources are limited, they help by conserving, reusing, and recycling.

Standards Paper 37 Social Studies Standards VA SOL 1.1 Bennett HI PS NSS G.K-12.1 KP SOL SS 1.1 Standards VA SOL 1.2 Bennett HI PS 1.3.2 NSS USH.K-4.3 KP SOL 1.2

Description The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present. None None Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Students will use picture time lines to understand order of events and the time each event transpired. Description The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver. None Describe the lives of people who significantly impacted American history The history of the United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage. Students will learn the defining characteristics between the early leaders such as George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

Standards VA SOL 1.3

Description The student will discuss the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July).

Bennett HI PS 1.3.2 NSS USH.K-4.3

None Describe the lives of people who significantly impacted American history The history of the United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage. Students will learn about the important people related with America’s holidays.

KP SOL 1.3 Standards VA SOL 1.4 a Bennett HI PS 1.7.1 NSS G.K-12.1

Description The student will develop map skills by recognizing basic map symbols, including references to land, water, cities, and roads; To identify common landforms Construct and use simple maps to represent physical and human characteristics of a community The World in Spatial Terms: AS a result of activities in grades K-12, all

Standards Paper 38

KP SOL SS 1.4 a Standards VA SOL 1.4 b Bennett HI PS NSS G.K-12.1

KP SOL SS 1.4 b

students should understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Students will learn the basic symbols on maps. Description The student will develop map skills by using cardinal directions on maps; None None The World in Spatial Terms: AS a result of activities in grades K-12, all students should understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. Students will learn how to use North, South, East, and West on maps.

Standards VA SOL 1.4 c

Description The student will develop map skills by identifying the physical shape of the United States and Virginia on maps and globes;

Bennett HI PS NSS G.K-12.1

None None The World in Spatial Terms: As a result of activities in grades K-12, all students should understand how to analyze the spatial organization of people, places, and environments on Earth's surface. Students will learn the shape of the United States of America as well as the state of Virginia on paper as well as on 3-D objects.

KP SOL SS 1.4 c Standards VA SOL 1.4 d Bennett HI PS NSS G.K-12.1 KP SOL SS 1.4 d Standards VA SOL 1.5 Bennett HI PS NSS

Description The student will develop map skills by locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map. None None The World in Spatial Terms: As a result of activities in grades K-12, all students should understand how to analyze the spatial organization of people, places, and environments on Earth's surface. Students will learn where the key locations in our nation’s history are on the map such as Washington D.C. and Richmond. Description The student will construct a simple map of a familiar area, using basic map symbols in the map legend. None None None

Standards Paper 39 KP SOL SS 1.5

Students will learn to make maps using familiar places.

Standards VA SOL 1.6

Description The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. Trace initial connections among landscape, climate, land use, transportation, and commerce None Places and Regions: As a result of their activities in grades K-12, all students should: Understand the physical and human characteristics of places. Understand that people create regions to interpret Earth's complexity. Understand how culture and experience influence people's perceptions of places and regions. Students will learn that the lifestyle of different people groups can be affected by where they are located, the weather, and what physically is around them.

Bennett HI PS NSS G.K-12.2

KP SOL SS 1.6

Standards VA SOL 1.7 Bennett HI PS 1.8.2 NSS EC.K-4.3

KP SOL SS 1.7 Standards VA SOL 1.8 Bennett HI PS 1.8.1 NSS EC.K-4.1 KP SOL SS 1.8 Standards VA SOL 1.9

Description The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services. None Explain how people trade or use money to obtain goods and services No method of distributing goods and services can satisfy all wants. There are different ways to distribute goods and services (by prices, command, majority rule, contests, force, first-come/first-served, sharing equally, lottery, personal characteristics, and others), and there are advantages and disadvantages to each. Students will understand the concept of buying and selling goods and services. Description The student will explain that people make choices because they cannot have everything they want. Instruction encourages good character Compare needs and wants People make choices because they can't have everything they want. Whenever a choice is made, something is given up. Students will learn that they cannot have everything they may want to have in life. Description The student will recognize that people save money for the future to purchase goods and services.

Standards Paper 40 Bennett HI PS 1.8.3 NSS EC.K-4.1 KP SOL SS 1.9 Standards VA SOL 1.10 a Bennett HI PS NSS C.K-4.5 KP SOL SS 1.10 a Standards VA SOL 1.10 b

None Define various goods (things that people need or want) and services (jobs people perform that satisfy people's needs or wants) Entrepreneurs are people who organize other productive resources to make goods and services. Students will learn the importance of responsibility in finances and how it affects goods and services. Description The student will apply the traits of a good citizen by focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect; Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores None Roles of the Citizen: What are the Roles of the Citizen in American Democracy? What does it mean to be a citizen of the United States? How does a person become a citizen? Students will learn how to follow rules, be kind to one another, and be respectful during games, activities, and other forms of citizenship.

KP SOL SS 1.10 b

Description The student will apply the traits of a good citizen by recognizing the purpose of rules and practicing self-control; Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores Explain the purpose of rules What is Government and What Should it Do? What are the purposes of rules and laws? How can you evaluate rules and laws? Students will learn that there are consequences when they do not follow rules, realizing the same concept occurs outside the classroom.

Standards VA SOL 1.10 c

Description The student will apply the traits of a good citizen by working hard in school;

Bennett

Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores None Roles of the Citizen: What are the roles of the Citizen in American Democracy? What does it mean to be a citizen of the United States? How does a person become a citizen? What are important rights in the United States? What are important responsibilities of Americans?

Bennett HI PS 1.4.1 NSS C.K-4.1

HI PS NSS C.K-4.5

Standards Paper 41 KP SOL SS 1.10 c

Students will be diligent in all things at school (e.g., promptness).

Standards VA SOL 1.10 d

Description The student will apply the traits of a good citizen by taking responsibility for one’s own actions; Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores How can Americans participate in their government? What are important responsibilities of Americans? What does it mean to be a citizen of the United States? How does a person become a citizen? What are important rights in the United States? What are important responsibilities of Americans? What dispositions or traits of character are important to the preservation and improvement of American democracy? Students will learn that part of being a good citizen means owning up to how they acted.

Bennett NSS C.K-4.5

KP SOL SS 1.10 d Standards VA SOL 1.10 e Bennett HI PS NSS C.K-4.5

KP SOL SS 1.10 e Standards VA SOL 1.11 a Bennett HI PS 1.4.3 NSS USH.K4.3

Description The student will apply the traits of a good citizen by valuing honesty and truthfulness in oneself and others. Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores None Roles of the Citizen: What are the roles of the Citizen in American Democracy? What does it mean to be a citizen of the United States? How does a person become a citizen? What are important rights in the United States? What are important responsibilities of Americans? Students will learn how to be honest and trustworthy based on different games, assignments, fieldtrips, etc. Description The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty; Identifies familiar American symbols (the bald eagle, the Liberty Bell, the Statue of Liberty, the capitol, and Uncle Sam): and briefly describes the Constitution and Bill of Rights. Explain historical symbols of American nationalism The history of the United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols? Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago. Understands the folklore and

Standards Paper 42

KP SOL SS 1.11 a Standards VA SOL 1.11 b Bennett HI PS NSS USH.K4.3

KP SOL SS 1.11 b Standards VA SOL 1.12

Bennett HI PS 1.4.4 NSS USH.K-4.1 KP SOL SS 1.12 Standards VA SOL Bennett HI PS 1.4.4 NSS USH KP SOL SS 1.13

other cultural contributions from various regions of the United States and how they helped to form a national heritage. Students will learn the meaning behind the American flag, bald eagle, Washington Monument, and the Statue of Liberty and how they each relate to honoring the Unities States of America. Description The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by demonstrating respect for the American flag by learning the Pledge of Allegiance. Historical instruction includes attention to American customs through study of traditional and patriotic songs, legends, and folktales; None The history of the United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage: Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols? Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago. Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage. Students will learn what American symbols mean to each person. Description The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. Lessons about daily life in the American past; and a unit on the beliefs, traditions, and geography of a foreign country. None Understands the history of the local community and how communities in North America varied long ago Students will study different cultures and how they contributed to the American values such as freedom and unity. Description None Other lessons in geography teach students to give and follow simple directions. None None Students will use locations in order to learn how to follow given directions, such as, right/left, north/south, and down/up.

Standards Paper 43 Conclusion The KP SOLs have been developed to help students achieve their fullest potential in the classroom by focusing upon the main content areas: English, mathematics, science, and social studies. Through gathering the Bennett, Virginia Standards of Learning, the Hawaii Content and Performance Standards, and the national standards, KP SOLs reflect the goals for students’ academic success. The first grade KP SOLs provide a learning environment where students at Creekside Elementary School can develop in order to be successful in future academic challenges.

Standards Paper 44

References Bennett, W.J. (1988). A Model Curriculum for the First 8 Grades: Guidelines From ‘James Madison Elementary School’. Education Week, 39-40. Hawaii State Department of Education (2005). Hawaii Content & Performance Standards III Database. Retrieved September 8, 2007, from http://standardstoolkit.k12. hi.us/index.html. Levine, R. (2000). Person Profile. Retrieved September 12, 2007, from http://www.mediatransparency.org/personprofile.php?personID=1. National Council of Teachers of English (2007). NCTE National Council of Teachers of English. Retrieved September 8, 2007, from http://www.ncte.org/. National Council of Teachers of Mathematics (2007). NCTM National Council of Teachers of Mathematics. Retrieved September 8, 2007, from http://www.nctm.org/. National Science Teachers Association (2007). NSTA National Science Teachers Association. Retrieved September 8, 2007, from http://www.nsta.org/. National Council for the Social Studies (2007).NCSS National Council for the Social Studies. Retrieved September 8, 2007, from http://www.ncss.org/. Virginia Department of Education. Standards of Learning Currently in Effect for Virginia Public Schools. Retrieved September 8, 2007, from http://www.pen.k12.va.us/VDOE/ Superintendent/Sols/home.shtml.