4 - Claar-smith - Standards Paper

Standards Paper: 4th Grade September 19, 2007 Megan Claar & Caitlin Smith Liberty University EDUC. 410-001

Standards Paper 2

Standards Abbreviations VA SOL:

Virginia Standards of Learning

GA:

Georgia Standards

NL:

NCTE (National Council of Teachers of English)

NM:

NCTM (National Council of Teachers of Mathematics)

NS:

NSTA (National Science Teachers Association)

NSS:

NCSS (National Council for the Social Studies)

MCSOL:

Megan & Caitlin’s Standards of Learning

E:

English

M:

Math

S:

Science

SS:

Social Studies

Standards Paper 3

Rationale Bennett William John Bennett was born on July 13, 1943 in Brooklyn, New York. At a young age, Bennett moved to Washington, D.C. and attended Gonzaga College High School. To continue his education, Bennett went to Williams College and graduated from the University of Texas at Austin with a PhD in Political Philosophy. With an interest in politics and education, Bennett pursued his desire in 1985 and became the third United States Secretary of Education under President Ronald Reagan. Throughout his lifetime, Bennett was known for being a man of strong convictions when it came to important issues. One particular issue that Bennett took interest in that led him to write his best-known book, The Book of Virtues: A Treasury of Great Morals, was the idea of instilling morality in children (Wikipedia, 2007). With having this passion, Bennett developed a compilation of goals for the four main content areas in each grade level. These goals give educators a perspective on education and teaching from the standpoint of another who loved teaching.

Virginia Standards of Learning The Virginia Standards of Learning (SOLs) are ways in which the Virginia Department of Education can monitor local schools and hold them accountable for their teaching. They have been around for a little over ten years, even before the passage of the No Child Left Behind Act in 2002. However, since the passage of that act, the standards have become a more important part of the education process as well as higher stakes in the realm of testing for the schools. Each year, students take SOL tests for their particular grade level and then the school is judged based on whether or not the students are able to achieve the goals and standards established by

Standards Paper 4 the state. The results of these tests extend beyond just whether or not the students could pass or not. They help determine whether the school can continue receiving money from the state, whether it will become a “choice school” and allow students to leave the school and go to a better one, and even such factors as real estate values.

Georgia Standards The Georgia standards of learning have continued to grow in the direction of improvement over the past decade. When the Quality Basic Education Act (QBE) was passed in 1986, improvements were implemented in regards to the students’ attitudes, skills, and knowledge of the curriculum. With this act in place, the standards of learning are always undergoing change and every four years, the standards are reassessed and the necessary corrections are made. The goal of the Georgia Department of Education is to make sure that students are ready for graduation and they leave well-prepared in order to be successful individuals in whatever path they may go down. Therefore, standards are implemented in each classroom and in each grade level.

The National Council of Teachers of English The National Council of Teachers of English (NCTE) was founded in 1911. Since then, it has grown to be an organization that is made up of many different forms of educators. The NCTE was created to allow teachers to become a part of a professional association while giving them the opportunity to grow in their careers and discuss issues in the teaching profession, focusing on the content area of English. This society has grown to consist of over 60,000 members, made up of people from the United States, five Canadian provinces, and the

Standards Paper 5 Philippines. The NCTE also enables educators with standards to implement in their classroom. These standards of English were created by this organization so that students would be called out to reach their fullest potential so they may be successful in the world. In addition, these standards serve as a foundation for educators and all them to be creative in their instruction.

National Council of Teachers of Mathematics The National Council of Teachers of Mathematics (NCTM) was founded in 1920. It is the largest math education organization in the world with over 100,000 members throughout the United States and Canada. It holds an annual conference every year with thousands of attendees in order to inform math teachers and other educators of the latest in mathematics education resources with workshops, lectures, exhibits, and panel discussions. It provides money to schools to promote higher mathematics achievement as well as reward exceptional math teachers. Its main goal and purpose is to be a “public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students.”

National Science Education Standards The National Science Education Standards (NSES) were designed in order for all students to have the ability to achieve success in scientific literacy. Many individuals are involved in the creation of the NSES, including science teachers, scientists, school board members, parents, and many other public officials. The main goal of the NSES is to provide standards that reach each student, wherever they may be around the United States and bring them together with a great understanding in the area of Science. The NSES were created not to be

Standards Paper 6 stuck into one form of curriculum; instead it was created to be versatile and easy for any teacher to implement in their classroom.

National Council for the Social Studies The National Council for the Social Studies (NCSS) was founded in 1921 and is the largest association for social studies education in the country. It has membership in all 50 states and in 69 foreign countries. The organization covers a broad range of topics for elementary, secondary, and college levels and the subjects of history, geography, economics, political science, sociology, civics, psychology, anthropology, and law-related education as well as appropriate topics from mathematics, humanities, and the natural sciences. As there is such a diversity as to what social studies means, the NCSS defines it as “the integrated study of the social sciences and humanities to promote civic competence.” It divides all of social studies into ten major themes: Culture; Time; Continuity and Change; People, Places, and Environment; Individual Development and Identity; Individuals, Groups, and Institutions; Power, Authority, and Governance; Production, Distribution, and Consumption; Science, Technology, and Society; Global Connections; and Civic Ideals and Practices. The belief NCSS holds about social studies teachers is reflected in this statement: Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators. The NCSS helps guide social studies teachers, professors, and other educators to promote effective social studies programs.

Standards Paper 7

English Standards English English is the subject that gives each child the opportunity to use their imagination to the fullest potential. Through writing, students are able to transfer their thoughts to paper. Teachers should give their students enough opportunities to write about their own personal feelings and reactions to a particular topic. Through reading, students are able to use their imagination to make the characters and events of the story come alive in their minds. They read the words of a particular book and translate it into their own story. Nehemiah 8:8 mentions reading and the importance of understanding what is being read: “They read from the Book of the Law of God, making it clear and giving the meaning so that the people could understand what was being read.” (NIV) Through oral presentations, students are able to make their own interpretations and present those thoughts and ideas to their fellow classmates in a way they find to be logical. Once English is brought into the classroom, students have an outlet to express themselves.

Standards Paper 8 Oral Language Bennett

N/A

VA SOL 4.1

The student will use effective oral communication skills in a variety of settings. a) Present accurate directions to individuals and small groups.

GA ELA4LSV1

The student participates in student-to-teacher, student-tostudent, and group verbal interactions. The student a) Initiates new topics in addition to responding to adultinitiated topics. j) Volunteers contributions and responds when directly solicited by teacher or discussion leader.

NL-ENG.K-12.4

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.

MCSOL E 4.1

The student will use effective oral communication when communicating with the teacher, with fellow classmates, and in groups, applying skills such as: a) serving as a leader in a small group to convey directions. b) beginning discussion of new ideas or topics, as well as focus on ideas and topics given by the teacher. c) using spoken language (i.e. style, vocabulary) that is appropriate for the particular audience.

Standards Paper 9

Bennett

N/A

VA SOL 4.1

The student will use effective oral communication skills in a variety of settings. b) Contribute to group discussions. c) Seek ideas and opinions of others.

GA ELA4LSV1

The student participates in student-to-teacher, student-to-student, and group verbal instructions. The student g) Actively solicits another person’s comments or opinions. f) Offers own opinion forcefully without domineering. g) Responds appropriately to comments and questions. h) Volunteers contributions and responds when directly solicited by teacher or discussion leader.

NL-ENG.K-12.4

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.

MCSOL E 4.2

The student will use effective oral communication when contributing to group discussions, applying skills such as: a) Seeking to actively listen to the ideas, comments, and opinions of other group members. b) Sharing opinion at appropriate times. c) Responding voluntarily to comments and questions posed by teacher and other group members. d) Using spoken language (i.e. style, vocabulary) that is appropriate for the particular audience.

Standards Paper 10

Bennett

Students use library visits to prepare…oral…reports.

VA SOL 4.1

The student will use effective oral communication skills in a variety of settings. d) Use evidence to support opinions.

GA ELA4LSV1

The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student k) Gives reasons in support of opinions expressed.

GA ELA4R1

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (Critical Component 1): f) Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text.

NL-ENG.K-12.4:

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.

MCSOL E 4.3:

The student will use effective oral communication when contributing to group discussions, practicing skills such as: a) Making inferences about the different aspects of the text. b) Offering credible evidence from the text to support opinions. c) Using spoken language (i.e. style, vocabulary) that is appropriate for the particular audience.

Bennett

Students continue to refine…vocabulary.

VA SOL 4.1

The student will use effective oral communication skills in a variety of settings. e) Use grammatically correct language and specific vocabulary to communicate ideas.

GA ELA4

N/A

NL-ENG.K-12.4

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.

MCSOL E 4.4

The student will use proper English in all academic settings, including: a) Correct language b) Specific vocabulary c) Proper grammar

Standards Paper 11 Bennett

Students continue to refine…vocabulary.

VA SOL 4.2

The Student will make and listen to oral presentations and reports. a) Use subject-related information and vocabulary.

GA ELA4LSV1

The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student b) Asks relevant questions. c) Responds to questions with appropriate information. g) Actively solicits another person’s comments or opinions. l) Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

NL-ENG.K-12.4

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.

MCSOL E 4.5

The student will apply certain strategies for oral presentations, practicing the following techniques: a) Use information and vocabulary that pertains to the particular topic being presented. b) Respond to questions and comments, using well thought-out answers. c) Offers explanations to help others understand information being presented.

Standards Paper 12

Bennett

N/A

VA SOL 4.2

The student will make and listen to oral presentations and reports. b) Listen to and record information. c) Organize information for clarity.

GA ELA4LSV1

The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student c) Responds to questions with appropriate information. i) Responds appropriately to comments and questions. j) Volunteers contributions and responds when directly solicited by teacher or discussion leader l) Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

NL-ENG.K-12.4

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.

MCSOL E 4.6

The student will be an active listener when other classmates are giving oral presentations by: a) Asking relevant questions. b) Raising their hand during appropriate question times. c) Taking organized notes and recording information.

Standards Paper 13 Reading Bennett

An introduction to critical reading with selection’s from classic children’s literature, adventure and animal stories, fables, legends, myths, and tall tales. Students continue to refine…vocabulary. Independent reading… [is] a significant part of each day.

VA SOL 4.3

The student will read fiction and nonfiction with fluency and accuracy. a) Use context to clarify meanings of unfamiliar words. b) Explain words with multiple meanings. c) Use knowledge of word origins; synonyms, antonyms, and homonyms; and multiple meanings of words. d) Use word-reference materials, including the glossary, dictionary, and thesaurus.

GA ELA4R2

The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

GA ELA4R3

The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student b) Determines the meaning of unknown words using their context. c) Identifies the meaning of common root words to determine the meaning of unfamiliar words. d) Determines meanings of words and alternate word choices using a dictionary or thesaurus. h) Recognizes and uses words with multiple meanings (e.g., sentence, school, hard) and determines which meaning is intended from the context of the sentence. i) Identifies and applies the meaning of the terms antonym, synonym, and homophone.

NL-ENG.K-12.1

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.

Standards Paper 14

MCSOL E 4.7

The student will read nonfiction and fiction books, improving on accuracy and fluency by: a) Reading a minimum of twenty-five books a school year, having a variety of books for critical reading (i.e. nonfiction, fiction, traditional literature, classic children’s literature, adventure and animal stories, fables, legends, myths, and tall tales). b) Using resource materials when needed, including the dictionary, thesaurus, and glossary. c) Identifying new words through context clues. d) Identifying words with multiple meanings. e) Understanding word origins, synonyms, antonyms, and homonyms. f) Reading individually everyday for a minimum of 30 minutes.

Standards Paper 15

Bennett

An introduction to critical reading with selection’s from classic children’s literature, adventure and animal stories, fables, legends, myths, and tall tales. Students identify story structure…and distinguish fact from fiction. Independent reading…[is] a significant part of each day.

VA SOL 4.4

The student will read and demonstrate comprehension of fiction. a) Explain the author’s purpose. b) Describe how the choice of language, setting, and information contributes to the author’s purpose. c) Compare the use of fact and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. e) Describe the relationship between text and previously read materials. f) Identify sensory words.

GA ELA4R1:

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. b) Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. d) Identifies sensory details and figurative language. f) Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. g) Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life.

NL-ENG.K-12.1

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…Among these texts are fiction and nonfiction, classic and contemporary works.

NL-ENG.K-12.3

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…

Standards Paper 16

MCSOL E 4.8

The student will read a variety of fictional books, demonstrating comprehension by: a) Identifying and explaining the author’s purpose and how this affects the language, setting, and information of the book. b) Comparing the different types of fictional literature, focusing on the fact and fiction of historical fiction. c) Comparing the text with other previously read texts. d) Identifying and evaluating the main events and the supporting details of the text. e) Recognizing abstract-like qualities and figurative language in the text. f) Reading individually everyday for a minimum of 30 minutes.

Standards Paper 17 Bennett

Students identify story structure…and distinguish fact from fiction. Independent reading…[is] a significant part of each day.

VA SOL 4.5

The student will read and demonstrate comprehension of nonfiction. a) Use text organizers, such as type, headings, and graphics, to predict and categorize information. b) Formulate questions that might be answered in the selection. c) Explain the author’s purpose. d) Make simple inferences, using information from texts. e) Draw conclusions, using information from texts. f) Summarize content of selection, identifying important ideas and providing details for each important idea. g) Describe relationship between content and previously learned concepts or skills. h) Distinguish between cause and effect and between fact and opinion. i) Identify new information gained from reading.

GA ELA4R1

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (Critical Component 1): b) Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. c) Identifies the speaker of a poem or story. (Critical Component 2): a) Locates facts that answer the reader’s questions. d) Identifies and uses knowledge of common organizational structures (e.g., chronological order, cause and effect). e) Distinguishes cause from effect in context. f) Summarizes main ideas and supporting details. g) Makes perceptive and well-developed connections. h) Distinguishes fact from opinion or fiction.

GA ELA4R2

The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.

NL-ENG.K-12.1

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…Among these texts are fiction and nonfiction, classic and contemporary works.

Standards Paper 18

NL-ENG.K-12.3

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.

MCSOL E 4.9

The student will read a variety of nonfiction books, using various skill strategies and indicating comprehension by: a) Using text organizers to predict and categorize information before, during, and after reading. b) Making predictions prior to reading in regards to the events and other aspects of the text that may take place. c) Drawing conclusions, using evidence from throughout the text to support the inferences made. d) Using summarizing techniques to describe the main events and the supporting details of the text.

Standards Paper 19

Bennett

Independent…writing [is] a significant part of each day.

VA SOL 4.6

The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. c) Evaluate and synthesize information.

GA ELA4R1

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. (Critical Component 1): For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: f) Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. (Critical Component 2): For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: a) Locates facts that answer the reader’s questions.

NL-ENG.K-12.7

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

MCSOL E 4.10

The student will demonstrate competencies in the area of information resources by: a) Constructing questions that pertain to a particular topic being researched. b) Finding information from various resources. c) Evaluating information gathered in order to produce and understand a well-researched topic. d) Working on independent writing everyday in order to improve basic writing skills. e) Researching topics that are of interest or that the student may want to know more about.

Standards Paper 20 Bennett

Students use library visits to prepare written and oral book reports.

VA SOL 4.6

The student will demonstrate comprehension of information resources to research a topic. b) Collect information, using the resources of the media center, including online, print, and media resources.

GA ELA4W3

The student uses research and technology to support writing. The student a) Acknowledges information from sources. b) Locates information in reference texts by using organizational features (i.e. prefaces, appendices, index, glossary, and table of contents). c) Uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

NL-ENG.K-12.7

Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 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.

NL-ENG.K-12.8

MCSOL E 4.11

The student will demonstrate competencies in the area of research, such as: a) Finding and collecting information about a particular research topic, using available tools found in the media center, including online, print, or media resources. b) Knowing when to use certain resources (i.e. libraries, databases, computer networks, videos) to support written and oral reports.

Standards Paper 21 Writing Bennett

Students identify story structure, examine cause-effect relationships, and distinguish fact from fiction. Students continue to refine handwriting and vocabulary. Writing assignments emphasize the construction of introductions and conclusions in creative and expository composition, and introduce more advanced techniques like summarization and dialogue. Independent…writing [is] a significant part of each day.

VA SOL 4.7

The student will write effective narratives, poems, and explanations. a) Focus on one aspect of a topic. b) Develop a plan for writing. c) Organize writing to convey a central idea. d) Write several related paragraphs on the same topic. e) Utilize elements of style, including word choice and sentence variation. f) Write rhymed, unrhymed, and patterned poetry. g) Use available technology.

GA ELA4W1

The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a) Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b) Writes texts of a length appropriate to address the topic or tell the story. c) The student uses research and technology to support writing. The student b) Locates information in reference texts by using organizational features (i.e. prefaces, appendices, index, glossary, and table of contents). c) Uses various reference materials (i.e. dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers, and key words).

GA ELA4W3

GA ELA4W4

The student consistently uses a writing process to develop, revise, and evaluate writing. The student a) Plans and drafts independently and resourcefully. b) Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. d) Edits to correct errors in spelling, punctuation, etc.

Standards Paper 22

NL-ENG.K-12.5

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.

NL-ENG.K-12.8

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.

MCSOL E 4.12

The student will write narratives, poems, and explanations, applying skills such as: a) Choosing a topic to focus on. b) Developing an organized plan for writing. c) Creating a central idea. d) Creating several paragraphs that support the chosen topic and carry the central idea throughout. e) Using appropriate word choice and sentence variation. f) Using different patterns for poetry (i.e. rhymed, unrhymed, patterned). g) Using available technology resources and references (i.e. almanacs, encyclopedias, newspapers, etc). h) Proofreading all writing for common punctuation, grammar, and spelling errors. i) Working independently everyday on writing. j) Focusing on improving spelling and vocabulary. k) Recognizing the difference between fact and fiction. l) Finding supporting evidence for topics, such as writing as it pertains to a cause-effect relationship. m) Including key parts of a story structure, such as introduction and conclusion. n) Using writing techniques, such as dialoguing and summarization.

Standards Paper 23 Bennett

Topics in grammar include compound subjects and predicates, and verb tenses. Spelling work introduces etymology as a tool.

VA SOL 4.8

The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use the articles a, an, and the correctly. h) Use correct spelling for frequently used words, including common homophones.

GA ELA4C1

The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student a) Recognizes the subject-predicate relationship in sentences. b) Uses and identifies four basic parts of speech (adjective, noun, verb, adverb). c) Uses and identifies correct mechanics (end marks, commas for series, capitalization), correct usage (subject and verb agreement in a simple sentence), and correct sentence structure (elimination of sentence fragments). g) Spells most commonly used homophones correctly (there, they’re, their; two, too, to).

NL-ENG.K-12.6

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.

MCSOL E 4.13

The student will understand the rules of grammar, punctuation, spelling, and sentence structure, as it pertains to the following: a) Identifying and using correct subject-verb agreement. b) Using prepositional phrases. c) Identifying and using correct pronoun-noun agreement. d) Using commas in series, dates, and addresses. e) Identifying and eliminating double negatives. f) Identifying and using correct sentence structure (i.e. subject and predicate). g) Identifying and using adjectives and adverbs. h) Maintaining correct spelling throughout writing process, including the most common misspelled homophones (there, they’re, their; two, too, to). i) Identifying and using articles (a, an, the) correctly. j) Understanding and using the correct verb tenses.

Standards Paper 24

Math Standards Math Math is such an important subject to be studied in the classroom. There are so many uses that can be made to everyday life, such as making change, figuring out sales tax, estimating total cost while shopping, finding the area of a room in a house to paint, modifying recipes, and so on. Children must see the importance of learning this sometimes difficult subject in order to really be able to appreciate it. Math is also a subject area that just keeps building on itself- students take previously learned skills and adapt them to the new topic. Another positive aspect about math is that it is a universal language, so students from other countries and/or language backgrounds will not have to catch up in the curriculum taught as in other more verbal-oriented subject areas. Math can be applied across the curriculum in other subjects and other topics and does not always have to deal directly with numbers. Psalm 139:17 says “How precious to me are your thoughts, O God! How vast is the sum of them!” (NIV) David understood the application of math outside of the classroom and used it in adoration and worship of God.

Standards Paper 25 Number and Number Sense Bennett

N/A

VA SOL 4.1

The student will a) identify (orally and in writing) the place value for each digit in a whole number expressed through millions;

GA M4N1

Students will further develop their understanding of how whole numbers are represented in the base-ten numeration system. a. Identify place value names and places from hundredths through one million.

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 and be able to represent and compare whole numbers and decimals

MCSOL M 4.1

The student will identify the place values for each digit in a whole number in the base-ten system through the millions place.

Bennett

N/A

VA SOL 4.1

The student will b) compare two whole numbers expressed through millions, using symbols ( >, <, or = );

GA

N/A

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 and be able to represent and compare whole numbers and decimals

MCSOL M 4.2

The student will be able to compare two numbers using the symbols: <, >, or =.

Standards Paper 26 Bennett

N/A

VA SOL 4.1

The student will c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand.

GA M4N2

Students will understand and apply the concept of rounding numbers. a. Round numbers to the nearest ten, hundred, or thousand. b. Describe situations in which rounding numbers would be appropriate and determine whether to round to the nearest ten, hundred, or thousand.

NM

N/A

MCSOL M 4.3

The student will be able to round whole numbers through millions to the nearest ten, hundred, thousand, ten-thousand, and hundred thousand.

Bennett

N/A

VA SOL 4.2

The student will a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures;

GA M4N6

Students will further develop their understanding of the meaning of common fractions and use them in computations. c. Convert and use mixed numbers and improper fractions interchangeably.

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;

MCSOL M 4.4

The student will be able to identify, model, and compare fractions and mixed numbers.

Standards Paper 27 Bennett

N/A

VA SOL 4.2

The student will b) represent equivalent fractions;

GA

N/A

NM-NUM.3-5.1

Understand numbers, ways of representing numbers, relationships among numbers, and number systems • recognize equivalent representations for the same number and generate them by decomposing and composing numbers; • recognize and generate equivalent forms of commonly used fractions, decimals, and percents;

MCSOL M 4.5

The student will be able to recognize and identify equivalent fractions.

Bennett

N/A

VA SOL 4.2

The student will c) relate fractions to decimals, using concrete objects.

GA

N/A

NM

N/A

MCSOL M 4.6

The student will understand the relationship between fractions and decimals.

Standards Paper 28 Bennett

N/A

VA SOL 4.3

The student will compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials.

GA

N/A

NM-NUM.3-5.1

Understand numbers, ways of representing numbers, relationships among numbers, and number systems • use models, benchmarks, and equivalent forms to judge the size of fractions;

MCSOL M 4.7

The student will compare fractions with like and unlike denominators having denominators of 12 or less.

Bennett

N/A

VA SOL 4.4

The student will a) read, write, represent, and identify decimals expressed through thousandths;

GA

M4N5 Students will further develop their understanding of the meaning of decimals and use them in computations. a. Understand decimals are a part of the base-ten system.

NM

N/A

MCSOL M 4.8

The student will read, write, represent, and identify decimals expressed through thousandths and understand they are part of the base-ten system.

Standards Paper 29 Bennett

N/A

VA SOL 4.4

The student will b) round [decimals ] to the nearest whole number, tenth, and hundredth

GA M4N2

Students will understand and apply the concept of rounding numbers. c. Understand the meaning of rounding a decimal to the nearest whole number.

NM

N/A

MCSOL M 4.9

The student will round decimals to the nearest whole number, tenth, and hundredth.

Computation and Estimation Bennett

Students solve story problems that reinforce whole-number operations…

VA SOL 4.5

The student will estimate whole-number sums and differences and describe the method of estimation. Students will refine estimates, using terms such as closer to, between, and a little more than.

GA M4N2

Students will understand and apply the concept of rounding numbers. d. Represent the results of computation as a rounded number when appropriate and estimate a sum or difference by rounding numbers.

NM-NUM.3-5.3

Compute fluently and make reasonable estimates • develop fluency in adding, subtracting, multiplying, and dividing whole numbers;

MCSOL M 4.10

The student will estimate whole number sums and differences by rounding numbers.

Standards Paper 30 Bennett

Students solve story problems that reinforce whole-number operations…

VA SOL 4.6

The student will add and subtract whole numbers written in vertical and horizontal form, choosing appropriately between paper and pencil methods and calculators.

GA

N/A

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.

MCSOL M 4.11

The student will add and subtract whole numbers in vertical and horizontal form, choosing appropriately between paperand-pencil methods and calculators

Standards Paper 31 Bennett

Students solve story problems that reinforce whole-number operations…

VA SOL 4.7

The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using estimation and paper and pencil. For larger products (a two-digit numeral times a three-digit numeral), estimation and calculators will be used.

GA M4N3

Students will solve problems involving multiplication of 2-3 digit numbers by 1-2 digit numbers.

NM-NUM.3-5.2

Understand meanings of operations and how they relate to one another • understand various meanings of multiplication and division; • understand the effects of multiplying and dividing whole numbers;

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; • develop fluency in adding, subtracting, multiplying, and dividing whole numbers; • develop and use strategies to estimate the results of wholenumber computations and to judge the reasonableness of such results; • 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.

MCSOL M 4.12

The student will find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper-and-pencil and estimation (for larger numbers).

Standards Paper 32

Bennett

Students solve story problems that reinforce whole-number operations…

VA SOL 4.8

The student will estimate and find the quotient of two whole numbers, given a one-digit divisor.

GA M4N4

Students will further develop their understanding of division of whole numbers and divide in problem-solving situations without calculators. a. Know the division facts with understanding and fluency.

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; • develop fluency in adding, subtracting, multiplying, and dividing whole numbers; • develop and use strategies to estimate the results of wholenumber computations and to judge the reasonableness of such results;

MCSOL M 4.13

The student will find the quotient of two whole numbers given a one-digit divisor. They will also use estimation to estimate the quotient.

Standards Paper 33 Bennett

Students…use estimation and rounding to divide large numbers by two- and three-digit divisors…

VA SOL

N/A

GA M4N4

Students will further develop their understanding of division of whole numbers and divide in problem-solving situations without calculators. b. Solve problems involving division by a 2-digit number (including those that generate a remainder).

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; • develop fluency in adding, subtracting, multiplying, and dividing whole numbers; • develop and use strategies to estimate the results of wholenumber computations and to judge the reasonableness of such results;

MCSOL M 4.14

The student will find the quotient of two whole numbers given two- and three-digit divisors, also using estimation. They will also find remainders.

Standards Paper 34 Bennett

Students solve story problems that reinforce… fractional and decimal concepts…

VA SOL 4.9

The student will a) add and subtract with fractions having like and unlike denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil; b) add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil; and c) solve problems involving addition and subtraction with fractions having like and unlike denominators of 12 or less and with decimals expressed through thousandths, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

GA M4N6

Students will further develop their understanding of the meaning of common fractions and use them in computations. a. Understand representations of simple equivalent fractions. b. Add and subtract fractions and mixed numbers with common denominators. (Denominators should not exceed twelve.)

GA M4N5

Students will further develop their understanding of the meaning of decimals and use them in computations. c. Add and subtract both one and two digit decimals.

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; • 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.

MCSOL M 4.15

The student will add and subtract fractions having like and unlike denominators of 12 or less. They will also add and subtract decimals through thousandths. They will incorporate such means as paper-and-pencil methods, estimation, and calculators.

Standards Paper 35

Measurement Bennett

N/A

VA SOL 4.10

The student will a) estimate and measure weight/mass, using actual measuring devices, and describe the results in U.S. Customary/metric units as appropriate, including ounces, pounds, grams, and kilograms;

GA M4M1

Students will understand the concept of weight and how to measure weight. a. Use standard and metric units to measure the weight of objects. b. Know units used to measure weight (gram, kilogram, ounce, pound, and ton). c. Compare one unit to another within a single system of measurement.

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; • select and use benchmarks to estimate measurements;

MCSOL M 4.16

The student will estimate and measure weight/mass, using actual measuring devices and using appropriate units in both the U.S. system- ounces, pounds, and metric system- grams and kilograms.

Standards Paper 36

Bennett

N/A

VA SOL 4.10

The student will b) identify equivalent measurements between units within the U.S. Customary system (ounces and pounds) and between units within the metric system (grams and kilograms)

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement; • understand that measurements are approximations and how differences in units affect precision;

MCSOL M 4.17

The student will identify equivalent measurements between units within the U.S. Customary system- ounces and pounds, and between units within the metric system- grams and kilograms.

Standards Paper 37 Bennett

N/A

VA SOL 4.10

The student will c) estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons (1 ounce is about 28 grams, or 1 gram is about the weight of a paper clip; 1 kilogram is a little more than 2 pounds).

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems;

MCSOL M 4.18

The student will estimate the conversion of ounces and grams and pounds and kilograms using approximate comparisons (1 oz is about 28 grams, 1 gram is about the weight of a paperclip, 1 kg is a little more than 2 pounds, etc.).

Standards Paper 38 Bennett

N/A

VA SOL 4.11

The student will a) estimate and measure length, using actual measuring devices, and describe the results in both metric and U.S. Customary units, including part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, millimeters, centimeters, and meters;

GA

N/A

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; • understand that measurements are approximations and how differences in units affect precision;

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; • select and use benchmarks to estimate measurements;

MCSOL M 4.19

The student will estimate and measure length, using actual measuring devices and using appropriate units in both the U.S. system- inches (and parts of inches), feet, yards, and miles, and metric system- millimeters, centimeters, meters, and kilometers.

Standards Paper 39

Bennett

N/A

VA SOL 4.11

The student will b) identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards) and between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters)

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement; • understand that measurements are approximations and how differences in units affect precision;

MCSOL M 4.20

The student will identify equivalent measurements between units within the U.S. Customary system (inches and feet, feet and yards, inches and yards) and between units with in the metric system (millimeters and centimeters, centimeters and meters, millimeters and meters, and meters and kilometers.

Standards Paper 40 Bennett

N/A

VA SOL 4.11

The student will c) estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons (1 inch is about 2.5 centimeters, 1 meter is a little longer than 1 yard, 1 mile is slightly farther than 1.5 kilometers, or 1 kilometer is slightly farther than half a mile).

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • understand that measurements are approximations and how differences in units affect precision;

MCSOL M 4.21

The student will estimate the conversion of inches and centimeters, yards and meters, and miles and kilometers, using approximate comparisons.

Standards Paper 41 Bennett

N/A

VA SOL 4.12

The student will a) estimate and measure liquid volume, using actual measuring devices and using metric and U.S. Customary units, including cups, pints, quarts, gallons, milliliters, and liters

GA

N/A

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; • understand that measurements are approximations and how differences in units affect precision;

NM-MEA.3-5.2

Apply appropriate techniques, tools, and formulas to determine measurements • develop strategies for estimating the perimeters, areas, and volumes of irregular shapes; • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; • select and use benchmarks to estimate measurements;

MCSOL M 4.22

The student will estimate and measure volume, using actual measuring devices and using appropriate units in both the U.S. system- cups, pints, quarts, and gallons, and metric systemmilliliters and liters.

Standards Paper 42

Bennett

N/A

VA SOL 4.12

The student will b) identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons) and between units within the metric system (milliliters and liters)

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement; • understand that measurements are approximations and how differences in units affect precision;

MCSOL M 4.23

The student will identify equivalent measurements between units within the U.S. Customary system (cups, pints, quarts, and gallons) and between units within the metric system (milliliters and liters).

Standards Paper 43 Bennett

N/A

VA SOL 4.12

The student will c) estimate the conversion of quarts and liters, using approximate comparisons (1 quart is a little less than 1 liter, 1 liter is a little more than 1 quart).

GA

N/A

NM-MEA.3-5.1

Understand measurable attributes of objects and the units, systems, and processes of measurement • understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • understand that measurements are approximations and how differences in units affect precision;

MCSOL M 4.24

The student will estimate the conversion of quarts and liters, using approximate comparisons (1 quarts is a little less than 1 liter, 1 liter is a little more than 1 quarts, etc.)

Bennett

N/A

VA SOL 4.13

The student will a) identify and describe situations representing the use of perimeter and area

GA

N/A

NM-GEO.3-5.4

Use visualization, spatial reasoning, and geometric modeling to solve problems • use geometric models to solve problems in other areas of mathematics, such as number and measurement;

NM-MEA.3-5.2

Apply appropriate techniques, tools, and formulas to determine measurements • develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms;

MCSOL M 4.25

The student will identify and describe situations representing the use of perimeter and area.

Standards Paper 44

Bennett

N/A

VA SOL 4.13

The student will b) use measuring devices to find perimeter in both standard and nonstandard units of measure.

GA

N/A

NM-GEO.3-5.4

Use visualization, spatial reasoning, and geometric modeling to solve problems • use geometric models to solve problems in other areas of mathematics, such as number and measurement;

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; • select and use benchmarks to estimate measurements;

MCSOL M 4.26

The student will use measuring devices to find perimeter in both standard (feet, meters, etc.) and nonstandard (shoelengths, cubits, etc.) units of measure.

Standards Paper 45 Geometry Bennett

N/A

VA SOL 4.14

The student will investigate and describe the relationships between and among points, lines, line segments, and rays.

GA

N/A

NM

N/A

MCSOL M 4.27

The student will investigate and describe the relationship between and among points, lines, line segments, and rays.

Bennett

In geometry, topics include…acute, right, and obtuse angles…

VA SOL 4.15

The student will a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler b) describe the path of shortest distance between two points on a flat surface.

GA M4G1

Students will define and identify the characteristics of geometric figures through examination and construction. a. Examine and compare angles in order to classify and identify triangles by their angles.

NM

N/A

MCSOL M 4.28

The student will identify and draw representations of points, lines, line segments, rays, and angles using a straightedge or ruler and describe the path of shortest distance between two points on a plane. They will also identify the three types of angles- acute, right, and obtuse.

Standards Paper 46 Bennett

In geometry, topics include… parallel and perpendicular lines…

VA SOL 4.16

The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity.

GA M4G1

Students will define and identify the characteristics of geometric figures through examination and construction. b. Describe parallel and perpendicular lines in plane geometric figures.

NM

N/A

MCSOL M 4.29

The student will identify and draw representations of intersecting, parallel, and perpendicular lines.

Standards Paper 47 Bennett

In geometry, topics include…more advanced characteristics of polygons.

VA SOL 4.17

The student will a) analyze and compare the properties of two-dimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism])

GA M4G1

Students will define and identify the characteristics of geometric figures through examination and construction. c. Examine and classify quadrilaterals (including parallelograms, squares, rectangles, trapezoids, and rhombi). d. Compare and contrast the relationships among quadrilaterals.

GA M4G2 Students will understand fundamental solid figures. a. Compare and contrast a cube and a rectangular prism in terms of the number and shape of their faces, edges, and vertices. b. Describe parallel and perpendicular lines and planes in connection with rectangular prisms. c. Construct/collect models for solid geometric figures (cubes, prisms, cylinders, etc.) NM-GEO.3-5.1

Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships • identify, compare, and analyze attributes of two- and threedimensional 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;

NM-GEO.3-5.4

Use visualization, spatial reasoning, and geometric modeling to solve problems • build and draw geometric objects; • identify and build a three-dimensional object from twodimensional representations of that object;

MCSOL M 4.30

The student will analyze and compare the properties of twodimensional geometric figures including circles, squares, rectangles, triangles, parallelograms, trapezoids, and rhombi. They will also analyze and compare the properties of threedimensional solid geometric figures including spheres, cubes, and rectangular prisms.

Standards Paper 48

Bennett

In geometry, topics include…congruence…

VA SOL 4.17

The student will b) identify congruent and noncongruent shapes

GA

N/A

NM-GEO.3-5.1

Analyze characteristics and properties of two- and threedimensional geometric shapes and develop mathematical arguments about geometric relationships • explore congruence and similarity;

NM-GEO.3-5.3

Apply transformations and use symmetry to analyze mathematical situations • describe a motion or a series of motions that will show that two shapes are congruent;

MCSOL M 4.31

The student will identify congruent and noncongruent shapes.

Standards Paper 49 Bennett

In geometry, topics include symmetry…

VA SOL

N/A

GA

N/A

NM-GEO.3-5.3

Apply transformations and use symmetry to analyze mathematical situations • identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs.

MCSOL M 4.32

The student will identify symmetry in two- and threedimensional shapes and designs.

Bennett

N/A

VA SOL 4.17

The student will c) investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing.

GA

N/A

NM-GEO.3-5.3

Apply transformations and use symmetry to analyze mathematical situations • predict and describe the results of sliding, flipping, and turning two-dimensional shapes; • identify and describe line and rotational symmetry in two- and three-dimensional shapes and designs.

MCSOL M 4.33

The student will investigate congruence of plane figures after geometric transformations such as reflection/ flip, translation/ slide, and rotation/ turns, using mirrors, paper folding, and tracing.

Standards Paper 50 Bennett

N/A

VA SOL 4.18

The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.

GA M4G3

Students will use the coordinate system. a. Understand and apply ordered pairs in the first quadrant of the coordinate system. b. Locate a point in the first quadrant in the coordinate plane and name the ordered pair. c. Graph ordered pairs in the first quadrant.

NM

N/A

MCSOL M 4.34

The student will identify the ordered pair for a point and locate the point for an ordered pair in the first quadrant of a coordinate plane.

Probability and Statistics Bennett

N/A

VA SOL 4.19

The student will a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible

GA

N/A

NM-DATA.3-5.4

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;

MCSOL M 4.35

The student will predict the likelihood of outcomes of a simple event, using the terms: certain, likely, unlikely, and impossible.

Standards Paper 51 Bennett

N/A

VA SOL 4.19

The student will b) determine the probability of a given simple event, using concrete materials.

GA

N/A

NM-DATA.3-5.4

Understand and apply basic concepts of probability • predict the probability of outcomes of simple experiments and test the predictions;

MCSOL M 4.36

The student will determine the probability of a simple event (using concrete materials) and test the prediction.

Standards Paper 52 Bennett

Students…interpret line graphs…and, where and when possible, organize and display graphs and data on computers.

VA SOL 4.20

The student will collect, organize, and display data in line and bar graphs with scale increments of one or greater than one and use the display to interpret the results, draw conclusions, and make predictions.

GA M4D1

Students will gather, organize, and display data according to the situation and will compare related features. a. Represent data in bar, line, and pictographs. b. Investigate the features and tendencies of graphs. c. Compare different graphical representations for a given set of data.

GA M4P5

Students will represent mathematics in multiple ways. a. Create and use representations to organize, record, and communicate mathematical ideas.

NM-ALG.3-5.3

Use mathematical models to represent and understand quantitative relationships • model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.

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; • recognize the differences in representing categorical and numerical data.

MCSOL M 4.37

The student will collect, organize, and display data in line, bar, pictographs and use the display to interpret the results, draw conclusions, and make predictions.

Standards Paper 53

Bennett

Students…compute mean, median, and mode…

VA SOL

N/A

GA SOL

N/A

NM-DATA.3-5.2

Select and use appropriate statistical methods to analyze data • use measures of center, focusing on the median, and understand what each does and does not indicate about the data set;

MCSOL M 4.38

The student will compute and analyze the measures of central tendency including mean, median, and mode.

Patterns, Functions, and Algebra Bennett

N/A

VA SOL 4.21

The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words.

GA

N/A

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.

MCSOL M 4.39

The student will recognize, create, and extend numeric and geometric patterns, using concrete materials, number lines, graphs, symbols, tables, and words.

Standards Paper 54 Bennett

N/A

VA SOL 4.22

The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations [e.g., 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) + 16].

GA M4A1

Students will represent and interpret mathematical relationships in quantitative expressions. a. Understand and apply patterns and rules to describe relationships and solve problems. c. Write and evaluate mathematical expressions using symbols and different values.

GA M4N7

Students will explain and use properties of the four arithmetic operations to solve and check problems. c. Compute using the commutative, associative, and distributive properties.

NM

N/A

MCSOL M 4.40

The student will recognize and demonstrate the meaning of equality, using symbols representing numbers, operations, and relations. For example: 3 + 5 = 5 + 3 and 15 + (35 + 16) = (15 + 35) +16. They will also identify the commutative and associative properties (although probably not yet use these words).

Standards Paper 55

Science Standards Science Science is a unique subject in the way that it brings hands-on-activities into the classroom, while still teaching students important information about the world around them. It is important for students to understand the different entities that make up their world. With teaching science, a teacher is given the opportunity to open the minds of young people and show them exactly how plants grow through photosynthesis, why bears have a certain habitat, and how to correctly investigate, reason, and think logically. Science class should be a time of learning, but also a time of experimenting. Children are born with a curiosity about them, and as teachers, we must channel that curiosity in the right direction. Through science, young people are given the freedom to wonder and use their inquisitiveness for good. There are so many science topics covered in the Bible, but probably the most important would be creation, since all of science came about as a result of it. “In the beginning God created the heavens and the earth…and God saw that it was good.” (Genesis 1:1, 10b, NIV)

Standards Paper 56 Scientific Investigation, Reasoning, and Logic Bennett

N/A

VA SOL 4.1

The student will plan and conduct investigations in which a) distinctions are made among observations, conclusions, inferences, and predictions. b) hypotheses are formulated based on cause-and-effect relationships. c) variables that must be held constant in an experimental situation are defined.

GA SOL

N/A

NS.K-4.1

As a result of activities in grades K-4, all students should develop abilities necessary to do scientific inquiry and understanding about scientific inquiry.

MCSOL S 4.1

The student will learn details to conducting investigations by: a) identifying the difference between observations, conclusions, inferences, and predictions; b) formulating hypotheses for a particular experiment; and c) recognizing the variables that must remain constant.

Bennett

N/A

VA SOL 4.1

The student will plan and conduct investigations in which d) appropriate instruments are selected to measure linear distance, volume, mass, and temperature. e) appropriate metric measures are used to collect, record, and report data.

GA SOL

N/A

NS. K-4.1

As a result of activities in grades K-4, all students should develop abilities necessary to do scientific inquiry and understanding about scientific inquiry.

MCSOL S 4.2

The student will learn details to conducting investigations by: a) using the appropriate instruments to make measurements for linear distance, volume, mass, and temperature; and b) using the appropriate techniques to collect, record, and report data.

Standards Paper 57

Bennett

N/A

VA SOL 4.1

The student will plan and conduct investigations in which f) data are displayed using bar and basic line graphs; g) numerical data that are contradictory or unusual in experimental results are recognized; and h) predictions are made based on data from picture graphs, bar graphs, and basic line graphs.

GA S4CS4

Students will use ideas of system, model, change, and scale in exploring scientific and technological matters. c) Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.

GA S4CS6

Students will question scientific claims and arguments effectively. b) Identify when comparisons might not be fair because some conditions are different.

GA S4CS7

Students will be familiar with the character of scientific knowledge and how it is achieved. a) Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

NS.K-4.1

As a result of activities in grades K-4, all students should develop abilities necessary to do scientific inquiry and understanding about scientific inquiry.

MCSOL S 4.3

The student will learn details to conducting investigations by: a) properly displaying data on bar or line graphs; b) recognizing when numerical data is different from experimental results; and c) making predictions and drawing conclusions based on data recorded on picture graphs, bar graphs, or basic line graphs.

Standards Paper 58 Force, Motion, and Energy Bennett

N/A

VA SOL 4.2

The student will investigate and understand characteristics and interaction of moving objects. Key concepts include a) motion is described by an object’s direction and speed; b) forces cause changes in motion; c) friction is a force that opposes motion; and d) moving objects have kinetic energy.

GA S4P3

Students will demonstrate the relationship between the application of a force and the resulting change in position and motion on an object. b) Using different size objects, observe how force affects speed and motion. c) Explain what happens to the speed or direction of an object when a greater force than the initial one is applied.

NS.K-4.2

As a result of the activities in grades K-4, all students should develop an understanding of properties of objects and materials; position and motion of objects; and light, heat, electricity, and magnetism.

MCSOL S 4.4

The student will identify, understand, and experiment with the characteristics and interactions of moving objects, noting key concepts such as: a) motion is described by an object’s direction and speed; b) forces cause changes in motion, including the force of friction; and c) the relationship between moving objects and kinetic energy.

Standards Paper 59 Bennett

Additional topics from the…physical sciences may include…heat as a form of energy; and the idea of heat transfer.

VA SOL 4.3

The student will investigate and understand the characteristics of electricity. Key concepts include a) conductors and insulators; b) basic circuits (open/closed, parallel/series); c) static electricity; d) the ability of electrical energy to be transformed into heat, light, and mechanical energy; e) simple electromagnets and magnetism; and f) historical contributions in understanding electricity.

GA

N/A

NS.K-4.2

As a result of the activities in grades K-4, all students should develop an understanding of properties of objects and materials; position and motion of objects; and light, heat, electricity, and magnetism.

MCSOL S 4.5

The student will identify and understand the many characteristics of electricity by: a) recognizing the difference between conductors and insulators; b) recognizing the basic circuits (open/closed, parallel/series); c) defining the abilities of static and electrical energy; d) understanding simple electromagnets and magnetism; e) identifying and studying the historical contributions of electricity; and f) defining heat and recognizing its role in electricity.

Standards Paper 60 Life Processes Bennett

Additional topics from the life…sciences may include the life cycle and behavior of social insects.

VA SOL 4.4

The student will investigate and understand basic plant anatomy and life processes. Key concepts include a) the structures of typical plants (leaves, stems, roots, and flowers); b) processes and structures involved with reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed); c) photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and d) dormancy.

GA

N/A

NS. K-4.3

As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms; life cycles of organisms; and organisms and environments.

MCSOL S 4.6

The student will investigate and understand the basic anatomy, characteristics, and life processes of plants, including: a) the structures of typical plants (leaves, stems, roots, and flowers); b) the processes and structures involved with plant reproduction (pollination, stamen, pistil, sepal, embryo, spore, and seed); c) the details of photosynthesis (sunlight, chlorophyll, water, carbon, dioxide, oxygen, and sugar); and d) dormancy.

Standards Paper 61 Living Systems Bennett

N/A

VA SOL 4.5

The student will investigate and understand how plants and animals in an ecosystem interact with one another and the nonliving environment. Key concepts include a) behavioral and structural adaptations; b) organization of communities; c) flow of energy through food webs; d) habitats and niches; e) life cycles; and f) influence of human activity on ecosystems.

GA S4L1

Students will describe the roles of organisms and the flow of energy within an ecosystem. A emphasis earth science. Topicsand may a) special Identify the rolesonofthe producers, consumers, decomposers include… glaciers… the atmosphere and weather forecasting; in a community. and the stages of the the flow waterofcycle (rain, evaporation, and clouds). b) Demonstrate energy through a food web/food Through news reports and, where possible, their own chain beginning with sunlight and including producers, observations and measurements, consumers, and decomposers.students monitor changes in local rainfall, temperature, barometric pressure…humidity, c) Predict how changes in the environment would affect a and windcommunity speed and (ecosystem) direction, and simple techniques of weather of learn organisms. prediction. d) Predict effects on a population if some of the plants or animals in the community are scarce or if there are too many. The student will investigate and understand how weather Conditions andactivities phenomena occurK-4, and can be predicted. As a result of in grades all students shouldKey concepts include develop understanding of the characteristics of organisms; life a) weather measurements and meteorological tools (air cycles of organisms; and organisms and environments. pressure – barometer, wind speed – anemometer, rain understand gauge, and temperature thermometer); and Therainfall student– will the roles of–plants and b) weather phenomena clouds, storms). animals in an ecosystem(fronts, and how theyand interact with one

Bennett

VA SOL 4.6 NS. K-4.3

MCSOL S 4.7

another and the nonliving environment. Key concepts Students will differentiate between the states of water and include: how they relate and to thestructural water cycle and weather. a) behavioral adaptations; c) Investigate how are formed. b) organization of clouds communities; c) flow of energy through food web/chain, including details GA S4E4 Students analyzeproducers, weather charts/maps collect aboutwill sunlight, consumers,and and decomposers; weather data to predict weather events and infer patterns and d) different types of habitats; seasonal changes. e) life cycles; and a) Identify weather instruments and explain howand eachother is used in f) the influence of the environment, humans, gathering weather data and making forecasts (thermometer, plants and animals on particular ecosystems. rain gauge, barometer, wind vane, anemometer). b) Using Systems a weather map, identify the fronts, temperature, and Interrelationships in Earth/Space precipitation and use the information to interpret the weather conditions. c) Use observations and records of weather conditions to predict weather patterns throughout the year. GA S4E3

NS.K-4.4

As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials; objects in the sky; and changes in earth and sky.

Standards Paper 62

MCSOL S 4.8:

The student will investigate and understand: a) the different weather measurements and meteorological tools (barometer for air pressure, anemometer for wind speed, rain gauge for rain fall, thermometer for temperature); b) the atmosphere and techniques to predict the weather; how to monitor and measure the local rainfall, temperature, barometric pressure, humidity, and wind speed/direction; c) the stages of the water cycle (rain, evaporation, clouds); d) weather phenomena (fronts, clouds, storms); and e) the effect of weather on glaciers.

Standards Paper 63

Bennett:

A special emphasis on the earth science. Additional topics from the…physical sciences may include…distinguishing features of comets, asteroids, and methods…Through news reports and, where possible, their own observations and measurements, students monitor changes in local…sunrise and sunset.

VA SOL 4.7:

The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; d) historical contributions in understanding the Earth-moon-sun system.

GA S4E2:

Students will model the position and motion of the earth in the solar system and will explain the role of relative position and motion in determining sequence of the phases of the moon. a) Explain the day/night cycle of the earth using a model. b) Explain the sequence of the phases of the moon. c) Demonstrate the revolution of the earth around the sun and the earth’s tilt to explain the seasonal changes. d) Demonstrate the relative size and order from the sun of the planets in the solar system.

NS. K-4.4:

As a result of their activities in grades K-4, all students should develop an understanding of properties of earth materials; objects in the sky; and changes in earth and sky.

MCSOL S 4.9

The student will understand the relationships and roles of the Earth, moon, and sun. Key concepts include: a) distinguishing the features of comets and asteroids; b) investigating the motions of the Earth, moon, and sun (revolution and rotation); Earth Patterns, Cycles, and Change c) investigating the causes for the Earth’s seasons and phases of the moon; d) monitoring the local sunset and sunrise; e) exploring the relative size, position, age, and makeup of the Earth, moon, and sun; and f) identifying and studying the historical contributions of the Earth-moon-sun system

Standards Paper 64

Standards Paper 65 Resources Bennett

A special emphasis on the earth sciences. Topics may include rock formations; the process of erosion, the creation of fossil fuels.

VA SOL 4.8

The student will investigate and understand important Virginia natural resources. Key concepts include a) watershed and water resources; b) animals and plants; c) minerals, rocks, ores, and energy sources; and d) forests, soil, and land.

GA

N/A

NS. K-4.6

As a result of activities in grades K-4, all students should develop understanding of…types of resources; changes in environments; and science and technology in local challenges.

MCSOL S 4.10

The student will investigate and understand the natural resources of Virginia and the issues of the local environment. Key concepts include: a) watershed and water resources; b) animals and plants; c) the formation and production of minerals, rocks, ores, and energy sources; d) forests, soil, and land; e) the process of erosion; and f) the creation of fossil fuels.

Bennett

Additional topics from the life…sciences may include… important bones and muscles of the human body.

VA SOL

N/A

GA

N/A

NS. K-4.3

As a result of activities in grades K-4, all students should develop understanding of the characteristics of organisms; life cycles of organisms; and organisms and environments.

MCSOL S 4.12

The student will be able to identify and define the important bones and muscles of the human body.

Standards Paper 66

Social Studies Standards Social Studies As in science, there are many topics that are under the umbrella of social studies from history to government to geography to economics. It is important for children to understand what is going on in the world around them and to be informed citizens. Current events study in school is very important to encourage children to follow and investigate current history as it is being made. A study of the past will inform students of how to make the most of the future and not allow history to repeat itself in negative ways due to the ignorance of modern society. Paul warned Israel to study its past history in 1 Corinthians 10:1 when he says, “For I do not want you to be ignorant of the fact, brothers, that our forefathers were all under the cloud and that they all passed through the sea.” (NIV) The founding fathers looked to the past in writing the Constitution and framing this nation so that it would repeat the good and avoid the bad. As students grow older, they must make the decision whether or not to influence their government by doing such things as voting to ensure the best candidate wins. Students should learn to think for themselves and not blindly give in to whatever is popular.

Standards Paper 67 Skills Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to a) identify and interpret artifacts and primary and secondary source documents to understand events in history;

GA

N/A

NSS

N/A

MCSOL SS 4.1

The student will be able to identify and interpret artifacts, primary, and secondary sources to understand events in history.

Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations;

GA

N/A

NSS

N/A

MCSOL SS 4.2

The student will determine cause and effect relationships in historical and geographic analysis. They will also be able to compare and contrast historical events. Additionally, they will draw conclusions and make generalizations with the information discovered.

Standards Paper 68

Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to e) make connections between past and present;

GA

N/A

NSS

N/A

MCSOL SS 4.3

The student will be able to make connections between past and present events in history.

Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to f) sequence events in Virginia history;

GA

N/A

NSS

N/A

MCSOL SS 4.4

The student will be able to sequence events in Virginia history.

Standards Paper 69 Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to g) interpret ideas and events from different historical perspectives;

GA

N/A

NSS

N/A

MCSOL SS 4.5

The student will interpret ideas and events from different historical perspectives.

Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to h) evaluate and discuss issues orally and in writing;

GA

N/A

NSS

N/A

MCSOL SS 4.6

The student will evaluate and discuss historical and geographical issues orally and in writing.

Standards Paper 70 Bennett

N/A

VA SOL VS.1

The student will develop skills for historical and geographical analysis including the ability to i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

GA

N/A

NSS-G.K-12.1

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.

NSS-G.K-12.6

As a result of activities in grades K-12, all students should • Understand how to apply geography to interpret the past. .

MCSOL SS 4.7

The student will analyze and interpret maps and other geographic representations to explain relationships among landforms, water features, climactic characteristics, and historical events.

Virginia: The Land and Its First Inhabitants

Standards Paper 71 Bennett

N/A

VA SOL VS.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by a) locating Virginia and its bordering states on maps of the United States;

GA

N/A

NSS

N/A

MCSOL SS 4.8

The student will locate Virginia and its bordering states on a map of the United States.

Bennett

Where possible, local and state developments are highlighted.

VA SOL VS.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;

GA SS4G1

The student will be able to locate important physical and man-made features in the United States. a. Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.

NSS

N/A

MCSOL SS 4.9

The student will locate and describe the major physical regions of Virginia: Coastal Plain/Tidewater, Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.

Standards Paper 72

Bennett

Where possible, local and state developments are highlighted.

VA SOL VS.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River);

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.10

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will locate and identify the water features important to the early history of Virginia: Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, and Rappahannock River.

Standards Paper 73 Bennett

Where possible, local and state developments are highlighted.

VA SOL VS.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by d) locating three American Indian (First American) language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;

GA SS4G2

The student will describe how physical systems affect human systems. a. Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

NSS-USH.K-4.2 •

MCSOL SS 4.11

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will locate the three American Indian language groups on a map of Virginia: Algonquians, Siouans, and Iroquois. They represent the first American language group.

Standards Paper 74

Bennett

N/A

VA SOL VS.2

The student will demonstrate knowledge of the geography and early inhabitants of Virginia by e) describing how American Indians (First Americans) adapted to the climate and their environment to secure food, clothing, and shelter.

GA SS4G2

The student will describe how physical systems affect human systems. a. Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

GA SS4H1

The student will describe how early Native American cultures developed in North America. a. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole). b. Describe how the American Indians used their environment to obtain food, clothing, and shelter.

NSS-USH.K-4.1 •

Understands the history of the local community and how communities in North America varied long ago

•

Understands the people, events, problems, and ideas that were significant in creating the history of their state

NSS-USH.K-4.2

MCSOL SS 4.12

The student will describe how the American Indians adapted to the climate and environment and how they provided for their basic necessities such as food, clothing, and shelter.

Standards Paper 75

Bennett

Students study the French, Dutch, Spanish…

VA SOL

N/A

GA SS4G2

The student will describe how physical systems affect human systems. b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

GA SS4H2

The student will describe European exploration in North America. a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier. b. Describe examples of cooperation and conflict between Europeans and Native Americans.

NSS-USH.K-4.3 •

MCSOL SS 4.13

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

The student will study the explorations of the French, Dutch, and Spanish to the New World and their successes and/or failures to adapt to the environment and colonize.

Standards Paper 76

Standards Paper 77 Colonization and Conflict: 1607 through the American Revolution Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers…

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by a) explaining the reasons for English colonization; b) describing how geography influenced the decision to settle at Jamestown;

GA SS4G2

The student will describe how physical systems affect human systems. b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled. c. Explain how the physical geography of each colony helped determine economic activities practiced therein.

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

•

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

NSS-USH.K-4.3

MCSOL SS 4.14

The student will explain the reasons for English colonization and describe how geography influenced the decision to settle at Jamestown.

Standards Paper 78

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers…

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement;

GA

N/A

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

MCSOL SS 4.15

The student will identify the importance of the charters of the Virginia Company of London in establishing the settlement at Jamestown.

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers…Where possible, local and state developments are highlighted.

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by d) identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America;

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.16

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the importance of the Virginia Assembly as the first representative legislative body in English America.

Standards Paper 79

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers… Where possible, local and state developments are highlighted.

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by e) identifying the importance of the arrival of Africans and women to the Jamestown settlement;

GA

N/A

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

•

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

NSS-USH.K-4.3

MCSOL SS 4.17

The student will identify the importance of the arrival of Africans and women to the Jamestown settlement.

Standards Paper 80 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers… Where possible, local and state developments are highlighted.

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival;

GA SS4G2

The student will describe how physical systems affect human systems. b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled. c. Explain how the physical geography of each colony helped determine economic activities practiced therein.

NSS-USH.K-4.2 •

MCSOL SS 4.18

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will describe the hardships faced by the settlers at Jamestown and how the changes that took place ensured survival.

Standards Paper 81 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… English settlers… Where possible, local and state developments are highlighted.

VA SOL VS.3

The student will demonstrate knowledge of the first permanent English settlement in America by g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers.

GA SS4H2

The student will describe European exploration in North America. b. Describe examples of cooperation and conflict between Europeans and Native Americans.

NSS-USH.K-4.2 •

MCSOL SS 4.19

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will describe the interactions between the English settlers and the Powhatan people, including the contributions they made to the survival of the settlers.

Standards Paper 82 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… daily life in the colonies…

VA SOL VS.4

The student will demonstrate knowledge of life in the Virginia colony by a) explaining the importance of agriculture and its influence on the institution of slavery;

GA SS4H3

The student will explain the factors that shaped British colonial America. a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies. b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

NSS-USH.K-4.2 •

MCSOL SS 4.20

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will explain the importance of agriculture and its influence on the institution of slavery and compare that lifestyle to that of New England and the Mid-Atlantic colonies.

Standards Paper 83

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… daily life in the colonies…

VA SOL VS.4

The student will demonstrate knowledge of life in the Virginia colony by b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and American Indians (First Americans) influenced the cultural landscape and changed the relationship between the Virginia colony and England;

GA

N/A

NSS-USH.K-4.1 •

Understands family life now and in the past, and family life in various places long ago

•

Understands the people, events, problems, and ideas that were significant in creating the history of their state

•

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

NSS-USH.K-4.2

NSS-USH.K-4.3

MCSOL SS 4.21

The student will describe how European (English, Scotch-Irish, and German) immigrants, Africans, and American Indians influenced the cultural landscape and altered the relationship between the Virginia colony and England.

Standards Paper 84

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… daily life in the colonies… Where possible, local and state developments are highlighted.

VA SOL VS.4

The student will demonstrate knowledge of life in the Virginia colony by c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.22

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will describe the influence of geography on the relocation of Virginia’s capital from Jamestown to Williamsburg to its present location at Richmond.

Standards Paper 85

Standards Paper 86 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… daily life in the colonies…

VA SOL VS.4

The student will demonstrate knowledge of life in the Virginia colony by d) describing how money, barter, and credit were used.

GA SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. a. Describe opportunity costs and their relationship to decisionmaking across time (such as decisions to send expeditions to the New World). b. Explain how price incentives affect people's behavior and choices (such as colonial decisions about what crops to grow and products to produce). c. Describe how specialization improves standards of living (such as how specific economies in the three colonial regions developed). d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America). e. Describe how trade promotes economic activity (such as how trade activities in the early nation were managed differently under the Articles of Confederation and the Constitution). f. Give examples of technological advancements and their impact on business productivity during the development of the United States. GA SS4E2

The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

NSS-USH.K-4.2 •

MCSOL SS 4.23

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will describe the colonial economy, with emphasis on the exchange of money, bartering, and credit.

Standards Paper 87

Standards Paper 88 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… Declaration of Independence and the American Revolution…

VA SOL VS.5

The student will demonstrate knowledge of the role of Virginia in the American Revolution by a) identifying the reasons why the colonies went to war with England as expressed in the Declaration of Independence;

GA SS4CG1

The student will describe the meaning of a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).

GA SS4H4

The student will explain the causes, events, and results of the American Revolution. a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party. b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

NSS

N/A

MCSOL SS 4.24

The student will identify the reasons why the colonies went to war with England with specific references to the Declaration of Independence and the events leading up to the war.

Standards Paper 89

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… Declaration of Independence and the American Revolution… Where possible, local and state developments are highlighted.

VA SOL VS.5

The student will demonstrate knowledge of the role of Virginia in the American Revolution by b) identifying the various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry;

GA SS4H4

The student will explain the causes, events, and results of the American Revolution. d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

NSS-USH.K-4.2 •

MCSOL SS 4.25

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the roles played by important Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry.

Standards Paper 90

Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… Declaration of Independence and the American Revolution… Where possible, local and state developments are highlighted.

VA SOL VS.5

The student will demonstrate knowledge of the role of Virginia in the American Revolution by c) identifying the importance of the American victory at Yorktown.

GA SS4G2

The student will describe how physical systems affect human systems. d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).

GA SS4H4

The student will explain the causes, events, and results of the American Revolution. c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord and Yorktown.

NSS-USH.K-4.2 •

MCSOL SS 4.26

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will understand the importance of the American victory at Yorktown during the American Revolutionary War.

Standards Paper 91

Bennett

Map work identifies the 13 colonies…

VA SOL

N/A

GA

N/A

NSS

N/A

MCSOL SS 4.27

The student will identify each of the 13 original colonies on a map.

Political Growth and Western Expansion: 1781 to the Mid 1800s

Standards Paper 92 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… Constitutional Convention… Where possible, local and state developments are highlighted.

VA SOL VS.6

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by a) explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”;

GA SS4CG5

The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).

GA SS4H5

The student will analyze the challenges faced by the new nation. b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.

NSS-C.K-4.3

How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? • What is the United States Constitution and why is it important?

NSS-USH.K-4.2 •

MCSOL SS 4.28

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will understand some of the important aspects of the Constitution, including the “Father of the Constitution”, James Madison. Students will also be able to explain why George Washington is the known as the “Father of our Country.”

Standards Paper 93

Standards Paper 94 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… Constitutional Convention… Where possible, local and state developments are highlighted.

VA SOL VS.6

The student will demonstrate knowledge of the role of Virginia in b) the establishment of the new American nation by identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom;

GA SS4H5

The student will analyze the challenges faced by the new nation. b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery. d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.

NSS-C.K-4.3

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-USH.K-4.2 •

MCSOL SS 4.29

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will understand the influence made by Virginia by George Mason and Thomas Jefferson, expressed in the Virginia Declaration of Rights and the Virginia Statue for Religious Freedom. The Bill of Rights in the Constitution will be included in the discussion as both of these documents had an influence on its creation and inclusion in the American Constitution.

Standards Paper 95

Standards Paper 96 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… the Louisiana Purchase and westward expansion… Where possible, local and state developments are highlighted. Map work…follows westward migration and national expansion to the Pacific.

VA SOL VS.6

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by c) explaining the influence of geography on the migration of Virginians into western territories.

GA SS4G2

The student will describe how physical systems affect human systems. e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).

GA SS4H6

The student will explain westward expansion of America between 1801 and 1861. a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns). b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

•

Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

NSS-USH.K-4.3

MCSOL SS 4.30

The student will describe the influence of geography on the migration of Virginians into western territories.

Standards Paper 97

Standards Paper 98 Civil War and Post-War Eras Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Students study the… sectional differences preceding the Civil War. Where possible, local and state developments are highlighted.

VA SOL VS.7

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.31

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the events and differences between northern and southern states that divided Virginians and led to secession and the Civil War. The creation of West Virginia and its split away from Virginia will be included.

Standards Paper 99 Bennett

Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. Where possible, local and state developments are highlighted.

VA SOL VS.7

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

GA

N/A

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

MCSOL SS 4.32

The student will describe Virginia’s role in the Civil War, including identifying major battles that took place in Virginia.

Bennett

Civics covers…constitutional issues surrounding slavery.

VA SOL

N/A

GA

N/A

NSS

N/A

MCSOL SS 4.33

The student will be able to discuss the constitutional issues surrounding slavery.

Standards Paper100 Bennett

Students study the… the growth of canals and railroads… Where possible, local and state developments are highlighted.

VA SOL VS.8

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia; c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.

GA SS4H6

The student will explain westward expansion of America between 1801 and 1861. b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

NSS-USH.K-4.2 •

MCSOL SS 4.34

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the effects of Reconstruction, segregation, and “Jim Crow” on life in Virginia. They will also be able to describe the importance of railroads, new industries and technologies, and the growth of cities to Virginia’s economic development.

Virginia: 1900 to the Present

Standards Paper101 Bennett

Where possible, local and state developments are highlighted.

VA SOLVS.9

The student will demonstrate knowledge of twentieth century Virginia by a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons people came to Virginia from other states and countries;

GA

N/A

NSS-USH.K-4.1 •

Understands family life now and in the past, and family life in various places long ago

•

Understands the people, events, problems, and ideas that were significant in creating the history of their state

NSS-USH.K-4.2

MCSOL SS 4.35

The student will describe the economic and social transition in Virginia from a rural, agricultural society to a more urban, industrialized society, including the reasons people migrated to Virginia from other states and countries.

Standards Paper102 Bennett

Where possible, local and state developments are highlighted.

VA SOL VS.9

The student will demonstrate knowledge of twentieth century Virginia by b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history;

GA

N/A

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

MCSOL SS 4.36

The student will identify the social and political events in Virginia associated with desegregation and Massive Resistance and their relationship to national history.

Bennett

Where possible, local and state developments are highlighted.

VA SOL: VS.9

The student will demonstrate knowledge of twentieth century Virginia by c) identifying the political, social, and/or economic contributions made by Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.37

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the political, social, and/or economic contributions made by Virginians such as Maggie Walker, Harry F. Byrd, Sr., Arthur R. Ashe, Jr., and L. Douglas Wilder.

Standards Paper103 Bennett

Where possible, local and state developments are highlighted. Civics covers the functions of the three branches of government, the two-party system…

VA SOL VS.10

The student will demonstrate knowledge of government, geography, and economics by a) identifying the three branches of Virginia government and the function of each;

GA

N/A

NSS-C.K-4.3

How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? • What are the major responsibilities of state governments? • What are the major responsibilities of local governments? • Who represents you in the legislative and executive branches of your local, state, and national governments?

NSS-USH.K-4.2 •

MCSOL SS 4.38

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will identify the three branches of Virginia government and each of their functions.

Standards Paper104 Bennett

Where possible, local and state developments are highlighted.

VA SOLVS.10

The student will demonstrate knowledge of government, geography, and economics by b) describing the major products and industries of Virginia’s five geographic regions;

GA

N/A

NSS-USH.K-4.2 •

Understands the people, events, problems, and ideas that were significant in creating the history of their state

MCSOL SS 4.39

The student will describe the major products and industries of Virginia’s five geographic regions.

Bennett

Where possible, local and state developments are highlighted.

VA SOL VS.10

The student will demonstrate knowledge of government, geography, and economics by c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy.

GA

N/A

NSS-USH.K-4.2 •

MCSOL SS 4.40

Understands the people, events, problems, and ideas that were significant in creating the history of their state

The student will explain how advances in transportation, communication, and technology have contributed to Virginia’s prosperity and role in the global economy.

Standards Paper105

Conclusion Standards are important means of holding teachers accountable for what they are teaching and to keep all students of a certain grade level at a particular level, positive in that it pushes weaker students but negative too in that it holds back higher-achieving students. It also gives a teacher a guideline as to what should be covered throughout the year. In fourth grade in particular, the teacher must take a third grader in the beginning of the year and transform them so they are prepared for fifth grade in the following year. These standards, combining standards from diverse backgrounds will help in this process. James makes an interesting point in James 3:1 about the high standard teachers will be held to: “Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly.” (NIV) Teachers hold great responsibility, taking someone else’s child and giving them an education. Standards are just one way to hold teachers accountable to the parents, school, and community.

Standards Paper106

Resources Georgia department of education: QCC standards and resources. (n.d.). Retrieved September 17, 2007, from the GLC website http://www.glc.k12.ga.us/intro/. National council for the social studies. (n.d). Retrieved September 15, 2007, from the NCSS website: http://www.ncss.org/about. National council of teachers of english. (n.d). Retrieved September 14, 2007, from the NCTE website: http://www.ncte.org. National council of teachers of mathematics. (n.d). Retrieved September 15, 2007, from the NCTM website: http://www.nctm.org. National science education standards. (n.d). Retrieved September 17, 2007, from the NSES web site: http://www.nap.edu/readingroom/books/nses/action.html. Student Bible, New international version. (1986) Grand Rapids, MI: Zondervan Publishing House. Virginia standards of learning and the no child left behind act. (n.d). In U.S. Department of State. Retrieved September 15, 2007, from http://www.state.gov/m/dghr/flo/c21998.htm William Bennett. (2007, September 12). In Wikipedia, The Free Encyclopedia. Retrieved September 14, 2007, from http://en.wikipedia.org/wiki/William_Bennett.