3 Vanvliet Standards Paper

Standards Paper: Comparing Virginia, New York, National, and Bennett Standards

Rebecca VanVliet

Education 410 Section 002 Dr. Goodwin September 8, 2007

Introduction and Rationale William J. Bennett William Bennett is a graduate of Williams College, University of Texas in Austin, and Harvard Law, with a B.A in philosophy, a Ph.D. in philosophy, and a J.D., respectively. With these credentials, he became Secretary of Education in 1985. This appointment came after he helped to produce the Heritage's Mandate for Leadership, which was against the creation of the Department of Education. Bennett was an adjunct scholar of the Heritage Foundation in 1980, the time the Mandate was written. Throughout the 1980s, Bennett was also “a member of the board of directors of the New York-based Institute for Education Affairs” (Profile). Virginia Department of Education The Virginia Department of Education is a public education system dedicated to educating students in the knowledge they need to become responsible citizens. The department is run by the Virginia Board of Education, which puts out annual reports on the progress of education in the state. The department’s mission is “to increase student learning and academic achievement” (About VDOE). University of the State of New York: State Education Department The State Education Department of New York is a complete, connected system which links all of the educational services in the state. The department has five main branches, including: Elementary, Middle, Secondary and Continuing Education; Higher Education; Office of Cultural Education; Office of Professions; and Vocational and Educational Services for Individuals with Disabilities. The Department of Education dates back to 1784 and the creation of the Board of Regents, which was instated to

oversee Kings College, and the state department itself dates to Governor Theodore Roosevelt, who proposed a department that would be responsible for all of the education within the state. NCTE The National Council of Teachers of English has over 60,000 members, and has provided a forum for all levels of language arts education since 1911. NCTE members are teachers and supervisors of all levels of English programs, specialists in English on both state and local levels, college and university faculty, and professionals in related areas. Their goal is to promote the development of literacy in order to produce participating members of society. NCTE publishes twelve journals and periodicals covering all levels of English education, as well as a newspaper and many books dealing with current issues in teaching. NCTM The National Council of Teachers of Mathematics was founded in 1920, and is “the world’s largest mathematics education organization” (NCTM at a Glance). The council has 100,000 members and over 230 Affiliates, located throughout North America. Their goal is to ensure the highest quality of mathematics education for all students. They publish five professional journals, as well as a Navigation series, to help teachers in “bringing the standards to life in the classroom” (NCTM at a Glance). The council also published Curriculum Focal Points in 2006 in order to help identify the three most important topics for each elementary grade level.

NSTA The National Science Teachers Association, founded in 1944, has 55,000 members. This association is reputed to be the “largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all” (About NSTA). The members of this organization include teachers and supervisors of science, school administrators, scientists, and business representatives who are committed to science education. The association publishes professional journals for every level of science education, a newspaper, NSTA Reports, and many other educational publications for the enrichment of science education. NCHE The National Council for History Education is a non-profit organization dedicated to the teaching and promotion of history in schools. It links schools to the history program by offering sponsored organizations. The council also provides a network of communication to all those involved with history education in schools, communities, museums, and councils. The council’s mission was formed in 1988 through the Bradley Commission Report, focusing on all of the issues the council wished to address. Membership is diverse, ranging from classroom teachers to historians, of all professional experiences and backgrounds.

Key

Subject – Area B – Bennett Goals VA – Virginia SOL NY – New York Standard National Standard My Summary

English Also known in the elementary grades as “language arts,” English is a vital part of any class curriculum. This is the area that focuses on the reading, writing, speaking, and basic communication skills of the students. English is an essential part of an elementary education because it is the base upon which all social interactions are built. Without the ability to read, write, or properly communicate with others, one is cut off from many opportunities in both the personal and professional spheres of life. English- Oral Language B – Reading work includes exercise in choral speaking to allow children to refine their oral language abilities. VA – 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. NY – Listening Standard 1: Students will read, write, listen, and speak for information and understanding. • Acquire information and/or understand procedures • Identify essential details • Identify a conclusion that summarizes the main idea, with assistance NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). RVSOL E 3.1 Students will improve their communication skills in small group discussions.

B – Reading work includes exercise in choral speaking to allow children to refine their oral language abilities. VA – 3.1 The student will use effective communication skills in group activities. c) has to been learned.from teachers and other group members. b) Explain Ask andwhat respond questions NY – Listening Speaking Standard Standard 1: 1: Students Students will will read, read, write, write, listen, listen, and and speak speak for for information information and and understanding. understanding. • Ask Identify main ideas and supporting details questions • Identify conclusion that summarizes the main assistance B – Reading workaincludes exercise in choral speaking toidea, allowwith children to refine their oral language abilities. • InterpretAPPLYING informationLANGUAGE by drawing upon prior knowledge and experience NL-ENG.K-12.12 SKILLS use will spoken, written, language to accomplish their own purposes (e.g., for learning, VA – 3.2Students The student present brief and oral visual reports. NL-ENG.K-12.12 LANGUAGE SKILLS of information). enjoyment, persuasion, and the exchange a) SpeakAPPLYING clearly. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, b) Use appropriate volume and pitch. persuasion, and the exchange of information). RVSOL enjoyment, E 3.2 Students will ask and answer in small group discussions. c) Speak at an understandable rate. questions RVSOL E 3.3 Students understand and explain whatand is discussed in small groups. NY – Speaking Standardwill 1: Students will read, write, listen, speak for information and understanding. • speak loudly enough to be heard by the audience NL-ENG.K-12.4 COMMUNICATION SKILLS 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. RVSOL E 3.4 Students will use appropriate tone and volume when speaking to a group.

B – Reading work includes exercise in choral speaking to allow children to refine their oral language abilities. VA – 3.2 The student will present brief oral reports. d) Organize ideas sequentially or around major points of information. NY – Speaking Standard 1: Students will read, write, listen, and speak for information and understanding. • State a main idea with supporting details NL-ENG.K-12.4 COMMUNICATION SKILLS 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. RVSOL E 3.5 Students will present a main idea and supporting details when speaking to a group.

B – Reading work includes exercise in choral speaking to allow children to refine their oral language abilities. VA – 3.2 The student will present brief oral reports. e) Use grammatically correct language and specific vocabulary to communicate ideas. NY – Speaking Standard 2: Students will read, write, listen, and speak for literary response and expression. • Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation NL-ENG.K-12.4 COMMUNICATION SKILLS 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. RVSOL E 3.6 Students will use proper grammar and vocabulary when speaking to a group.

English - Reading B – Students expand vocabulary and comprehension skills while they read VA – 3.3 The student will apply word-analysis skills when reading. a) Use knowledge of all vowel patterns. b) Use knowledge of homophones. c) Decode regular multisyllabic words. NY – No standard NL-ENG.K-12.3 EVALUATION STRATEGIES 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). RVSOL E 3.7 Students will analyze the structures of words and sentences while reading.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays, and nonfiction articles. VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. NY – Reading - Standard 2: Students will read, write, listen, and speak for literary response and expression. • Explain the difference between fact and fiction NL-ENG.K-12.1 READING FOR PERSPECTIVE 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. RVSOL E 3.8 Students will read both fiction and nonfiction stories and recognize the difference between the two.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays, and nonfiction articles. VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. b) Set a purpose for reading. NY – Reading - Standard 2: Students will read, write, listen, and speak for literary response and expression. • Engage in purposeful oral reading in small and large groups NL-ENG.K-12.1 READING FOR PERSPECTIVE 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. RVSOL E 3.9 Students will read fiction and nonfiction materials with a set purpose in mind.

B – Students expand vocabulary and comprehension skills while they read and Grammatical instruction covers subject and predicate rules and the function of adverbs. VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. c) Apply meaning clues, language structure, and phonetic strategies. NY – No standard NL-ENG.K-12.3 EVALUATION STRATEGIES 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). RVSOL E 3.10 Students will apply different strategies for meaning and grammar to aid comprehension while reading.

B – no goal VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. d) Use context to clarify meaning of unfamiliar words. NY – No standard NL-ENG.K-12.3 EVALUATION STRATEGIES 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). RVSOL E 3.11 Students will use the context of the reading to identify unfamiliar words and ideas.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays, and nonfiction articles. VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. e) Read fiction and nonfiction fluently and accurately. NY – No standard No National standard RVSOL E 3.12 Students will fluently read fiction and nonfiction.

B – no goal VA – 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. f) Reread and self-correct when necessary. NY – No standard No National standard RVSOL E 3.13 Students will reread and correct their mistakes while reading both fiction and nonfiction. B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays, and nonfiction articles. VA – 3.5 The student will read and demonstrate comprehension of fiction. a) Set a purpose for reading. NY – Reading - Standard 2: Students will read, write, listen, and speak for literary response and expression. • Engage in purposeful oral reading in small and large groups NL-ENG.K-12.1 READING FOR PERSPECTIVE B – Students expand andofcomprehension skills while they read and discuss various forms: Students readvocabulary a wide range print and nonprint texts to build an understanding of texts,literary of themselves, fables, legends, poems, plays 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 VA – 3.5fiction The student will read classic and demonstrate comprehension and nonfiction, and contemporary works. of fiction. b) Make connections between previous experiences and reading selections. RVSOL E 3.14 Students will read fiction stories with a set purpose in mind. NY – Reading – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Relate the setting, plot, and characters in literature to own lives, with assistance • Use previous reading and life experiences to understand and compare literature NL-ENG.K-12.3 EVALUATION STRATEGIES 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). RVSOL E 3.15 Students will comprehend fiction stories by connecting what they read to their own lives and experiences.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. c) Make, confirm, or revise predictions. NY – Reading - Standard 2: Students will read, write, listen, and speak for literary response and expression. • Make predictions, draw conclusions, and make inferences about events and characters No National standard RVSOL E 3.16 Students will comprehend fiction stories by making predictions. B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. d) Compare and contrast settings, characters, and events. NY – Reading – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Compare and contrast characters, plot, and setting in literary works, with assistance No National standard B – Students expand vocabulary and comprehension skills while they read and discuss various literary RVSOLfables, E 3.17legends, Students will comprehend fiction stories by comparing and contrasting the forms: poems, plays characters and events. VA – 3.5 The student will read and demonstrate comprehension of fiction. e) Identify the author’s purpose. NY – Reading – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Evaluate the content by identifying - the author’s purpose No National standard RVSOL E 3.18 Students will comprehend fiction stories by identifying the author’s purpose.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. f) Ask and answer questions. NY – No standard No National standard RVSOL E 3.19 Students will comprehend fiction stories by asking and responding to questions. B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. g) Draw conclusions about character and plot. NY – Reading – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Make predictions, draw conclusions, and make inferences about events and characters No National standard RVSOL E 3.20 Students will comprehend fiction stories by drawing conclusions based on characters and events. B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. h) Organize information and events logically. NY – Reading – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Use graphic organizers to record significant details about characters and events in stories No National standard RVSOL E 3.21 Students will comprehend fiction stories by organizing the details of the story in a logical manner.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. i) Summarize major points found in fiction materials. NY – Reading – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Summarize main ideas and supporting details from imaginative texts, both orally and in writing No National standard RVSOL E 3.22 Students will comprehend fiction stories by summarizing the main ideas.

B – Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays VA – 3.5 The student will read and demonstrate comprehension of fiction. j) Understand basic plots of fairy tales, myths, folktales, legends, and fables. NY – No standard No National standard RVSOL E 3.23 Students will comprehend fiction stories by understanding the different kinds of B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction plots. articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. a) Identify the author’s purpose. NY – Reading – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Evaluate the content by identifying the author’s purpose No National standard RVSOL E 3.24 Students will comprehend nonfiction by identifying the author’s purpose.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. b) Make connections between previous experiences and reading selections. NY – Reading - Standard 1: Students will read, write, listen, and speak for information and understanding. • Relate data and facts from informational texts to prior information and experience NL-ENG.K-12.3 EVALUATION STRATEGIES 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). RVSOL E 3.25 Students will comprehend nonfiction by connecting what they read to their previous experiences.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. c) Ask and answer questions about what is read. NY – No standard No National standard RVSOL E 3.26 Students will comprehend nonfiction by asking and responding to questions.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. d) Draw conclusions. NY – Reading – Standard 1: Students will read, write, listen, and speak for information and understanding. • Identify a conclusion that summarizes the main idea No National standard RVSOL E 3.27 Students will comprehend nonfiction by drawing and identifying conclusions about the text.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. e) Organize information and events logically. NY – Reading – Standard 1: Students will read, write, listen, and speak for information and understanding. • Use graphic organizers to record significant details from informational texts No National standard RVSOL E 3.28 Students will comprehend nonfiction by organizing events and information in a logical manner.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. f) Summarize major points found in nonfiction materials. NY – Reading – Standard 1: Students will read, write, listen, and speak for information and understanding. • Identify a conclusion that summarizes the main idea No National standard B – Students expand vocabulary and comprehension skills while they readwhat and discuss … nonfiction RVSOL E 3.29 Students will comprehend nonfiction by summarizing they read. articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. g) Identify the characteristics of biographies and autobiographies. NY – No standard No National standard RVSOL E 3.30 Students will comprehend nonfiction by learning the characteristics of biographies and autobiographies.

B – Students expand vocabulary and comprehension skills while they read and discuss … nonfiction articles. VA – 3.6 The student will continue to read and demonstrate comprehension of nonfiction. h) Compare and contrast the lives of two persons as described in biographies and/or autobiographies. NY – Reading – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • Compare and contrast characters, plot, and setting in literary works, with assistance No National standard RVSOL E 3.31 Students will comprehend nonfiction by comparing and contrasting the lives of the characters in different texts. B – At the library, students learn basic reference skills with tables of contents, indexes, atlases, dictionaries, encyclopedias, and the card catalog. VA – 3.7 The student will demonstrate comprehension of information from a variety of print resources. a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b) Use available technology. NY – Reading – Standard 1: Students will read, write, listen, and speak for information and understanding. • Locate and use library media resources to acquire information, with assistance NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS 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. RVSOL E 3.32 Students will use a variety of library resources to gain information.

B – Independent reading and writing are a significant part of each day. VA – No standard NY – Reading – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Read print-based and electronic literary texts silently on a daily basis for enjoyment NL-ENG.K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). RVSOL E 3.33 Students will read independently for fun every day.

English - Writing B – Attention to … penmanship continues. VA – 3.8 The student will write legibly in cursive. NY – No standard NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.34 Students will practice penmanship by writing in cursive.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.9 The student will write descriptive paragraphs. a) Develop a plan for writing. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Take notes to record data, facts, and ideas, following teacher direction NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range ofprocess strategies as they drafting, write andrevising, use different writing process elements B – Lessons in writing emphasize formal (outlining, and editing) appropriately to communicate with different audiences for a variety of purposes. VA – 3.9 The student will write descriptive paragraphs. RVSOL b) E 3.35 Students will practice formal writing by following an organized plan, consisting of Focus on a central idea. notes or outlines. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • State a main idea and support it with facts and details Writing – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • State a main idea, theme, or opinion and provide supporting details from the text NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.36 Students will practice formal writing by focusing on a central idea.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.9 The student will write descriptive paragraphs. c) Group related ideas. NY – No standard NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.37 Students will practice formal writing by grouping similar and related ideas. B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.9 The student will write descriptive paragraphs. d) Include descriptive details that elaborate the central idea. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • State a main idea and support it with facts and details Writing – Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. • State a main idea, theme, or opinion and provide supporting details from the text NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.38 Students will practice formal writing by providing supporting details for the central idea.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.9 The student will write descriptive paragraphs. e) Revise writing for clarity. NY – No standard No National standard RVSOL E 3.39 Students will practice formal writing by revising their work for clarity.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. a) Use a variety of planning strategies. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Produce clear, well-organized reports and accounts that demonstrate understanding of a topic NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.40 Students will produce variety of written drafting, works that demonstrate their understanding B – Lessons in writing emphasize formala process (outlining, revising, and editing) of a topic. VA – 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. b) Organize information according to the type of writing. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Use organizational patterns such as compare/contrast and time/order for expository writing Writing – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Develop original literary texts that - contain characters, simple plot, and setting - use rhythm and rhyme to create short poems and songs - use dialogue - use vivid language - use descriptive language to create an image • Write interpretive and responsive essays that - describe literary elements such as plot, setting, and characters - express a personal response - describe themes of literary texts, with assistance - compare and contrast elements of texts, with assistance NL-ENG.K-12.5 COMMUNICATION STRATEGIES 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. RVSOL E 3.41 Students will produce a variety of written works that are organized according to the type and purpose of the writing.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. c) Identify the intended audience. NY – Writing – Standard 4: Students will read, write, listen, and speak for social interaction. • Respect the age, gender, social position, and cultural traditions of the recipient NL-ENG.K-12.4 COMMUNICATION SKILLS 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. RVSOL E 3.42 Students will write a variety of works with the audience in mind.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. d) Revise writing for specific vocabulary and information. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Use a variety of resources to support spelling, such as dictionaries and spell-check tools in word processing programs NL-ENG.K-12.4 COMMUNICATION SKILLS 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. RVSOL E 3.43 Students will revise and edit their writing for vocabulary, spelling, and information.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VA – 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. e) Use available technology. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Use a variety of resources to support spelling, such as dictionaries and spell-check tools in word processing programs Writing – Standard 2: Students will read, write, listen, and speak for literary response and expression. • Use computer to create and respond to literary texts NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS 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. RVSOL E 3.44 Students will use technology to enrich their writing.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) and more advanced compositional skills: word selection (synonyms, antonyms, and homonyms) detailing; and paragraphing. VA – 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete and varied sentences. b) Use the word I in compound subjects. c) Use past and present verb tense. d) Use singular possessives. e) Use commas in a simple series. f) Use simple abbreviations. g) Use apostrophes in contractions with pronouns. NY – No standard NL-ENG.K-12.6 APPLYING KNOWLEDGE 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. RVSOL E 3.45 Students will edit their writing for proper grammar and mechanics.

B – Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) and more advanced compositional skills: word selection (synonyms, antonyms, and homonyms) detailing; and paragraphing, and Attention to spelling and penmanship continues. VA – 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. h) Use correct spelling for high-frequency sight words, including irregular plurals. NY – Writing – Standard 1: Students will read, write, listen, and speak for information and understanding. • Use a variety of resources to support spelling, such as dictionaries and spell-check tools in word processing programs NL-ENG.K-12.6 APPLYING KNOWLEDGE 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. RVSOL E 3.46 Students will edit their writing for proper spelling by recognizing sight words and using spelling aids.

Math Mathematics includes the studies of numbers, spatial relations, logic, and data organization. In the elementary grades, these skills are being programmed and refined in children’s minds in order to prepare them for life outside of the classroom. Math is embedded in every area of life, from telling time to spending money to brainstorming problem solving strategies. Without a firm foundation in basic mathematics, students will not be prepared for the common circumstances that they will encounter on a daily basis. Math – Number and Number Sense B – no goal VA – 3.1 The student will read and write six-digit numerals and identify the place value for each digit. NY –3.N.4Understand the place value structure of the base ten number system: 10 ones = 1 ten 10 tens = 1 hundred 10 hundreds = 1 thousand NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems • understand the place-value structure of the base-ten number system RVSOL M 3.1 Students will understand the place value of each digit in a number.

B – no goal VA – 3.2 The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand. NY – No standard No National standard RVSOL M 3.2 Students will round whole numbers to the nearest ten, hundred, and thousand.

B – no goal VA – 3.3 The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). NY – 3.A.1 Use the symbols <, >, = (with and without the use of a number line)

to compare whole

1 1 1 1 1 1 , , , , , and  10  2 3 4 5 6

numbers and unit fractions 

NM-ALG.3-5.2 Represent and analyze mathematical situations and structures using algebraic symbols • express mathematical relationships using equations. RVSOL M 3.3 Students will compare numbers using words (greater than, less than, equal to) and symbols (>, <, =). B – no goal VA – 3.4 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ____. NY – No standard NM-NUM.3-5.2 Understand meanings of operations and how they relate to one another  identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems RVSOL M 3.4 Students will recognize and use the operations that compose fact families. B – no goal VA – 3.5 The student will a) divide regions and sets to represent a fraction; and b) name and write the fractions represented by a given model (area/region, length/measurement, and set). Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths. NY – 3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a collection 3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit fractions (

1 1 1 1 1 1 , , , , , and ) as part of a whole or a set of objects 10 2 3 4 5 6 NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems  develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers RVSOL M 3.5 Students will understand fractions as parts of a whole.

B – Manipulatives are used throughout to… find equivalent fractions VA – 3.6 The student will compare the numerical value of two fractions having like and unlike denominators, using concrete or pictorial models involving areas/regions, lengths/measurements, and sets. NY – 3.N.15 Compare and order unit fractions (½, ⅓, ¼) and find their approximate locations on a number line NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems  develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers RVSOL M 3.6 Students will use various methods to compare the value of fractions.

B – Manipulatives are used throughout to… add and subtract decimals VA – 3.7 The student will read and write decimals expressed as tenths and hundredths, using concrete materials and models. NY – No standard No National standard RVSOL M 3.7 Students will use various methods to understand decimals.

B – Manipulatives are used throughout to… extend concepts of place value to other bases VA – No standard NY – No standard No National standard RVSOL M 3.8 Students will use various methods to understand bases other than base ten.

B – Students … solve story problems that involve whole-number operations, fractions, mixed numbers, and decimals VA – No standard NY – No standard No National standard RVSOL M 3.9 Students will solve word problems involving whole numbers, fractions, and decimals.

Math – Computation and Estimation B – Students … develop computational proficiency with two- and three-digit addition and subtraction VA – 3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. NY – 3.N.18 Use a variety of strategies to add and subtract 3-digit numbers (with and without regrouping) NM-NUM.3-5.3 Compute fluently and make reasonable estimates • select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. RVSOL M 3.10 Students will become competent in addition and subtraction of large numbers.

B – Students master the multiplication table … and division with single-digit divisors VA – 3.9 The student will recall the multiplication and division facts through the nines table. NY – 3.N.19 Develop fluency with single-digit multiplication facts NM-NUM.3-5.3 Compute fluently and make reasonable estimates • develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30x50; RVSOL M 3.11 Students will memorize and use the multiplication table, and divide using a singledigit divisor. B – Students … develop computational proficiency with … two- and three-digit multiplication, and division with single-digit divisors VA – 3.10 The student will represent multiplication and division, using area and set models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. NY – 3.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication B – no goal NM-NUM.3-5.3 Compute fluently and make reasonable estimates VA –• 3.11 The student will addbasic and number subtract combinations with proper fractions having like denominators 10these or develop fluency with for multiplication and division andof use less, using concrete materials and pictorial models representing areas/regions, combinations to mentally compute related problems, such as 30x50; lengths/measurements, and sets. • develop fluency in adding, subtracting, multiplying, and dividing whole numbers; NY – No standard RVSOL M 3.12 Students will multiply numbers beyond the memorized multiplication tables using a variety of methods, and divide numbers where the divisor is less than 10. NM-NUM.3-5.3 Compute fluently and make reasonable estimates • develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience; • use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; RVSOL M 3.13 Students will use various methods to add and subtract fractions.

B – no goal VA – 3.12 The student will add and subtract with decimals expressed as tenths, using concrete materials, pictorial representations, and paper and pencil. NY – No standard NM-NUM.3-5.3 Compute fluently and make reasonable estimates • develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience; • use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; RVSOL M 3.14 Students will use various methods to add and subtract decimals.

Math – Measurement B – no goal VA – 3.13 The student will determine by counting the value of a collection of bills and coins whose total $5.00 orand less, compare the students value of the coins orof bills, and make change. Bvalue – In is geometry measurement, learn units length NY––3.14 3.M.7 Count andwill represent combined and dollars, usingdevices currency symbols VA The student estimate and thencoins use actual measuring with metric ($0.00) and U.S. Customary units to measure NM-PROB.COMM.PK-12.3 a) length–inches, feet, yards, centimeters, and meters; Recognize and apply mathematics in contexts outside of mathematics. NY – 3.M.1 Select tools and units (customary) appropriate for the length measured RVSOLUse M 3.15 Students willtobe able toto count money.standard unit (whole and ½ inches, whole feet, 3.M.2 a ruler/yardstick measure the nearest and whole yards) NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; RVSOL M 3.16 Students will use metric and customary units to estimate and measure length.

B – In geometry and measurement, students learn units of … volume VA – 3.14 The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure b) liquid volume–cups, pints, quarts, gallons, and liters; NY – 3.M.6 Measure capacity, using cups, pints, quarts, and gallons NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements • select and apply appropriate standard units and tools to measure length, area, volume, weight, B – In geometry time, temperature, and measurement, and the size students of angles; learn units of … weight VA – 3.14 will will estimate and then use actual measuring with metric and liquid RVSOL MThe 3.17student Students use metric and customary units todevices estimate and measure U.S. Customary units to measure volumes. c) weight/mass–ounces, pounds, grams, and kilograms NY – 3.M.3 Measure objects, using ounces and pounds NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; RVSOL M 3.18 Students will use metric and customary units to estimate and measure object weight and mass.

B – In geometry and measurement, students learn units of … time VA – 3.15 The student will tell time to the nearest five- minute interval and to the nearest minute, using analog and digital clocks. NY – 3.M.9 Tell time to the minute, using digital and analog clocks 3.M.8 Relate unit fractions to the face of the clock: Whole = 60 minutes ½ = 30 minutes ¼ = 15 minutes NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; RVSOL M 3.19 Students will learn to tell time on analog and digital clocks to the nearest minute.

B – In geometry and measurement, students learn units of … time VA – 3.16 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. NY – 3.CN.1 Recognize, understand, and make connections in their everyday experiences to mathematical ideas 3.CN.6 Recognize the presence of mathematics in their daily lives No National standard RVSOL M 3.20 Students will learn to identify mathematical ideas in their daily lives, such as relationships among periods of time.

B – no goal VA – 3.17 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used. NY – No standard No National standard RVSOL M 3.21 Students will learn to read both Celsius and Fahrenheit thermometers for temperature. B – In geometry and measurement, students learn units of … area VA – No standard NY – No standard NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; • explore what happens to measurements of a two-dimensional shape such as its perimeter and area when the shape is changed in some way. RVSOL M 3.22 Students will understand and measure area.

B – In geometry and measurement, students … measure area and volume using squares and cubes VA – No standard NY – No standard NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; RVSOL M 3.23 Students will measure area using concrete manipulative units.

Math – Geometry B – no goal VA – 3.18 The student will analyze two-dimensional (plane) and three-dimensional (solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the number and shape of faces, using concrete models. NY – 3.G.3 Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone 3.G.4 Identify the faces on a three-dimensional shape as two-dimensional shapes NM-GEO.3-5.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships • identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; • classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; RVSOL M 3.24 Students will analyze and indentify two- and three- dimensional shapes and their properties using concrete models. B – no goal VA – 3.19 The student will identify and draw representations of line segments and angles, using a ruler or straightedge. NY – No standard No National standard B – no goal RVSOL M 3.25 Students will identify and draw line segments and angles. VA – 3.20 The student, given appropriate drawings or models, will identify and describe congruent and symmetrical, two-dimensional (plane) figures, using tracing procedures. NY – 3.G.2 Identify congruent and similar figures 3.G.5 Identify and construct lines of symmetry NM-GEO.3-5.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships  explore congruence and similarity RVSOL M 3.26 Students will determine symmetry and congruency of two-dimensional shapes.

Math – Probability and Statistics B – Class projects involve the collection, display and analysis of data VA – 3.21 The student, given grid paper, will a) collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments NY – 3.S.2 Collect data using observation and surveys, and record appropriately NM-DATA.3-5.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer • collect data using observations, surveys, and experiments RVSOL M 3.27 Students will collect data through observation, experiments, and surveys, and organize it logically. B – Class projects involve the collection, display and analysis of data VA – 3.21 The student, given grid paper, will b) construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key. NY – 3.S.3 Construct a frequency table to represent a collection of data 3.S.5 Display data in pictographs and bar graphs NM-DATA.3-5.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer • represent data using tables and graphs such as line plots, bar graphs, and line graphs RVSOL M 3.28 Students will represent the data they have gathered using a variety of graphing methods.

B – Class projects involve the collection, display and analysis of data … and [students will] interpret bar and picture graphs with units greater than one VA – 3.22 The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. NY – 3.S.7 Read and interpret data in bar graphs and pictographs No National standard RVSOL M 3.29Students will read and interpret the data they have graphed.

B – Class projects … include simple experiments in probability. VA – 3.23 The student will investigate and describe the concept of probability as chance and list possible results of a given situation. NY – No standard NM-DATA.3-5.1 Understand and apply basic concepts of probability • describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible; • predict the probability of outcomes of simple experiments and test the predictions; • understand that the measure of the likelihood of an event can be represented by a number from 0 to 1. RVSOL M 3.30 Students will begin to understand probability by giving the possible outcome of a simple experiment.

Math – Patterns, Functions, and Algebra B – no goal VA – 3.24 The student will recognize and describe a variety of patterns formed using concrete objects, numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete objects, numbers, tables, and pictures). NY – 3.A.2 Describe and extend numeric (+, -) and geometric patterns NM-ALG.3-5.1 Understand patterns, relations, and functions • describe, extend, and make generalizations about geometric and numeric patterns; • represent and analyze patterns and functions, using words, tables, and graphs. RVSOL M 3.31 Students will understand, recognize, describe, and extend numerical and geometric patterns. B – no goal VA – 3.25 The student will a) investigate and create patterns involving numbers, operations (addition and multiplication), and relations that model the identity and commutative properties for addition and multiplication NY – 3.N.6 Use and explain the commutative property of addition and multiplication NM-ALG.3-5.2 Represent and analyze mathematical situations and structures using algebraic symbols • identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers; RVSOL M 3.32 Students will understand, use, and explain the commutative property of multiplication and addition.

B – no goal VA – 3.25 The student will b) demonstrate an understanding of equality by recognizing that the equal sign (=) links equivalent quantities, such as 4 • 3 = 2 • 6 NY – No standard NM-ALG.3-5.2 Represent and analyze mathematical situations and structures using algebraic symbols • express mathematical relationships using equations. RVSOL M 3.33 Students will understand and express equivalencies using the equal sign (=).

Science Science is the study of how the world works. Without a basic knowledge of the way things grow and interact, students will have no understanding or appreciation for the way humans, animals, and plants coexist beneficially with each other and the environment. The study of science allows students to understand the processes of investigation and discovery, and find answers to the many questions a curious mind can produce. Science – Scientific Investigation, Reasoning, and Logic B – no goal VA – 3.1 The student will plan and conduct investigations in which a) predictions and observations are made NY – S1.1a Observe and discuss objects and events and record observations NS.K-4.1 SCIENCE AS INQUIRY As a result of activities in grades K-4, all students should develop • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry RVSOL S 3.1 Students will make predictions and observations in simple scientific investigations. B – Students … classify … different rock and mineral samples. VA – 3.1 The student will plan and conduct investigations in which b) objects with similar characteristics are classified into at least two sets and two subsets NY – S3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables. 3.1f Objects and/or materials can be sorted or classified according to their properties. NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials RVSOL S 3.2 Students will make classify objects with similar properties in sets using simple charts.

B – no goal VA – 3.1 The student will plan and conduct investigations in which c) questions are developed to formulate hypotheses NY – S1.1 Ask "why" questions in attempts to seek greater understanding concerning objects. NS.K-4.1 SCIENCE AS INQUIRY As a result of activities in grades K-4, all students should develop • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry RVSOL S 3.3 Students will make hypotheses based on questions generated in their experiments. B – Students collect, compare, classify, and record the shape, size, weight, and texture of different rock and mineral samples. VA – 3.1 The student will plan and conduct investigations in which d) volume is measured to the nearest milliliter and liter; e) length is measured to the nearest centimeter; f) mass is measured to the nearest gram; g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph); h) temperature is measured to the nearest degree Celsius; i) time is measured to the nearest minute; NY – 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. 3.1d Measurements can be made with standard metric units and nonstandard units. (Note: Exceptions to the metric system usage are found in meteorology.) NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials RVSOL S 3.4 Students will conduct investigations based on the measurable properties of different objects and materials. B – no goal VA – 3.1 The student will plan and conduct investigations in which j) inferences are made and conclusions are drawn NY – S3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. S3.2a State, orally and in writing, any inferences or generalizations indicated by the data collected. NS.K-4.1 SCIENCE AS INQUIRY As a result of activities in grades K-4, all students should develop • Abilities necessary to do scientific inquiry • Understanding about scientific inquiry RVSOL S 3.5 Students will make inferences and draw conclusions based on their observations during experiments.

B – no goal VA – 3.1 The student will plan and conduct investigations in which k) natural events are sequenced chronologically NY – S3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships. General Skills: ix. order and sequence objects and/or events No National standard RVSOL S 3.6 Students will produce and/or identify a logical sequence of events in their experiments.

Science – Force, Motion, and Energy B – no goal VA – 3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge) b) how simple machines function NY – 5.1f Mechanical energy may cause change in motion through the application of force and through the use of simple machines such as pulleys, levers, and inclined planes. No National standard RVSOL S 3.7 Students will identify the different types of simple machines and how they function, including lever, wheel, screw, wedge, pulley, and inclined plane. B – no goal VA – 3.2 The student will investigate and understand simple machines and their uses. Key concepts include c) compound machines (scissors, wheelbarrow, and bicycle); and d) examples of simple and compound machines found in the school, home, and work environment. NY – No standard No National standard RVSOL S 3.8 Students will identify common compound machines, noting how they are made up of simple machines.

B – Topics may include … electricity and electric charges VA – No standard NY – 4.1a Energy exists in various forms: heat, electric, sound, chemical, mechanical, light. 4.1c Some materials transfer energy better than others (heat and electricity) 4.1e Electricity travels in a closed circuit. NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Light, heat, electricity, and magnetism RVSOL S 3.9 Students will study the function and purpose of electricity.

Science – Matter B – Topics may include … basic physical and chemical properties of matter VA – 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include a) objects are made of one or more materials NY – 3.1a Matter takes up space and has mass. Two objects cannot occupy the same place at the same time. 3.1b Matter has properties (color, hardness, odor, sound, taste, etc.) that can be observed through the senses. 3.1c Objects have properties that can be observed, described, and/or measured: length, width, volume, size, shape, mass or weight, temperature, texture, flexibility, reflectiveness of light. 3.1e The material(s) an object is made up of determine some specific properties of the object (sink/float, conductivity, magnetism). Properties can be observed or measured with tools such as hand lenses, metric rulers, thermometers, balances, magnets, circuit testers, and graduated cylinders. NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials RVSOL S 3.10 Students will identify and understand the properties of matter.

B – Topics may include … basic physical and chemical properties of matter VA – 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include b) materials are composed of parts that are too small to be seen without magnification NY – No standard NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials RVSOL S 3.11 Students will understand that matter is made of microscopic particles.

B – Topics may include … basic physical and chemical properties of matter VA – 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include c) physical properties remain the same as the material is reduced in size. NY – • recognize that almost anything has limits on how big or small it can be Key Idea 4: Equilibrium is a state of stability due either to a lack of changes (static equilibrium) or a balance between opposing forces (dynamic equilibrium). • observe that things change in some ways and stay the same in some ways • recognize that things can change in different ways such as size, weight, color, and movement. Some small changes can be detected by taking measurements. NS.K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of • Properties of objects and materials RVSOL S 3.12 Students will understand that the physical properties of matter do not change with size.

Science – Life Processes B – Topics may include the growth stages of animals VA – 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include a) methods of gathering and storing food, finding shelter, defending themselves, and rearing young NY – 1.1a Animals need air, water, and food in order to live and thrive. 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. • wings, legs, or fins enable some animals to seek shelter and escape predators • the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink • eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings • claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food • some animals have parts that are used to produce sounds and smells to help the animal meet its needs • the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change) NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.13 Students will understand that animals have certain characteristics that help them gather food, find shelter, and protect themselves.

B – Topics may include the growth stages of animals VA – 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior NY – 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. • animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, and migration 5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking, shivering, and salivating). 5.2c Senses can provide essential information (regarding danger, food, mates, etc.) to animals about their environment. 5.2d Some animals, including humans, move from place to place to meet their needs. 5.2e Particular animal characteristics are influenced by changing environmental conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding of fur. 5.2f Some animal behaviors are influenced by environmental conditions. These behaviors may include: nest building, hibernating, hunting, migrating, and communicating. 5.2g The health, growth, and development of organisms are affected by environmental conditions such as the availability of food, air, water, space, shelter, heat, and sunlight. NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.14 Students will understand that animals have certain characteristics that help them survive predators and natural occurrences.

B – Topics may include … the food chain VA – 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer NY – 6.1a Green plants are producers because they provide the basic food supply for themselves and animals. 6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain. 6.1d Decomposers are living things that play a vital role in recycling nutrients. NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.15 Students will understand the roles of, and relationships between, producers, consumers, and decomposers in the food chain.

B – Topics may include … the food chain VA – 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include b) herbivore, carnivore, omnivore NY – 6.1b All animals depend on plants. Some animals (predators) eat other animals (prey) NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.16 Students will understand the roles of, and relationships between, herbivores, carnivores, and omnivores in the food chain. B – Topics may include … the food chain VA – 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include c) predator and prey NY – 6.1b All animals depend on plants. Some animals (predators) eat other animals (prey) NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.17 Students will understand the roles of, and relationships between, predators and prey in the food chain. B – no goal VA – 3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments); b) dry-land environments (desert, grassland, rain forest, and forest environments); and c) population and community. NY – No standard NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • Organisms and environments RVSOL S 3.18 Students will understand that different environments support different kinds of life, which must coexist in such a way as to benefit each other and the environment.

B – Topics may include … simple rocks and minerals VA – 3.7 The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include a) soil provides the support and nutrients necessary for plant growth; b) topsoil is a natural product of subsoil and bedrock; c) rock, clay, silt, sand, and humus are components of soils; and d) soil is a natural resource and should be conserved. NY – 2.1d Erosion and deposition result from the interaction among air, water, and land. • interaction between air and water breaks down earth materials • pieces of earth material may be moved by air, water, wind, and gravity • pieces of earth material will settle or deposit on land or in the water in different places • soil is composed of broken-down pieces of living and nonliving earth material NS.K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4, all students should develop an understanding of • Properties of earth materials RVSOL S 3.19 Students will be able to describe the properties and components of soil.

Science – Earth Patterns, Cycles, and Change B – no goal VA – 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides) NY – 1.1a Natural cycles and patterns include: • Earth spinning around once every 24 hours (rotation), resulting in day and night • Earth moving in a path around the Sun (revolution), resulting in one Earth year • the length of daylight and darkness varying with the seasons • weather changing from day to day and through the seasons • the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle NS.K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4, all students should develop an understanding of • Changes in earth and sky RVSOL S 3.20 Students will be able to describe the patterns of natural events, including day and night, seasons, weather, tides, and the moon.

B – no goal VA – 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include b) animal and plant life cycles. NY – 1.2a Living things grow, take in nutrients, breathe, reproduce, eliminate waste, and die. 4.1a Plants and animals have life cycles. These may include beginning of a life, development into an adult, reproduction as an adult, and eventually death. 4.1b Each kind of plant goes through its own stages of growth and development that may include seed, young plant, and mature plant. 4.1c The length of time from beginning of development to death of the plant is called its life span. 4.1d Life cycles of some plants include changes from seed to mature plant. 4.1e Each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Some insects change from egg to larva to pupa to adult. 4.1f Each kind of animal goes through its own stages of growth and development during its life span. 4.1g The length of time from an animal’s birth to its death is called its life span. Life spans of different animals vary. NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • Life cycles of organisms RVSOL S 3.21 Students will be able to describe the stages of both plant and animal life cycles. B – no goal VA – 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) the energy from the sun drives the water cycle; NY – 6.2c Heat energy from the Sun powers the water cycle No National standard RVSOL S 3.22 Students will understand that the Sun provides the energy behind the water cycle.

B – no goal VA – 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include b) processes involved in the water cycle (evaporation, condensation, precipitation); NY – 2.1c Water is recycled by natural processes on Earth. • evaporation: changing of water (liquid) into water vapor (gas) • condensation: changing of water vapor (gas) into water (liquid) • precipitation: rain, sleet, snow, hail • runoff: water flowing on Earth’s surface • groundwater: water that moves downward into the ground No National standard RVSOL S 3.23 Students will be able to identify and describe the processes of the water cycle. B – no goal VA – 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include c) water is essential for living things; and d) water supply and water conservation. NY – No standard No National standard RVSOL S 3.24 Students will understand the relationship of water to the environment, and understand that water is a resource.

B – Topics may include … the solar system, planets, moons, stars, and galaxies VA – No standard NY – 1.1a Natural cycles and patterns include: • Earth moving in a path around the Sun (revolution), resulting in one Earth year • the appearance of the Moon changing as it moves in a path around Earth to complete a single cycle 1.1c The Sun and other stars appear to move in a recognizable pattern both daily and seasonally NS.K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4, all students should develop an understanding of • Objects in the sky • Changes in earth and sky RVSOL S 3.25 Students will understand the patterns and paths of the earth, sun, and moon, and how these patterns repeat.

B – Topics may include … important events and achievements in the history of space exploration VA – No standard NY – No standard No National standard RVSOL S 3.26 Students will study the important achievements of space exploration.

Science - Resources B – no goal VA – 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include a) the interdependency of plants and animals NY – 6.1a Green plants are producers because they provide the basic food supply for themselves and animals. 6.1b All animals depend on plants. Some animals (predators) eat other animals (prey). 6.1c Animals that eat plants for food may in turn become food for other animals. This sequence is called a food chain. NS.K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of • The characteristics of organisms • Life cycles of organisms • Organisms and environments RVSOL S 3.27 Students will understand that plants and animals depend on one another to survive.

B – no goal VA – 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include b) the effects of human activity on the quality of air, water, and habitat NY – 7.1a Humans depend on their natural and constructed environments. 7.1b Over time humans have changed their environment by cultivating crops and raising animals, creating shelter, using energy, manufacturing goods, developing means of transportation, changing populations, and carrying out other activities. 7.1c Humans, as individuals or communities, change environments in ways that can be either helpful or harmful for themselves and other organisms. NS.K-4.6 PERSONAL AND SOCIAL PERSPECTIVES As a result of activities in grades K-4, all students should develop understanding of • Changes in environments RVSOL S 3.28 Students will understand the ways in which humans have modified the environment, and the effect that has had on the natural processes of that environment.

B – no goal VA – 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include c) the effects of fire, flood, disease, and erosion on organisms NY – 2.1e Extreme natural events (floods, fires, earthquakes, volcanic eruptions, hurricanes, tornadoes, and other severe storms) may have positive or negative impacts on living things. NS.K-4.6 PERSONAL AND SOCIAL PERSPECTIVES As a result of activities in grades K-4, all students should develop understanding of • Changes in environments RVSOL S 3.29 Students will understand the ways in which natural events modify environments and affect the living organisms in those environments. B – no goal VA – 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include d) conservation and resource renewal NY – No standard No National standard RVSOL S 3.30 Students will understand that natural resources are rare and should be conserved.

B – no goal VA – 3.11 The student will investigate and understand different sources of energy. Key concepts include a) the sun’s ability to produce light and heat energy NY – 4.2a Everyday events involve one form of energy being changed to another. • the Sun’s energy warms the air and water 6.2a Plants manufacture food by utilizing air, water, and energy from the Sun. 6.2b The Sun’s energy is transferred on Earth from plants to animals through the food chain. 6.2c Heat energy from the Sun powers the water cycle No National standard RVSOL S 3.31 Students will understand that the sun produces light and heat energy, which cause all systems to function.

B – no goal VA – 3.11 The student will investigate and understand different sources of energy. Key concepts include b) sources of energy (sunlight, water, wind) NY – No standard No National standard RVSOL S 3.32 Students will understand that energy comes from various sources.

B – no goal VA – 3.11 The student will investigate and understand different sources of energy. Key concepts include c) fossil fuels (coal, oil, natural gas) and wood; and d) renewable and nonrenewable energy resources. NY – No standard No National standard RVSOL S 3.33 Students will understand that energy comes from natural fossil fuels, and may be renewable or nonrenewable.

Social Studies Social Studies, or the social sciences, include discussions of the history and government of the world. Through these studies, students learn where civilizations and ideas come from, and can then determine where they are most likely to lead. Any involvement in civic affairs or even simple authority situations demands a knowledge and understanding of the responsibilities of the parties involved. Social Studies - History B – no goal VA – 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. NY – Cultures and civilizations  People in world communities celebrate their accomplishments, achievements, and contributions.  Historic events can be viewed through the eyes of those who were there, as shown in their art, writings, music, and artifacts. NSS-USH.K-4.3 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 RVSOL SS 3.1 Students will explain the contributions of ancient Greece and Rome in our world today, focusing on the various aspects of society that the United States has adopted from these civilizations.

B – no goal VA – 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). NY – Cultures and civilizations  People in world communities use legends, folktales, oral histories, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs, and traditions. Communities around the world  Beliefs, customs, and traditions in world communities are learned from others and may differ from place to place.  Different events, people, problems, and ideas make up world communities.  People in world communities may have different interpretations and perspectives about important issues and historic events. NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD • Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe RVSOL SS 3.2 Students will explain the use of oral tradition in Mali to pass down stories, and recognize that these traditions will differ from place to place. B – Students learn about Columbus and Additional instruction in geography focuses on the travels and adventures of such significant explorers as Marco Polo, the Vikings, Sir Francis Drake, Balboa, Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary. VA – 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Leon, Jacques Cartier, and Christopher Newport NY – Cultures and civilizations  Where do people settle and live? Why?  People in world communities celebrate their accomplishments, achievements, and contributions. Physical, human, and cultural characteristics of world communities  The causes and effects of human migration vary in different world regions.  The factors that influence human settlements differ in world communities. NSS-USH.K-4.3 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 the causes and nature of movements of large groups of people into and within the United States, now and long ago RVSOL SS 3.3 Students will study and identify the accomplishments of the early explorers.

B – Students learn about Columbus and Additional instruction in geography focuses on the travels and adventures of such significant explorers as Marco Polo, the Vikings, Sir Francis Drake, Balboa, Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary. VA – 3.3 The student will study the exploration of the Americas by b) identifying reasons for exploring, the information gained, and the results from the travels. NY – Cultures and civilizations  Where do people settle and live? Why?  People in world communities celebrate their accomplishments, achievements, and contributions. Physical, human, and cultural characteristics of world communities  The causes and effects of human migration vary in different world regions.  The factors that influence human settlements differ in world communities. NSS-USH.K-4.3 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 the causes and nature of movements of large groups of people into and within the United States, now and long ago RVSOL SS 3.4 Students will study and identify the reasons for, and results of, the early explorations. B – History lessons explore the culture, beliefs, and daily life of selected Native American peoples … the impact of European settlers' arrival, the influence of Native American traditions on contemporary society, and the location of major Indian tribes and settlements on maps. VA – No standard NY – Cultures and civilizations  People in world communities use legends, folktales, oral histories, biographies, autobiographies, and historical narratives to transmit values, ideas, beliefs, and traditions.  People in world communities celebrate their accomplishments, achievements, and contributions.  Historic events can be viewed through the eyes of those who were there, as shown in their art, writings, music, and artifacts. NSS-USH.K-4.1 LIVING AND WORKING TOGETHER IN FAMILIES AND COMMUNITIES, NOW AND LONG AGO • Understands the history of the local community and how communities in North America varied long ago RVSOL SS 3.5 Students will study the culture, location, and impact of Native American people groups.

Social Studies – Geography B – students refine their map- and globe-reading skills, identifying latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles VA – 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa NY – The location of world communities  World communities can be located on maps and globes (latitude and longitude).  The spatial relationships of world communities can be described by direction, location, distance, and scale.  Regions represent areas of Earth’s surface with unifying geographic characteristics.  World communities can be located in relation to each other and to principal parallels and meridians.  Earth’s continents and oceans can be located in relation to each other and to principal parallels and meridians. NSS-G.K-12.1 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. RVSOL SS 3.6 Students will develop and refine their map skills by locating different early civilizations on a map and globe using latitude, longitude, continents, and oceans as guides. B – no goal VA – 3.4 The student will develop map skills by b) describing the physical and human characteristics of Greece, Rome, and West Africa NY – Physical, human, and cultural characteristics of world communities  The physical, human, and cultural characteristics of different regions and people throughout the world are different.  Interactions between economic activities and geographic factors differ in world communities.  The factors that influence human settlements differ in world communities. NSS-G.K-12.4 HUMAN SYSTEMS As a result of their activities in grades K-12, all students should • Understand the characteristics, distribution, and migration of human populations on Earth's surface. • Understand the characteristics, distribution, and complexity of Earth's cultural mosaics. • Understand the patterns and networks of economic interdependence on Earth's surface. • Understand the processes, patterns, and functions of human settlement. • Understand how the forces of cooperation and conflict among people influence the division and control of Earth's surface. RVSOL SS 3.7 Students will understand the physical and human characteristics of early groups of people, and how these characteristics affected their civilizations.

B – no goal VA – 3.4 The student will develop map skills by c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. NY – People depending on and modifying their physical environments  People living in world communities depend on and modify their physical environments in different ways.  Lifestyles in world communities are influenced by environmental and geographic factors.  The development of world communities is influenced by environmental and geographic factors. NSS-G.K-12.5 ENVIRONMENT AND SOCIETY As a result of activities in grades K-12, all students should • Understand how human actions modify the physical environment. • Understand how physical systems affect human systems. RVSOL SS 3.8 Students will understand the ways in which humans modified and adapted to their environments.

B – students refine their map- and globe-reading skills, identifying … the continents, the oceans VA – 3.5 The student will develop map skills by a) positioning and labeling the seven continents and four oceans to create a world map. NY – The location of world communities  Earth’s continents and oceans can be located in relation to each other and to principal parallels and meridians. NSS-G.K-12.1 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. RVSOL SS 3.9 Students will develop and refine map skills by locating the oceans and continents in relation to each other. B – students refine their map- and globe-reading skills, identifying … latitude, longitude, the equator, … the hemispheres VA – 3.5 The student will develop map skills by b) using the equator and prime meridian to identify the four hemispheres NY – No standard NSS-G.K-12.1 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. RVSOL SS 3.10 Students will develop and refine map skills by locating the hemispheres using the equator and prime meridian.

B – students refine their map- and globe-reading skills VA – 3.5 The student will develop map skills by c) locating the countries of Spain, England, and France NY – The location of world communities  World communities can be located on maps and globes (latitude and longitude).  World communities can be located in relation to each other and to principal parallels and meridians. NSS-G.K-12.1 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. RVSOL SS 3.11 Students will develop and refine map skills by locating important countries on maps and globes. B – As they trace the explorers' paths, students refine their map- and globe-reading skills, identifying latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles VA – 3.5 The student will develop map skills by d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Leon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia) NY – Cultures and civilizations  Where do people settle and live? Why? NSS-USH.K-4.3 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 the causes and nature of movements of large groups of people into and within the United States, now and long ago RVSOL SS 3.12 Students will develop and refine map skills by locating the areas of the Americas discovered by the early explorers. B – students refine their map- and globe-reading skills, identifying latitude, longitude VA – 3.5 The student will develop map skills by e) locating specific places on a simple letter-number grid system. NY – The location of world communities  The spatial relationships of world communities can be described by direction, location, distance, and scale. NSS-G.K-12.1 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. RVSOL SS 3.13 Students will develop and refine map skills by locating specific places using a simple grid.

B – no goal VA – 3.6 The student will interpret geographic information from maps, tables, graphs, and charts. NY – No standard NSS-G.K-12.1 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. RVSOL SS 3.14 Students will interpret geographic information using tables, charts, maps, and other geographic tools.

Social Studies – Economics B – no goal VA – 3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers. NY – Challenge of meeting needs and wants in world communities  People in world communities use human, capital, and natural resources.  People in world communities locate, develop, and make use of natural resources. NSS-EC.K-4.1 SCARCITY Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. At the completion of Grade 4, students should know the following benchmarks for this standard: • Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are "gifts of nature;" they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services. • Capital goods are goods that are produced and used to make other goods and services. Human capital refers to the quality of labor resources, which can be improved through investments in education, training, and health. RVSOL SS 3.15 Students will identify the different kinds of resources that are used to produce goods and services, and explain how they are used.

B – no goal VA – 3.8 The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of Mali, and in the present). NY – Challenge of meeting needs and wants in world communities  People in world communities must depend on others to meet their needs and wants. NSS-EC.K-4.6 SPECIALIZATION AND TRADE When individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. At the completion of Grade 4, students should know the following benchmarks for this standard: • Economic specialization occurs when people concentrate their production on fewer kinds of goods and services than they consume. • Specialization and division of labor usually increase the productivity of workers. • Greater specialization leads to increasing interdependence among producers and consumers. RVSOL SS 3.16 Students will identify the concepts of specialization and interdependence in the economic world, and explain how they affect the production of goods and services. B – no goal VA – 3.9 The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). NY – Economic decision making in world communities  Production, distribution, exchange, and consumption of goods and services are economic decisions which all world communities must make.  Economic decisions in world communities are influenced by many factors. NSS-EC.K-4.1 SCARCITY Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. At the completion of Grade 4, students should know the following benchmarks for this standard: • The opportunity cost of a choice is the value of the best alternative given up. RVSOL SS 3.17 Students will understand that opportunity cost is the value of what is given up when a decision is made.

Social Studies – Civics B – Civics instruction examines … local government. VA – 3.10 The student will recognize why government is necessary in the classroom, school, and community by a) explaining the purpose of rules and laws NY – People making and changing rules and laws  People in world communities form governments to develop rules and laws to govern community members.  People in world communities may have conflicts over rules, rights, and responsibilities. NSS-C.K-4.1 WHAT IS GOVERNMENT? What is Government and What Should It Do? • What are the purposes of rules and laws? • How can you evaluate rules and laws? RVSOL SS 3.18 Students will understand and explain the necessity of rules and laws.

B – Civics instruction examines … local government. VA – 3.10 The student will recognize why government is necessary in the classroom, school, and community by b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken NY – People making and changing rules and laws  People in world communities form governments to develop rules and laws to govern community members.  People in world communities may have conflicts over rules, rights, and responsibilities. Governments around the world  Governments in world communities have the authority to make, carry out, and enforce laws and manage disputes among them.  Governments in world communities develop rules and laws.  Governments in world communities plan, organize, and make decisions. NSS-C.K-4.1 WHAT IS GOVERNMENT? What is Government and What Should It Do? • Why is government necessary? • What are some of the most important things governments do? RVSOL SS 3.19 Students will understand and explain the purposes of government in relation to rules and laws.

B – Civics instruction examines … local government. VA – 3.10 The student will recognize why government is necessary in the classroom, school, and community by c) explaining that government protects the rights and property of individuals. NY – People making and changing rules and laws  People in world communities may have conflicts over rules, rights, and responsibilities. Governments around the world  Governments in world communities have the authority to make, carry out, and enforce laws and manage disputes among them. No National standard RVSOL SS 3.20 Students will understand and explain that the government is charged with protecting the people’s rights and managing disputes. B – Civics instruction examines … local government. VA – 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law NY – People making and changing rules and laws  The processes of selecting leaders, solving problems, and making decisions differ in world communities. NSS-C.K-4.1 WHAT IS GOVERNMENT? What is Government and What Should It Do? • What are the differences between limited and unlimited governments? • Why is it important to limit the power of government? NSS-C.K-4.3 PRINCIPLES OF DEMOCRACY How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? • What does the national government do and how does it protect individual rights and promote the common good? NSS-C.K-4.5 ROLES OF THE CITIZEN What are the Roles of the Citizen in American Democracy? • What are important rights in the United States? RVSOL SS 3.21 Students will understand the basic rights they have under the government, and know that the government is limited in its ability to tamper with those rights.

B – Civics instruction examines … local government. VA – 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr. NY – No standard NSS-C.K-4.2 VALUES AND PRINCIPLES OF DEMOCRACY What are the Basic Values and Principles of American Democracy? • What are some important beliefs Americans have about themselves and their government? • Why is it important for Americans to share certain values, principles, and beliefs? RVSOL SS 3.22 Students will understand the beliefs and contributions of famous Americans, and their importance. B – Civics instruction examines … local government. VA – 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms. NY – Symbols of citizenship in world communities  People in world communities celebrate various holidays and festivals. No National standard RVSOL SS 3.23 Students will understand that Americans have holidays to honor the people who serve to protect our rights. B – Civics instruction examines … ideas about religious tolerances VA – 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. NY – No standard NSS-C.K-4.2 VALUES AND PRINCIPLES OF DEMOCRACY What are the Basic Values and Principles of American Democracy? • What are the benefits of diversity in the United States? • How should conflicts about diversity be prevented or managed? • How can people work together to promote the values and principles of American democracy? RVSOL SS 3.24 Students will recognize and appreciate diversity in America, and understand how it has affected the nation’s heritage.

B – Civics instruction examines the Massachusetts and Virginia settlements, and their ideas about religious tolerances and local government. VA – No standard NY – No standard No National standard RVSOL SS 3.25 Students will recognize and appreciate the ideas of early American settlements concerning government.

Conclusion Based on the above standards, one can easily say that although state and national standards have the same general focus, many times they differ on the details. In all subject areas there are required standards in one location that are not even addressed in others. Therefore, one can assume that general elementary education in every state will be different, focusing on what that state deems important under the general umbrella of national standards. Each subject area is important in the academic development of all students, and therefore each area has quite an extensive list of goals. It is the responsibility of the teacher to ensure that the students gain a proper understanding of these principles.

Works Cited “A Short History: How We Came To Be” (2007). University of the State of New York: State Education Department. Retrieved Sept. 17, 2007 from http://usny.nysed.gov/sedhistory.html. “About NCTE” (2007). NCTE: The National Council of Teachers of English. Retrieved Sept. 17, 2007 from http://www.ncte.org/about/over. “About NSTA: An Overview” (2007). NSTA: National Science Teachers Association. Retrieved Sept. 17, 2007 from http://www.nsta.org/about/overview.aspx. “About UsNY” (2007). University of the State of New York: State Education Department. Retrieved Sept. 17, 2007 from http://usny.nysed.gov/aboutusny.html. “About VDOE” (2007). Virginia.gov: Virginia Department of Education. Retrieved Sept. 18, 2007 from http://www.vdoe.vi.virginia.gov/about/index.shtml. “Mission Statement” (2007). The National Council for History Education. Retrieved Sept. 18, 2007 from http://www.nche.net/page1/page2/page2.html. “NCHE Home” (2007). The National Council for History Education. Retrieved Sept. 18, 2007 from http://www.nche.net/. “NCTM at a Glance” (2007). NCTM: National Council of Teachers of Mathematics. Retrieved Sept. 18, 2007 from http://www.nctm.org/about/content.aspx?id=174&ekmensel=c580fa7b_8_30_174 _4. “Profile: William J. Bennett” (2003). IRC: Right Web. Retrieved Sept. 17, 2007 from http://rightweb.irc-online.org/ind/bennett/bennett.html.