Standards

 Students will be primarily pursuing GCS Middle School (Special Education) Curriculum.  Curriculum and Standards will be modified to best meet students' present level of performance and needs. 

Priority and Process standards from SC Department Of Education's College and Career Ready Standards (SCCCR, 2023) will be pursued as supplement to bridge acheivement level.   

ELA Priority/Focus Standards

Inquiry-Based Literacy Standard

2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views. 

Reading - Literacy Text 

5.1 Ask and answer literal and inferential questions to determine meaning; refer explicitly to the text to support inferences and conclusions. 

7.1 Explain how illustrations contribute to create mood or emphasize aspects of character or setting 

8.1 Cite evidence within text to: a. analyze two or more characters, events, or settings in a text and explain the impact on the plot; 

10.6 Acquire and use general academic and domain-specific words and phrases that signal spatial and temporal relationships; demonstrate an understanding of nuances. 

13.1 Engage in whole and small group reading with purpose and understanding. 

13.2 Read independently for sustained periods of time to build stamina

Reading-Informational Text  

4.1 Read grade-level text with purpose and understanding 

Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations. 

Language, Craft and Structure

11.1 Identify problem and solution, description, and question and answer structures to locate information and gain meaning 

Writing

3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that: 

a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences

g. use imagery, precise words, and sensory details to develop characters and convey experiences and events

4.1 When writing: produce simple, compound, and complex sentences. 

Range & Complexity 

6.4 Continue to develop effective keyboarding skills 

Communication

1.1 Explore and create meaning through conversation and interaction with peers and adults. 

2.2 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. 

2.4 Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate. 

MATH PROCESS STANDARDS 

South Carolina College - and Career -Ready Mathematical Process Standards (2023) -  

1. Problem Solving 2. Representation and Communication 3. Connections 4. Analyze and Justify

Math Focus Standards -

2.NSBT.5 Add and subtract fluently through 99 using knowledge of place value and properties of operations. 

2.NSBT.7 Add and subtract through 999 using concrete models, drawings, and symbols which convey strategies connected to place value understanding 

2.MDA.1 Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object 

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m. 

2.MDA.7 Solve real-world/story problems involving dollar bills using the $ symbol or involving quarters, dimes, nickels, and pennies using the ¢ symbol. 

2.MDA.10 Draw conclusions from t-charts, object graphs, picture graphs, and bar graphs. 

3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 – 10) and the product. 

3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 – 10), divisor (i.e., 0 – 10), and dividend. 

4.NSBT.1 Understand that, in a multi-digit whole number, a digit represents ten times what the same digit represents in the place to its right.