4 Pippin Spears Standards Ppr

Kristin and Samantha SOL 1

Running head: KRISTIN AND SAMANTHA SOL

Kristin and Samantha’s Standards of Learning A collaboration effort for curriculum-base Kristin Spears & Samantha Pippin Liberty University

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Rationale Bennett’s Goals Founder: William J. Bennett Bennett, born July 31, 1943, holds an undergraduate degree from Williams College, a PhD from University of Texas at Austin and a law degree from Harvard. Bennett has been a college professor, the executive director of a research facility, two presidentialappointed positions-one being as the secretary of education (1985). Under President Bush Sr., Bennett served as director of the office of drug control policy (wikipedia). Politically active with the Republican party, Bennett is quite the activist and currently hosts a national radio show. Described as “an American conservative pundit and politician,” (ethicscenter.nd.edu), Bennett’s contributions both to society as well as educational reform have helped shape curriculums nationwide. Bennett’s Goals, a model curriculum for grades K-8, establish a guideline for educators to follow for the utmost potential to be obtained by their students through their prudent teaching efforts. A breakdown of these goals will be explored in this text, identifiable in ITALIC FONT.

DOD-SOL Standards DOD-SOL (the Department of Defense Educational Agency) is a fully functioning international school system, operating in over 200 schools in 12 countries, seven states, Puerto Rico and Guam. Catering to over 88,000 students, all of the DOD-SOL schools are fully accredited and teachers are highly qualified in their area of expertise. DODSOL stems from the Office of the Secretary of Defense and is headed by a director based

Kristin and Samantha SOL 3 out of Arlington, VA. The mission of DOD-SOL schools is to, “plan, direct, coordinate, and manage the education programs for eligible dependents of U.S. military personnel and civilian personnel of the DoD stationed overseas” (DOD-SOL.edu). DOD-SOL schools pride themselves in the adaptability of their curriculum and standards, claiming that they, “provides resources to non-DOD-SOL schools to help them deal with the challenges faced by military dependents” (DOD-SOL.edu). The ability to provide an allinclusive pre-K through 12th grade curriculum-aligned with those of state-regulated nature is a positive characteristic DOD-SOL can certainly take credit for. Curriculum and standards are reviewed on a regular basis, as DOD-SOL schools undergo an arduous six year process in which all content areas are evaluated. The cycle starts with the evaluation of current programs and ends with the introduction and consideration of new materials. The DOD-SOL standards are similar to those presented by the state of Virginia and can be identified throughout this paper by the acronym, DOD-SOL. Virginia SOL The Virginia public school system has set forth a list of specific topics to be covered in each grade. These standards are set so that the students in Virginia public schools will become competent individuals. People from all walks of life support these standards. The four content areas that will be addressed in our paper of Math, Science, Social Science, and English. The Virginia SOL’s will identified as VA-SOL in this paper. National Education

Kristin and Samantha SOL 4 The Department of Education wants every state to set forth standards that are similar to the ones that the Department has issued so that students all across America will learn the required material to become competent adults in an every changing world. The Education World website states the following, as stated by the Department of Education, "All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards." The National Standards will be addressed as N in the paper.

Kristin and Samantha SOL 5 Legend: Bennett’s Goals – Italicized VA-SOL – Virginia Standards of Learning DOD-SOL – Department of Defense Standards of Learning N- National Standards of Learning KS-SOL – Kristin and Samantha personal summary of the Standards; will be Bolded Color Code: Virginia Studies

Science

English

Math

Kristin and Samantha SOL 6 VA studies - Our standards for social sciences have been assembled through a compilation of resources, namely: Bennett’s goals on social studies, the Virginia Standards of Learning of Virginia Studies, the Department of Defense Standards of Learning for social sciences, and the National Council for the Social Studies. We believe it is important for students to be well-rounded in their education; this goal can be attained through the whole development of content knowledge. Virginia Studies is an important part of understanding where we as a state have come from as well as our role in the make-up of the United States in its entirety. Students will learn about key Virginia leaders, geographic features native of Virginia as well as major events in the history of our country-effecting more specifically, the state of Virginia. This goal will be accomplished through field trips to local historical sites, various state projects, and biographical research.

Joshua 4:6-7 That this may be a sign among you, that when your children ask their fathers in time to come, saying, What mean ye by these stones? Then ye shall answer them, That the waters of Jordan were cut off before the ark of the covenant of the LORD; when it passed over Jordan, the waters of Jordan were cut off: and these stones shall be for a memorial unto the children of Israel for ever.

Kristin and Samantha SOL 7

B – taught through story and textbook readings. VASOL – b) determine cause and effect relationships; c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; DOD-SOL - SK1b: determine sequence of events and identify cause and effect relationships. SK1c: organize and summarize information into usable and efficient forms (graphs, charts, maps, outlines, tables, time lines) when appropriate, using technology. N – NSS-USH.K.-4.3 - Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago KS-SOL – vs.1 - The student will be able to see cause and affect relationships and be able to put events in chronological order. B- Major topics in American history and culture from early settlement to the Civil War, taught through story and textbook readings. VA- SOL – b) interpret ideas and events from different historical perspectives; c) evaluate and discuss issues orally and in writing; d) DOD-SOL - SK1c: organize and summarize information into usable and efficient forms (graphs, charts, maps, outlines, tables, time lines) when appropriate, using technology. N –NSS-USH.K-4.4 - Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe KS-SOL – vs.2 -The student will learn from other cultures and be able to discuss what they have learned in verbal and written skills.

B- Where possible, local and state developments are highlighted VA-SOL – f) sequence events in Virginia history; DOD-SOL- SK1b: determine sequence of events and identify cause and effect relationships. N – NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.3 - The student will be able to put important Virginia events in sequential order.

Kristin and Samantha SOL 8 B - Map work identifies the 13 colonies, and follows westward migration and national expansion to the Pacific VA-SOL – i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events DOD-SOL - SS4b: use the geographic concepts of location, place, human–environment interactions, movement and regions. SS4c: explain how historical events have been influenced by geographic factors. N – NSS-USH.K-4.3Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago KS-SOL – vs.4 -The student will draw maps and label various features on the maps: a) landforms b) water features c) climate d) historical events and vs.4-1 - be able to give reasons for the certain features on the maps. B- . Map work identifies the 13 colonies 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; b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau; 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); DOD-SOL - SS4a: use a variety of geographic tools, (e.g., maps, globes, charts, graphs, technology, map keys, and symbols) to gather and interpret data and draw conclusions about physical patterns. SS4b: use the geographic concepts of location, place, human–environment interactions, movement and regions. B - Major topics in American history and culture from early settlement N- NSS-SUH.k-4.3 - Understands history ofAmerican) the local community and how communities in VA-SOL – d) locating three American the Indian (First language groups North America varied long (the Algonquian, theago. Siouan, and the Iroquoian) on a map of Virginia; e) describing how American Indians (First Americans) adapted to the KS-SOLclimate – vs.5 and - The student will label Virginia stateand geographical features on a their environment to various secure food, clothing, shelter. map using a variety of tools. DOD-SOL - SS5a: explore factors that contribute to one’s identity (e.g., interests, capabilities, perceptions, and location). SS5b: describe personal connections to family and school. SS5c: identify and describe ways regional, ethnic, and national cultures influence daily lives N- NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.6 - The student will learns about the American Indians and see how their identity contributed to the significance of early American history.

Kristin and Samantha SOL 9

B- Students study the French, Dutch, Spanish, and 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; c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement; DOD-SOL - SS4b: use the geographic concepts of location, place, human–environment interactions, movement and regions N - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.7 - The student will learn about the first settlers to America and how geography is an important part of why the settlers landed in Virginia.

B- daily life in the colonies VA-SOL – d) identifying the importance of the Virginia Assembly(1619) as the first representative legislative body in English America; e) identifying the importance of the arrival of Africans and women to the Jamestown settlement; DOD-SOL - SS5c: identify and describe ways regional, ethnic, and national cultures influence daily lives. N – NSS-USH.K-4.3 - Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols KS-SOL – vs.8 - The student will understand the first governing body of the colonies and the major impact it had on the colonies. The importance of Africans and women will also be taught so the student will be able to see the ethical issues during the time period.

Kristin and Samantha SOL 10 B- Major topics in American history and culture from early settlement VA-SOL – f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival; g) describing the interactions between the English settlers and the Powhatan people, including the contributions of the Powhatans to the survival of the settlers. DOD-SOL- SS2b: explain the value of cultural diversity within and across groups. N-NSS – USH.K-4.3 - Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage KS-SOL – vs.9 - The student will learn about the cultural diversity and interactions between the Indians and the English settlers, including how the colonists were able to overcome hard times with the help of the Indians sometimes.

B- Students study the French, Dutch, Spanish, and English settlers; 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; DOD-SOL - SS3b: explain the developmental stages of a region. SS3c: identify political, religious, and economic factors that influence the settlement of specific geographical locations. N – NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.10 - The student will understand why life in Virginia through the importance of agriculture and how slavery was affected by different beliefs the colonists had. B- Students study the French, Dutch, Spanish, and English settlers; daily life in the colonies; VA-SOL – b) describing how European (English, Scotch-Irish, German) immigrants, Africans, and BWhere possible, localAmericans) and state developments arecultural highlighted. American Indians (First influenced the landscape and changed the relationship between the Virginia colony and England; VA-SOL – c) explaining how geography influenced the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond; DOD-SOL - SS3a: trace factors influencing population movement. DOD-SOL - SS3c: identify political, religious, andof economic factors that influence N – NSS-USH.K-4.3 - Understands the causes and nature movements of large groups of the people settlement specific geographical locations. into and within the United States,of now and long ago N –– vs.11 NSS-USH.K-4.2 - Understands theaware people, problems, and ideas thatchanged were the KS-SOL - The students will become ofevents, how immigrants to America significant in creating the history of theirwere statemoving to America. country and why those immigrants KS-SOL – vs.12 - The student will learn the reasons that Virginia’s capital moved from various geographic regions.

Kristin and Samantha SOL 11

B- Major topics in American history and culture VA-SOL –d) describing how money, barter, and credit were used. DOD-SOL- SS7b: use economic concepts such as supply, demand, and price to explain\events in a region. SS7c: define the terms specialization, market, economic choice, unlimited wants with limited resources, goods and services, and scarcity when describing a region’s economy. N – NSS-USH.K-4.1 - Understands the history of the local community and how communities in North America varied long ago KS-SOL – vs.13 - The student will maintain a basic understanding of how colonists used money , barter, and credit and how they influenced the local community. B- 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; b) DOD-SOL - SS8d: examine the rights and responsibilities of the individual in various situations. N – NSS-SUH.K-4.3 - Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols B- the American Revolution KS-SOL – vs.14 - The student will understand the reasons that the colonists went to war VA-SOL – b) identifying with England by means the of: various roles played by Virginians in the Revolutionary War era, with emphasis on George Washington, Thomas Jefferson, and Patrick Henry; a) individual rights b) the Declaration of Independence DOD-SOL - SS8c: identify representative leaders and their roles N – NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.15 - The student will learn of the significance of leaders like George Washington, Thomas Jefferson, and Patrick Henry.

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B- the American Revolution VA-SOL –c) identifying the importance of the American victory at Yorktown DOD-SOL - SS1a: explain citizens’ rights and responsibilities in given regions, states, counties, and cities. N - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.16 - The student will recognize the importance of the surrender of the British at Yorktown, and learn about the new right’s of Americans. B- the Constitutional Convention 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”; DOD-SOL - :SS8a: describe the purpose of government and its powers. B- Major topics in American history N – NSS-USH.K-4.3 - Understands democratic came to be, andas how VA-SOL – b) identifying the ideas ofhow George Mason values and Thomas Jefferson they have beenexpressed exemplified by people, events, and symbols in the Virginia Declaration of Rights and the Virginia Statute for Religious Freedom; KS-SOL – vs.17 - The student will learn about important leaders to our new country and how they helped government. DOD-SOL - SS8d: examine theform rightsour andnew responsibilities of the individual in various situations. N – NSS-USH.K-4.3 - Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage KS-SOL – vs. 18 - The student will learn about the rights that individuals have and the major influencers of those rights, such as George Mason and Thomas Jefferson.

Kristin and Samantha SOL 13

B- the Louisiana Purchase and westward expansion VA-SOL – c) explaining the influence of geography on the migration of Virginians into western territories. DOD-SOL - SS2c: identify the influence of immigration and migration. N – NSS-USH.K-4.3 - Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago KS-SOL – vs.19 - The student will learn the reasons for westward expansion from the Virginians perspective.

B- and sectional differences preceding the Civil War 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; b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia. DOD-SOL - SS1a: explain citizens’ rights and responsibilities in given regions, states, counties, and cities. B- Major topics in American history N – NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were VA-SOL - VS.8 The studentthe willhistory demonstrate of the reconstruction of Virginia significant in creating of theirknowledge state following the Civil War by a) identifying the effects ofwill Reconstruction life in Virginia; KS-SOL – vs.20 - The student learn abouton the Civil War b) a) reasons Virginia sided with the South (states right’s) DOD-SOL - SS3c: identify political,b)religious, economic that influence the historicand battles foughtfactors in Virginia settlement of specific geographical locations. c) creation of West Virginia N – NSS-USH.K-4.4 - Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe KS-SOL – vs.21 - The student will look at the surrounding influences of Reconstruction on life in Virginia.

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B- Where possible, local and state developments are highlighted. VA-SOL –b) identifying the effects of segregation and “Jim Crow” on life in Virginia; DOD-SOL - SS10c: explain the relationships and tensions among national, regional, and state interests N – NSS-SUH.K-4.3 - Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago. KS-SOL – vs.22 - The student will learn about the movement of segregation.

B- the growth of canals and railroads VA-SOL- c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development. DOD-SOL – SS9d: explain how major inventions affect society (e.g., limitations and advantages). N- NSS-USH.K-4.4 - Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them. KS-SOL – vs.23 - The student will learn about the railroads affected the growth of Virginia through economic and social developments. B- Where possible, local and state developments are highlighted VA-SOL- VS.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; DOD-SOL - SS4d: identify demographic factors as they relate to geography, economics, shelter, the environment, jobs, and health. N – NSS-USH.K-4.1 - Understands family life now and in the past, and family life in various places long ago KS-SOL – vs.24 - The student will be made aware of the changes that affects Virginia by the transition of society: why and where people are coming to Virginia from.

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B- Where possible, local and state developments are highlighted VA-SOL – b) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history; 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. DOD-SOL - SS2b: explain the value of cultural diversity within and across groups. N- NSS-USH.K-4.2 - Understands the people, events, problems, and ideas that were significant in creating the history of their state KS-SOL – vs.25 - The student will learn about key leaders in recent Virginia history and their impact upon our state’s history, also, the factors and leaders that contributed to desegregation and various other Civil Right’s Movements. B - Civics covers the functions of the three branches of government 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; DOD-SOL - SS8a: describe the purpose of government and its powers. SS8b: distinguish among local, state, and national government. SS8c: identify representative leaders and their roles (e.g., mayor, governor, and president). B- Where possible, local and state developments are highlighted. N- NSS-USH.K-4.3 - Understands how democratic values came to be, and how they have been exemplified by people, symbols. VA-SOL – b) describing theevents, major and products and industries of Virginia’s five geographic regions; KS-SOL – vs.26explain - The student will learn the functions of Virginia’s government, all three DOD-SOL - SS10a: how regions are interdependent. branches, and give the history of each. N –NSS-USH.K-4.3 - Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage KS-SOL – vs.27 - The student will learn about Virginia’s five regions, by learning what products each make, what industries are prevalent, how those regions interact with each other, and how those contributions help make Virginia what it is today.

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B- Where possible, local and state developments are highlighted. VA-SOL- c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global economy. DOD-SOL - SS9c: recognize how the needs of a region influence scientific and technological choices and advancements. SS9d: explain how major inventions affect society (e.g., limitations and advantages). N – NSS-USH.K-4.4 - Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them KS-SOL – vs. 28 - The student will learn about Virginia contributions towards transportation, communications, and technology, the famous inventors of them, and how Virginia has prospered because of them, and how society has responded to them.

Kristin and Samantha SOL 17 English - Our standards for English have been assembled through a compilation of resources, namely: Bennett’s goals on English, the Virginia Standards of Learning of English, the Department of Defense Standards of Learning for English, and the National Council for Teachers of English. We believe it is important for students to be well rounded in their education; this goal can be attained through the whole development of content knowledge. English is an important part of understanding communication and language. It is also a basis for all other subject areas-reading being a foundational part of learning. Students will express themselves through written and oral forms of communication building on their vocabularies, grammar and correct language usage. Practiced on a daily basis, fourth grade students will show effective communication skills within their school and home environments.

Colossians 4:6 Let your conversation be always full of grace, seasoned with salt, so that you may know how to answer everyone. (NLT) James 1:19 My dear brothers and sisters, be quick to listen, slow to speak and slow to get angry. (NLT)

Kristin and Samantha SOL 18 B- 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. b) Contribute to group discussions. c) Seek ideas and opinions of others. DOD-SOL - :E3b:The student participates in group meetings, in which the student: E3b.1:displays appropriate turn-taking behaviors; N – NL.ENG.K-12.12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). KS-SOL – e.1 -The student will use oral communication to inform groups and individuals of various ideas to be presented.

B- N/A VA-SOL – d) Use evidence to support opinions. DOD-SOL - E3b.6:gives reasons in support of opinions expressed; N – 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. KS-SOL – e.2 -The student will gather resources surrounding the given topic and use the resources to back-up their opinions. B- Spelling work introduces etymology as a tool VA-SOL- e) Use grammatically correct language and specific vocabulary to communicate ideas. - E4a: Thevisits student demonstrates understanding of the rules of the English language B-DOD-SOL Students use library to prepare writtena basic and oral book reports. in written andwill oralmake work,and andlisten selects the structures and and features of language appropriate to VA-SOL - 4.2 The student to oral presentations reports. theUse purpose, audience and context of work. The student demonstrates control of: a) subject-related information andthevocabulary. E4a.5: spelling DOD-SOL – E3c:The student prepares and delivers an individual presentation in which the N - Students student: use a variety of technological and information resources (e.g., libraries, databases, computer networks, content video) to gather and synthesize information create andand communicate E3c.2:shapes and organization according to criteriaand fortoimportance knowledge. impact rather than according to availability of information in resource materials; e.3 -The student willuse have correct usageand of language and will use a variety of resources NKS-SOL– NL.ENG.K-12.12 - Students spoken, written, visual language to accomplish their own to communicate ideas. purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). KS-SOL- e.4 - The student will prepare oral presentations and reports, and use reliable resources that are related to their subject matter.

Kristin and Samantha SOL 19

B- N/A VA-SOL – b) Listen to and record information. DOD-SOL - E3a.5: confirms understanding by paraphrasing the adult ’s directions or suggestions. N – 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. KS-SOL – e.5 -The student will record data on what they are listening to and effectively communicate that data back to the reader.

B- N/A VA-SOL- c) Organize information for clarity. DOD-SOL - :E4b:The student analyzes and subsequently revises work to clarify it or make it more effective in communicating the intended message or thought. The student ’s revisions should be made in light of the purposes, audiences, and contexts that apply to the work. Strategies for revising include: B- . SpellingComponents: work introduces etymology as a tool. E4b.3:clarifying difficult passages; VA-SOL4.3 The student will sentences, read fictionand andparagraphs nonfictiontowith fluency accuracy. E4b.4:rearranging words, improve or and clarify meaning; a) Use context to of unfamiliar words. E4b.5:sharpening theclarify focus;meanings and b) Explain words with multiple meanings. E4b.6:reconsidering the organizational structure. - E2b.4:demonstrates an understanding of the literary work NDOD-SOL – NL.ENG.K-12.7Students 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 N nonprint – NL.ENG.K-12.3 - Students apply a wide range their of strategies to comprehend, and texts, artifacts, people) to communicate discoveries in ways that interpret, suit their purpose and evaluate, and appreciate texts. They draw on their prior experience, their interactions with audience. other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, andwill their of textual (e.g.,tosound-letter KS-SOL – e.6 -The student beunderstanding able to use a variety offeatures techniques clarify their information correspondence, structure, context, graphics). for organizationalsentence purposes. KS-SOL – e.7 -The student will read a work of literacy and use the text and prior knowledge to help them understand the meaning of difficult spelling words, along with spelling words that hold more than one definition.

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B- Spelling work introduces etymology as a tool. VA-SOL – 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. DOD-SOL - E4a:The student demonstrates a basic understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience and context of the work. The student demonstrates control of: E4a.5:spelling;and E4a.6:usage. N – NL.ENG.K-12.6 - Students apply knowledge of language structure, language B- Students identify story Independent reading figurative language, and conventions (e.g., spelling andstructure… punctuation), media techniques, genre to create, critique, and discuss print and nonprint texts. VA-SOL- 4.4 The student will read and demonstrate comprehension of fiction. the author’s purpose. KS-SOL – a) e.8 Explain -The student will use word-reference materials to find words to replace b) Describe how the choice setting, and information contributes to the given words to make the usage correctofinlanguage, a sentence. author’s purpose. DOD-SOL - :E5a:The student responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes; that is, the student: E5a.9:makes inferences and draws conclusions about contexts, events, characters, and settings. N – 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. KS-SOL – e.9 - The student will give the a) setting, b) events, and c) characters d) author’s purpose of a literary work.

Kristin and Samantha SOL 21

B- An introduction to critical reading, with selections from classic children's literature, adventure and animal stories, fables, legends, myths, and tall tales… distinguish fact from fiction. VA-SOL – c) Compare the use of fact and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. DOD-SOL - :E5a:The student responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes ;that is, the student: E5a.9:makes inferences and draws conclusions about contexts, events, characters, and settings N- 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 B- An introduction reading workplace; and to forcritical personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. VA-SOL – e) Describe the relationship between text and previously read materials. KS-SOL – e.10 - The student will read a variety of fiction and non-fiction and use DOD-SOL - E1b.1:makes andthem supports warranted and responsible assertions the texts; processes that will help to make conclusions and identify detailsabout that help the E1b.4:makes perceptive and well developed connections student understand the story. N- 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 (e.g., sound-letter correspondence, sentence structure, context, graphics). KS-SOL – e.11 - The student will read texts and describe the relationships between the texts. They will acknowledge connections that leads to understanding the text.

Kristin and Samantha SOL 22

B - Students identify story structure VA-SOL – f) Identify sensory words. DOD-SOL - E2c.4:includes sensory details and concrete language to develop plot and character; N- 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. KS-SOL – e.12 - The student will use sensory words in a written essay, producing knowledge of how the words are used to help build story structure. B- Students identify story structure, examine cause-effect relationships, 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. DOD-SOL - E2d:The student produces a narrative procedure that: E2d.2:provides a guide to action that anticipates a reader ’s needs, creates expectations through predictable structures, e.g., headings, and provides transitions between steps; E2d.3:makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate; N - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). KS-SOL – e.13 - The student will organize information by means of producing graphics, and textual features to make connections between stories.

Kristin and Samantha SOL 23 B- examine cause-effect relationships VA-SOL – b) Formulate questions that might be answered in the selection. c)Explain the author’s purpose. DOD-SOL – E2b.4: demonstrates an understanding of the literary work; N- NL.ENG.K-12.11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. KS-SOL – e.14 - The student will given accurate questions to be answered by the text, by means of cause-effect relationships and understanding the text. The questions will be answered by other members of the class.

B- Students identify story structure VA-SOL – d) Make simple inferences, using information from texts. e) Draw conclusions, using information from texts. DOD-SOL – E1c.4:makes connections to related topics or information. E5a.9:makes inferences and draws conclusions about contexts, events, characters, and settings. N-NL.NEG.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. KS-SOL – e.15 - The student will be able to look at a portion of text and make a conclusion that would be relevant, and make correlations between identifying parts of the text. B- Topics in grammar include compound subjects and predicates, and verb tenses. VA-SOL - f) Summarize content of selection, identifying important ideas and providing details for each important idea. i)Identify new information gained from reading. DOD-SOL - E4b.3:clarifying difficult passages; E4b.4:rearranging words,sentences,and paragraphs to improve or clarify meaning; N- 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 (e.g., sound-letter correspondence, sentence structure, context, graphics). KS-SOL – e.16 - The student will take material and write it in simpler terms, using correct grammar, also, give details to important ideas and recognize new information.

B- examine cause-effect relationships Kristin and Samantha SOL 24 VA-SOL – g) Describe relationship between content and previously learned concepts or skills. h) Distinguish between cause and effect and between fact and opinion. DOD-SOL – N/A N- 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. KS-SOL – e.17 - The student will look at various cause and effect relationships by gather data and helping to explain why something happened. The student will decipher what they know to what they do not know.

B- Students use library visits to prepare written and oral book reports. Students continue to refine handwriting and vocabulary. VA-SOL - 4.6 The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information, using the resources of the media center, including online, print, and media resources. c) Evaluate and synthesize information. DOD-SOL - E3d.1:demonstrates an awareness of the presence of the media in the daily lives of most people; E4b.5:sharpening the focus N- 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 B- Writing assignments emphasize the construction of introductions and conclusions in creative create and communicate knowledge. and expository composition KS-SOL – e.18 - The student will research a topic by using various means of research VA-SOLThethat student write effective narratives, poems, andhave explanations. about 4.7 a topic theywill have made. The information that they researched will be a) Focus on one aspect of a topic. evaluated and the student will determine if the source is applicable or not. b) Develop a plan for writing. DOD-SOL – E2c.1:engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest; E2c.3:creates an organizing structure; N-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. KS-SOL – e.19 - The student will write on a topic of interest and create a plan for making the story come about using: a) a point of view b) character development c) creativity with exclamatory words

Kristin and Samantha SOL 25

B- Topics in grammar include compound subjects and predicates, and verb tenses…introduce more advanced techniques like summarization and dialogue VA-SOL – 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. DOD-SOL - E2c.7:uses a range of appropriate strategies ,such as dialogue and tension or suspense; and E2c.8:provides a sense of closure to the writing. N- NL.ENG.K-12.5Students 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. KS-SOL – e.20 - The student will write paragraphs on a given topic and use correct grammar and complete sentences, and use a variety of techniques to draw the reader into the reading such as suspense.

B - Spelling work introduces etymology as a tool. VA-SOL – f) Write rhymed, unrhymed, and patterned poetry. DOD-SOL - E1d.3: reading with a rhythm, flow, and meter that sounds like everyday speech. E5b:The student produces work in at least one literary genre that follows the conventions of the genre. • A poem. N – 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. KS-SOL – e.21 - The student will write poetry effectively and use a variety of words that rhyme and will read the poem with flow and meter so as to be effective to the audience.

Kristin and Samantha SOL 26

B- Students use library visits to prepare written and oral book reports. VA-SOL – g) Use available technology. DOD-SOL - :E3d:The student makes informed judgments about television, radio, and film productions; that is the student: Components:E3d.1:demonstrates an awareness of the presence of the media in the daily lives of most people; N- 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. DOD-SOL - E4a:The student demonstrates a basic understanding of the rules of the English language in KS-SOL – e.22 - The willstructures use available technology to become more aware the written and oral work, andstudent selects the and features of language appropriate to theofpurpose, audience are available for demonstrates them to use tocontrol become and resources context of that the work. The student of:better writers. Components: E4a.1:grammar; E4a.2 paragraph structure; E4a.3:punctuation; B - StudentsE4a.4:sentence continue to refine handwriting and vocabulary… Independent reading and writing are a construction; significant part of each day. E4a.5:spelling;and E4a.6:usage. VA-SOL - 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure. N- NL.ENG.K-12.12 - Students use spoken, written, and visual language to accomplish their own purposes a) Use subject-verb agreement.and the exchange of information). (e.g., for learning, enjoyment, persuasion, b) Include prepositional phrases. doublewill negatives. KS-SOL – c) e.23Eliminate - The student proofread their own work and another student’s work and will be d) Use noun-pronoun given the following to correct: agreement. e) Use commas ina)series, dates, and addresses. correct spelling including commonly misspelled words f) Incorporate adjectives and adverbs. b) uses adjectives and adverbs effectively g) Use the articlesc)a, an, correctly. getand rid the of double negatives h) Use correct spelling for frequently used words, including d) subject and verbs agreement within acommon sentencehomophones. e) f) g) h) i) j)

use of prepositional phrases noun and pronoun agree correct use of commas, no splices correct use of articles a, an, and the making sure the paragraph is constructed correctly all punctuation is correct

Kristin and Samantha SOL 27

Math - Our standards for math have been assembled through a compilation of resources, namely: Bennett’s goals on math, the Virginia Standards of Learning of math, the Department of Defense Standards of Learning for math, and the National Council for

Kristin and Samantha SOL 28 Teachers of Math. We believe it is important for students to be well-rounded in their education; this goal can be attained through the whole development of content knowledge. Math is an important part of understanding the world in which we live. Understanding how objects relate to one another, daily tasks involving numerical values and concepts, and hidden variables in daily life are the main objectives in why math is an important life-skill. We strive to help children develop an understanding in math and reasoning/logical concepts. 1 Kings 4: 29 God gave Solomon wisdom and very great insight, and a breadth of understanding as measureless as the sand on the seashore. (NIV)

Kristin and Samantha SOL 29

B – (m) …use estimation and rounding… 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; b) compare two whole numbers expressed through millions, using symbols ( >, <, or = ); and c) round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. DOD-SOL - M1a: explain the importance of place value in recognizing the magnitude of whole numbers up to a million and decimals through thousandths; M1b: identify and generate equivalent representations for the same number by decomposing and composing the number; NM-NUM.3-5.1 – understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; recognize equivalent representations for the same number and generate them by decomposing and composing numbers; KS-SOL m1 – The student will be able to a. identify and work with place values (through millions, and decimals through thousandths) b. compose equivalent representations for the same number B – (m) whole-number and fractional and c. compareoperations whole numbers using (<, >,decimal or =) concepts d. use estimation and rounding VA-SOL 4.2 The student will a) identify, model, and compare rational numbers (fractions and mixed numbers), using concrete objects and pictures; b) represent equivalent fractions; and c) relate fractions to decimals, using concrete objects. 4.3 … compare the numerical value of fractions (with like and unlike denominators) having denominators of 12 or less, using concrete materials. DOD-SOL - M1c: judge the size of fractions in relation to benchmarks, i.e., 0, 1⁄2, 1; M1g: use models, benchmarks, and equivalence to add and subtract fractions with like denominators; M1l: identify, compare and order the relative position of commonly used fractions… NM-NUM.3-5.1 …recognize equivalent representations for the same number and generate them by decomposing and composing numbers; 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;

Kristin and Samantha SOL 30 use models, benchmarks, and equivalent forms to judge the size of fractions; recognize and generate equivalent forms of commonly used fractions, decimals, and percents… KS-SOL m2 – The Student will be able to (work with whole-number operations as well as fractional and decimal concepts) a. identify, judge and compare the size of fractions using models, benchmarks and concrete objects b. identify equivalent fractions (as well as compare fractions with their equivalent decimal) c. rank commonly used fractions in order from biggest to smallest and vice-versa

B – (m) …whole-number operations and fractional and decimal concepts; use estimation and rounding VA-SOL – 4.4 The student will a) read, write, represent, and identify decimals expressed through thousandths; b) round to the nearest whole number, tenth, and hundredth; and c) compare the value of two decimals, using symbols (<, >, or =), concrete materials, drawings, and calculators. 4.5 … 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. DOD-SOL – M1k: use estimation to make predictions and check the reasonableness of result NM-NUM.3-5.1 … understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals; develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results; (NM-NUM.3-5.3) develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results; KS-SOL m3 The student will a. become proficient in rounding [to the nearest whole number through the thousandths]; b. be able to define and perform estimation with whole-number sums [in order to make predictions/check viability of results in calculations] c. compare two decimals’ value using (<,>, or =), manipulatives, artistic depictions, computers, and calculators B – (m) …whole number operations and 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

Kristin and Samantha SOL 31 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. DOD-SOL – M1g: use models, benchmarks, and equivalence to add and subtract fractions with like denominators; M1h: use models and benchmarks to add and subtract decimals; M1e: explore the relationships between fractions, mixed numbers, and decimals; NM-3-5.3 - 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 KS-SOL m3 – The student will be able to a. add/subtract fractions with like/unlike denominators (12 or less) using traditional methods, manipulatives, pictures; b. add/subtract with decimals through the thousandths place using the above methods B – (m) …whole number operations and fractional and decimal concepts… 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. 4.7 … 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. 4.8 … estimate and find the quotient of two whole numbers, given a one-digit divisor. DOD-SOL – M1i: develop and apply strategies and methods for division of two-digit whole numbers by one-digit divisors; M1j: use the inverse relationships of addition and subtraction, and multiplication and division to solve problems and verify solutions; M1m: demonstrate proficiency in basic facts for all operations. NM-3-5.3 - develop fluency with basic number combinations for multiplication and division; …develop fluency in adding, subtracting, multiplying, and dividing whole numbers; use visual models, benchmarks, and equivalent = forms to add and subtract commonly used fractions and decimals KS-SOL m4 – The student will a. add/subtract using two whole numbers b. find the quotient/product of two whole numbers c. become familiar with the inverse relationship within addition/subtraction, multiplication/division d. be able to demonstrate proficiency in all of the above by using paper and pencil, pictorial representations, models, models and benchmarks

B – (m) N/A Kristin and Samantha SOL 32 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; 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); and c) estimate the conversion of ounces and grams and pounds and kilograms, using approximate comparisons 4.11 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; 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); and 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). 4.12 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; 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); and c) estimate the conversion of quarts and liters, using approximate comparisons DOD-SOL - M4a: recognize that measurements are approximations; M4b: measure with accuracy using both customary and metric systems of measurement NM3-5.3 - 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; 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; KS-SOL m5 – The student will be able to a. estimate and identify correct tools for the following measurement requirements: weight/mass, length, and liquid measurements b. compare/contrast the differences between US Customary units of measurements and the Metric System units of measurements for weight/mass, length, and liquid measurements c. understand how to convert the above units of measurement from US Customary System to the Metric System and vise versa d. measure with accuracy and precision and understand the problems that could arise from incorrect measurement

B – (m) N/A

Kristin and Samantha SOL 33

VA-SOL - 4.13 The student will a) identify and describe situations representing the use of perimeter and area; and b) use measuring devices to find perimeter in both standard and nonstandard units of measure. DOD-SOL - M4c: extend recognition of measurable attributes to include area and angles; M4d: determine the possible dimensions of rectangles when the area is constant; M4e: estimate measurements of perimeter, area, and angle size; M4f: extend use of appropriate standard tools and units to include measure of perimeter and area; NM-3-5.2… develop strategies for estimating the perimeters, areas, and volumes of irregular shapes KS-SOLm6 – The student will identify, describe and use proper measurement tools to find perimeter and area of given shapes.

B – (m) … parallel and perpendicular lines VA-SOL - 4.14 The student will investigate and describe the relationships between and among points, lines, line segments, and rays. 4.15 … a) identify and draw representations of points, lines, line segments, rays, and angles, using a straightedge or ruler; and b) describe the path of shortest distance between two points on a flat surface. DOD-SOL - M3a: describe attributes of planes, points, and lines, i.e., parallel and perpendicular line segments NM-3-5.2 - … find the distance between points along horizontal and vertical lines of a coordinate system. KS-SOLm8 – The student will identify and correctly depict points, lines, rays and angles along horizontal and vertical lines and planes.

B – (m)…symmetry, congruence, and parallel and perpendicular lines; acute, right, and obtuse angles VA-SOL - 4.16 The student will identify and draw representations of lines that illustrate intersection, parallelism, and perpendicularity. 4.17 … a) analyze and compare the properties of twodimensional (plane) geometric figures (circle, square, rectangle, triangle, parallelogram, and rhombus) and three-dimensional (solid) geometric figures (sphere, cube, and rectangular solid [prism]); b) identify congruent and noncongruent shapes; and

Kristin and Samantha SOL 34 DOD-SOL - M3b: identify and draw right, obtuse, and acute angles; M3c: identify and draw congruent figures; M3d: investigate the results of subdividing, combining, and transforming shapes; M3e: make and use coordinate systems to specify locations and to describe paths; M3f: find the distance between points along horizontal and vertical lines of a coordinate system; M3g: predict and describe transformations to show that two shapes are congruent; M3h: identify and describe line and rotational symmetry in two-dimensional shapes and designs NM-3-5.3 … predict and describe the results of sliding, flipping, and turning two-dimensional shapes; describe a motion or a series of motions that will show that two shapes are congruent; identify and describe line and rotational symmetry in two- and threedimensional shapes and designs. KS-SOL m9– The student will a. differenciate between parallel and perpendicular lines b. identify major 2-D and 3-D shapes c. differenciate between congruent and non-congruent shapes

B – (m)… more advanced characteristics of polygons. 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. … c) investigate congruence of plane figures after geometric transformations such as reflection (flip), translation (slide) and rotation (turn), using mirrors, paper folding, and tracing. DOD-SOL – N/A NM-3-5.2 describe location and movement using common language and geometric vocabulary; make and use coordinate systems to specify locations and to describe paths; find the distance between points along horizontal and vertical lines of a coordinate system. KS-SOLm10 – The student will a. locate points within a graph using the quradrants b. will use geometric transformations in order to understand and manipulate B- (m) polygons. VA-SOL – 4.19 The student will a) predict the likelihood of outcomes of a simple event, using the terms certain, likely, unlikely, impossible; and b) determine the probability of a given simple event, using concrete materials.

DOD-SOL – M5g: investigate experimental probability; NM-3-5.3 propose and justify conclusions and predictions that are based on data and design studies to further investigate the conclusions or predictions. KS-SOL m11

KS-SOLm11 – The student will determine probability and be familiar with terms such as certain, likely, unlikely, and impossible. Kristin and Samantha SOL 35

B- (m) organize and display graphs and data on computers; interpret line graphs 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.

DOD-SOL – M2g: identify and describe patterns of change to make predictions that identify the relationship represented in a table or graph. M2b: represent and analyze patterns and functions using words, tables, and graphs; M2c: describe mathematical relationships using expressions, equations or inequalities NM-3-5.1 collect data using observations, surveys, and experiments; represent data using tables and graphs such as line plots, bar graphs, and line graphs; KS-SOL m12– The student will use their knowledge about predictions in order to represent and analyze data on graphs; later drawing conclusions and summations about those graphs.

B- (m) ...whole-number operations… VA-SOL – 4.21 The student will recognize, create, and extend numerical and geometric patterns, using concrete materials, number lines, symbols, tables, and words. 4.22 … 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]. DOD-SOL – M2a: use models and words to describe, extend, and generalize patterns and relationships; M2f: develop and solve equations or inequalities using variables that represent problem situations; NM-3-5.2 represent the idea of a variable as an unknown quantity using a letter or a symbol; express mathematical relationships using equations. KS-SOL m13 – The student will create models of number lines and geometric patterns in o rder to demonstrate the meaning of equality when working with mathematical relationships and equations.

Kristin and Samantha SOL 36 Science – Our standards for science have been assembled through a compilation of resources, namely: Bennett’s goals on science, the Virginia Standards of Learning of science, the Department of Defense Standards of Learning for science, and the National Standards for Educators of Science. We believe it is important for students to be wellrounded in their education; this goal can be attained through the whole development of content knowledge. Science is an important part of understanding the world around us, how we as humans interact with it, and how features and systems within the world work Students will be better acquainted with scientific knowledge after completing this rigorous fourth grade curriculum-base. Romans 1:20 For since the creation of the world God's invisible qualities—his eternal power and divine nature—have been clearly seen, being understood from what has been made, so that men are without excuse. (NIV)

Kristin and Samantha SOL 37 B(s)- … Through news reports and, where possible, their own observations and measurements, students monitor changes… VA-SOL - variables that must be held constant in an experimental situation are defined DOD-SOL – N/A NS – N/A KS-SOLs1 – The student will understand and be able to perform an experiment using constant(s) and variable(s).

B(s) – measurements, students monitor changes in local rainfall, temperature, barometric pressure, sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction. VA-SOL – a.) appropriate instruments are selected to measure linear distance, volume, mass, and temperature; b.) appropriate metric measures are used to collect, record, and report data; DOD-SOL – N/A NSK-4.5 Understanding about science and technology… KS-SOLs2 – The student will select proper tools to measure distance, volume, mass and temperature; using these abilities to record and report found data. B(s) – their own observations and measurements, students monitor changes VA-SOL - data are displayed using bar and basic line graphs; a) numerical data that are contradictory or unusual in experimental results are recognized; and b) predictions are made based on data from picture graphs, bar graphs, and basic line graphs. DOD-SOL - systematically gather, record, analyze, and interpret Data; S1e: uses data to construct reasonable explanations and to make predictions; S1f: reviews and asks questions about the reports and results of other scientists’ work. NS- N/A KS-SOLs3 – The student will a. understand and interpret scientific findings on picture graphs, bar graphs and line graphs b. make predictions from displayed data c. ask intelligible questions about others’ data

B(s) – A special emphasis on the earth sciences

Kristin and Samantha SOL 38

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 c) moving objects have kinetic energy. DOD-SOL - S5 Physical Science The student demonstrates a conceptual understanding of matter, motion, and energy NS-K-4.2 - Position and motion of objects KS-SOLs4 – The student will explore and comprehend basic facts about moving objects’ motion, direction, speed, friction, matter, force and kinetic energy

B(s) – 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); DOD-SOL - S5c.3: Electric circuits require a complete loop through which an electrical current can pass. NS-K-4.2 - Light, heat, electricity, and magnetism… KS-SOLs5 – The student will explore the concept of electricity by studying a. conductors and insulators b. basic circuits B(s) – N/A VA-SOL - static electricity; c) the ability of electrical energy to be transformed into heat, light, and mechanical energy; d) simple electromagnets and magnetism; and e) historical contributions in understanding electricity. DOD-SOL - S5c: contrasts electricity and magnetism as forms of energy: S5c.1: Electricity and magnetism are closely related. Each can be used to produce the other; S5c.2: Electricity in circuits can produce light, heat, sound and magnetic effects; S5c.3: Electric circuits require a complete loop through which an electrical current can pass; S5c.4: Without touching them, material that has been electrically charged pulls on all other materials and may either push or pull other charged materials; S5c.5: Without touching them, a magnet pulls on all things made of iron and either pushes or pulls on other magnets.

NS-K-4.2 - Light, heat, electricity, and magnetism

Kristin and Samantha SOL 39

KS-SOLs6 – The student will explore concepts of a. Electricity in general (historical, world-uses, etc.) b. static electricity c. electromagnets and magnetism

B(s) – life and physical sciences 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); DOD-SOL - S6a.1: Plants or animals have different structures that serve different functions in growth, survival, and reproduction. NS-K-4.3 …the characteristics of organisms; Life cycles of organisms; Organisms and environments … KS-SOLs7 – The student will explore plants and the natural environment to include investigations in: a. structures of typical plants b. the process of reproduction c. function, growth, survival, and life cycle of such B(s) – life and physical sciences may include the life cycle VA-SOL - … photosynthesis (sunlight, chlorophyll, water, carbon dioxide, oxygen, and sugar); and c) Dormancy B) flow of energy through food webs DOD-SOL - S6c.1: Some source of “energy” is needed for all organisms to stay alive and Grow; S6c.2: Almost all kinds of animals’ food can be traced back to plants. NS-K-4.3 - The characteristics of organisms; Life cycles of organisms; Organisms and environments KS-SOL s8– The student will continue their investigation about plants, more specifically dealing with: a. energy (plants as source of in food chain as well as photosynthesis) b. dormancy

B(s) – life and physical sciences may include the life cycle

Kristin and Samantha SOL 40

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) habitats and niches; e) life cycles; and f) influence of human activity on ecosystems DOD-SOL - S6c.3: Food chains and food webs demonstrate the relationships between organisms and their food and among multiple organisms in an environment; S6b.3: Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. NS-K-4.3 - The characteristics of organisms; Life cycles of organisms; Organisms and environments KS-SOLs9 – The student will explore the interaction of flora and fauna within an ecosystem to involve: a. their interactions with one another; b. community make-up c. habitats/niches d. life cycles B(s) – observations and measurements, students monitor changes in local rainfall, temperature, barometric pressure, sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction. VA-SOL - 4.6 The student will investigate and understand how weather conditions and phenomena occur and can be predicted. Key concepts include a) weather measurements and meteorological tools (air pressure – barometer, wind speed – anemometer, rainfall – rain gauge, and temperature – thermometer); and b) weather phenomena (fronts, clouds, and storms). DOD-SOL - S7b.2: Different types of weather (e.g., precipitation, storms, drought) NS-K-4.3 - Properties of earth materials; Objects in the sky; Changes in earth and sky KS-SOLs10 - The student will comprehend how weather conditions occur and can be predicted to include: a. measurements and tools b. phenomena variations c. properties of changes in earth and sky affected by weather patterns

B(s) – sunrise and sunset, humidity, and wind speed and direction, and learn simple techniques of weather prediction. Kristin and Samantha SOL 41 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; and d) historical contributions in understanding the Earth-moon-sun system. DOD-SOL – S7c: compares and contrasts objects in the sky by describing motion, orbit, rotation, and gravitational forces of Earth, sun, and moon. S7c.1: Objects in the sky demonstrate patterns of movement called orbits. S7c.2: Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. S7c.3: Earth pulls on objects without touching them. S7c.4: Stars, planets, and moons rotate on their axes. NS-K-4.3 - Properties of earth materials; Objects in the sky; Changes in earth and sky KS-SOL – The student will understand relationships between the Earth, Moon, and Sun a. rotation and revolution b. axis properties c. seasons and their relation to the moon d. historical context for solar system understanding

B(s) – A special emphasis on the earth sciences. 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, energy, forests, soil, and land. DOD-SOL – S7b.3: Some changes are due to slow processes (e.g., erosion and weathering), and others are due to rapid processes (e.g., landslides, volcanic eruptions, and earthquakes). NS-K-4.3 - Properties of earth materials KS-SOL – The student will investigate natural resources key to VA to include: Water, animals, plants, minerals, rocks, ores, energy, flora, soil, and the proper care of these.

Kristin and Samantha SOL 42 Conclusion As this paper states, standards are the key ingredient to making sure that students are learning what they need to be in the school systems. The standards that have been made by Kristin and I hopefully will educate the student in all four key subjects areas. As the students achieve the completion of these standards, we hope that the students will gain new understanding for the world around them.

Kristin and Samantha SOL 43 References (1995). Specific Passage Lookup. Retrieved September 18, 2007, from Bible Gateway Web site: http://www.biblegateway.com/ Bennett, W (1988, Sept. 7). A Model Curriculum for the First 8 Grades: Guidelines From 'James Madison Elementary School.'. Education Week, 39-40. Datz, R (1996). education world/standards. Retrieved September 18, 2007, from education world Web site: http://www.educationworld.com/help/management.html DOD-SOL curriculum and standards. Retrieved September 18, 2007, from DOD-SOL Web site: http://www.DOD-SOL.edu/home/index.cfm Virginia Standards of Learning. Retrieved September 18, 2007, from Virginia Department of Education Web site: http://www.pen.k12.va.us/ William Bennett. William Bennett. In Wikipedia [Web]. Retrieved Sept. 18, 2007, from http://en.wikipedia.org/wiki/William_Bennett

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