Elementary School
Overview
Early Years
Synchronous “Group Gathering” at 1 p.m. each day for ten minutes
Two read alouds per day posted for families to watch as convenient
Synchronous Morning Meeting
ELA via mini lesson each day
ELA conferring with small groups with the goal of meeting with each student 1x per week
Math each day (could be Number Talk, mini lesson, activity around the house)
Read Aloud each day
S.S. and Science may be integrated
Students should be online no more than two hours per day
Mondays are screen free. Students are encouraged to work on Passion Projects using the design thinking process they have been working through with Mrs. Nimmya
Teachers are available for students during school hours
The counselor holds a “Virtual Open House” via Zoom from 12:30 - 1 each day
Aligning End of Year Expectations for 2020
Question to be answered: What needs to be learned and/or demonstrated to fulfill this school year, and be promoted?
Tasks: Provide scope and sequence (in general terms) for the parents, superintendent, and Board
How this document was created: We used the standards as the starting point and painted with broad strokes.
Writing: The overarching standard for each genre of writing as well as the writing process.
Reading: This was the most challenging as we worked to combine literature and information text standards so the list isn’t overwhelming. For primary grades the Foundational Skills are included.
Math: The “Introduction” paragraph under each grade level directly from the CCSS
Science: Units aligned with NGSS using The Wonder of Science as our starting point
S.S.: These units are a work in progress as we at the beginning of our journey with AERO/C3. Units are listed, though standards within those units are developing.
Grade KG2
WRITING
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
READING
Demonstrate understanding of the organization and basic features of print.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
Read emergent-reader texts with purpose and understanding.
MATH
In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
SCIENCE
S.S.
Rules Inquiry: Are all Rules good rules?
Identity Inquiry: Is Everyone unique?
Civic Ideals and Practices: Responsibility Inquiry; Why do I have to be Responsible?
Map and Globes Inquiry: Which is better, A Map or a Globe?
Holidays and Traditions Inquiry: What makes Holidays special?
Maps Inquiry: Do we still need Paper Maps?
Needs and wants Inquiry: Why can’t we ever get what we need and want?
Grade 1
WRITING
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
READING
Demonstrate understanding of the organization and basic features of print.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
MATH
In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
SCIENCE
Life: Structures and Functions
S.S.
1. How can families be the same and different?
2. What do family stories tell us about the past?
3. Do I have to like everyone?
4. What choices do we make with our money?
5. Can my life fit on a map? How do maps talk to us?
6. Why should I be a global citizen?
Grade 2
WRITING
Text Types and Purposes:
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
READING
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
Read and comprehend literature and informational texts in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
MATH
In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
SCIENCE
S.S.
Civic, Ideals, And Practices: Rules
Geography and Natural Resources: Shaping the Environment
Economic Interdependence: Meeting Needs and Wants
Symbols: Symbols that Represent your Country
Grade 3
WRITING
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
READING
Know and apply grade-level phonics and word analysis skills in decoding words.
Refer to text explicitly as the basis for the answers.
Read with sufficient accuracy and fluency to support comprehension.
Read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.
MATH
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
SCIENCE
S.S.
Cultural Diversity
Government
Where are we
Global Trade
Grade 4
WRITING
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
READING
Read with sufficient accuracy and fluency to support comprehension.
Refer to details and examples in the text.
Compare and contrast multiple texts and elements/events across texts.
Read and comprehend literature and informational texts in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
MATH
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
SCIENCE
S.S.
Children’s Rights (Civics) -
Does where you live matter? (Geography)
Immigration (History)
Slavery (History)
Government and citizens (Civics)