Curriculum
Elementary and Middle School Curriculum
First Grade
Reading Social Studies Math Science Language Arts Diary Mapping Family Friends Rules School
Second Grade
Reading Social Studies Math Science Language Art Diary Mapping Unit on Australia
Third grade
Reading Language Art Math Science Social Studies Diary Mapping
Fourth Grade
Content Grid Reading Language Arts Social Studies Math Science Diary Mapping
Fifth Grade
Math Social Studies Reading Diary Mapping
Arabic
Kindergarten-First Arabic Second level Arabic Third Arabic
Pre-Kindergarten
Reading language Arts Islamic Studies Social Studies Math Curriculum Map Science Diary Mapping
Kindergarten
Reading Math Science Social Studies Language Arts Diary Mapping
Sixth Grade
Sixth grade math Sixth Reading Sixth grade Science Sixth grade Social Studies Diary Mapping
Seventh Grade
seventh grade math Seventh Reading Seventh grade Science Diary Mapping
Eighth Grade
Eighth grade Reading Eighth grade Science Diary Mapping
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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September
Introduction To reading Narrative/Expository |
How do we predict? What is story structure? What is a narrative? What is expository?
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Vocabulary Nouns/Verbs/Adj Sight Words Word Families Predicting Characters/setting/problem Guess/Future Study skills Gaining information |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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October
Concepts of Directionality Context Clues Plot |
How is a story organized? How do we summarize? What is considered a main idea? What is a context clue? What is a plot? |
Left to right Return sweep Text/pictures Beg/mid/end Title/Author/illustrator Front/back Top/bottom Main idea 4 Details Organization of text Conflict |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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November
Making Connections Convey meaning
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How do we connect self to the text? How do we connect text to text? How do we connect text to the world? |
Personal experiences Relate book to book Visualization Connect personal experiences Connection to World Affairs |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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December
Compare/contrast Question |
How would you compare and contrast two different things? What is a question? |
Same/different Wh questions/question marks Comparing characters and settings of 2 different texts Story analysis Point of view |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
1st Grade Reading
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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January
Cause/effect Inferring Summarizing |
What is a cause? What is an effect? How do we infer? How do we summarize? |
An event that occurs and reasons for it Mental pictures Paraphrase story |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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February
Fantasy/realism Fables |
What is fantasy? What is real? What is a fable? |
Make-believe Fact Lessons taught |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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March
Fact/Opinion Timeline |
What is a fact? What is an opinion? How do we use a timeline? |
Understanding a timeline Organization of events Past/present Stating the truth Viewpoint Analogies
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Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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April
Outlining |
What is an outline? |
Headings Main ideas Details Word Analysis Dates from expository text Important people |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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May
Problem Solving |
What is a problem? How do we solve problems? |
Recognize the problem Brainstorm solutions Identify the best solution Critical thinking |
Observation Oral responses Unit Tests
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A.4.1 A.4.2 A.4.3 A.4.4 |
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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September
Rules/ Procedures School Family Friends |
What is a rule? What do rules accomplish? What are guidelines to set rules? What is a procedure? What is a school? What is a family? What is a friend? |
Learn to make appropriate rules and procedures Follow rules Follow procedures Identify and understand concept of school/family/friends |
Pre/Post test Observation Hands-on Activities
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C.4.1 C.4.3 E.4.2 E.4.3 |
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October
Communities Community Helpers Habitats/Homes |
What is a community? Who is a community helper? What is a habitat? What is a home? |
Identify different communities and people within the community Identify different homes for animals and people Location of habitats |
Pre/Post test Observation Hands-on Activities |
B.4.8 D.4.5 E.4.5
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November
Careers Need/Wants Goods/Services Economy |
What is a career? What is money? Why do we need money? How do we obtain money? What is a good? What is a service? What is economy? |
Identify jobs/careers Concept of money and it’s significance Concept of economy Difference between goods/services Difference between needs/wants |
Pre/Post test Observation Hands-on Activities |
D.4.1 D.4.2 D.4.3 D.4.4 D.4.5 D.4.6 D.4.7
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December
Landforms Natural Resources Recycling |
What is a landform? What are natural resources? What is environment? How do you take care of your environment? |
Identify landforms Identify natural resources and their use Understand environment and how to take care of it |
Pre/Post test Observation Hands-on Activities Flashcards |
A.4.2 A.4.3 A.4.6 B.4.6 |
Grade/Subject
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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January
Past/Present History Heroes Native Americans |
What is the meaning of the past? What is the meaning of the present? What is history? Who is a hero? What is heroism? What is a Native American?
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Understand concept of past Understand concept of present Understand history Understand heroism and why one becomes a hero |
Pre/Post test Observation Hands-on Activities |
B.4.2 B.4.4 B.4.8 B.4.10
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February
Multicultural/ Maps |
What is a culture? How are people similar/different? How do we learn to live together? What is a map? Why do we need maps? |
Recognize different cultures Appreciate differences Learn to coexist in harmony Map skills |
Pre/Post test Observation Hands-on Activities |
A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 A.4.7 A.4.8 A.4.9 B.4.3 B.4.4 E.4.3 E.4.4 E.4.5 E.4.6 E.4.7 E.4.8 E.4.9 |
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March
Inventions Transportation Road Safety |
What is an invention? What is transportation? How has the mode of transportation changed? What is road safety? |
Identify different inventions throughout history Learn to invent Identify different modes of transportation throughout time Learn road safety |
Pre/Post test Observation Hands-on Activities |
B.4.2 B.4.8 Science G.4.8 |
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April
Government Voting National Symbols Justice System |
What is Government? What is a national symbol? What is Justice? What is the Justice System? What is voting? |
Concept of government Recognize national symbols Understand concept voting Concept of seeking Justice |
Pre/Post test Observation Hands-on Activities |
C.4.1 C.4.2 C.4.3 C.4.4 C.4.5 C.4.6 |
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May
Maps/Globes Directions
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What is a map? What is a continent? What is the difference between a country, state, continent? What is the difference between a city, town, country? What is a globe? What are the four cardinal directions? What is a compass? |
Learn importance of maps Locate countries, continents, States, lakes, rivers, ponds, oceans Learn use of compass Learn about directions Use a compass to follow directions |
Pre/Post test Observation Hands-on Activities |
A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 A.4.7
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1st Math
Grade/Subject K4-2nd
Math
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Skills |
Assessment |
State Standards |
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September
Number Concepts |
What are numbers? How many/few are in a group? What is the value of a number? What are numerical terms? What are spatial concepts? |
Recognize numbers Sorting Classifying Adding/subtracting Recognizing doubles Above, below, behind, etc. |
Pre/Post test (in book) Observation Hands-on Activities |
A.EL.2 A.EL.3 A.4.4 B.4.2 B.4.5
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October
Place Value |
Which is greater than/less than? What is estimation? How would you use recognize objects (using senses?) What is an even/odd number? What is skip counting?
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Counting by 2, 3, 5, 10 Ones, tens, hundreds columns Even and odd numbers determined by the ones column Greater/less than symbols |
Pre/Post test Observation Hands-on Activities |
A.EL.6 B.4.1
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November
Graphs Patterns
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What is a pattern? What is a graph? What information can you get from a graph? What is the difference between bar graphs, pictographs, tally graphs? |
Recognize, extend, duplicate a pattern Read a graph Create a graph Solve a word problem using a graph |
Pre/Post test Observation Hands-on Activities |
A.4.4 E.4.1 E.4.3 F.4.3 |
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December
Number Operations |
What does it mean to join/take away numbers? What is the difference between a one/two/three digit number? What does it mean to re-group? What does it mean to borrow? |
Addition/Subtraction
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Pre/Post test Observation Hands-on Activities Flashcards |
B.4.1 B.4.5 |
Grade/Subject
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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January
Geometry |
What is a solid figure? What is a plane figure? What is 2-D? What is 3-D? What is symmetry? |
Identify cylinders, prisms, spheres, cubes, cones, pyramids Faces, edges, corners Slides, flips, turns, rolls, stack
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Pre/Post test Observation Hands-on Activities Cumulative Review |
A.EL.4 C.4.1 C.4.2 C.4.3 |
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February
Money/Time Word Problems |
What is money? What is the role of money in the economy? What is time? What types of clocks are there? What concepts do you need to know to read a clock? |
Recognize/count coins/paper Value of coins Adding/subtracting coins Count by ones, fives Tell time to hour, half-hour, quarter-hour, Critical thinking Calendar |
Pre/Post test Observation Hands-on Activities |
A.EL.4 A.EL.6 B.EL.2 C.EL.1 C.EL.4 B.4.7 D.4.1 D.4.3 D.4.4 E.4.1 |
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March
Measurement |
What is measurement? What is a ruler? What is a thermometer? What is a scale? |
Inches, feet, yards, miles mm, cm, m, km ml, l, kl tsp, tbsp, etc. lbs, grams c, pts, qts, gal |
Pre/Post test Observation Hands-on Activities |
A.EL.5 B.EL.1 B.EL.2 B.EL.3 B.EL.4 D.4.1 D.4.2 D.4.3 D.4.4 |
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April
Fractions Probability
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What is a fraction? What is probability? |
Wholes, halves, thirds, fourths, etc. Critical thinking Hypothesis Problem solving Logical thinking Predicting outcomes Reasoning |
Pre/Post test Observation Hands-on Activities |
A.EL.6 B.EL.3 B.4.3 B.4.4 B.4.6 |
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May
Mathematical Operations |
What is sum? What is difference? What is an addend? |
Adding Subtracting Regrouping Borrowing |
Pre/Post test Observation Hands-on Activities Cumulative Review |
B.4.5 |
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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September
Living/ Non Living |
What is a living thing?
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Recognition of living/non-living Once living Needs for survival Habitats Five senses Changes/growth Life cycle animals |
Pre/Post test Observation Hands-on Activities
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C.EL.1 C.EL.2 C.EL.3 C.EL.4 A.4.1 D.4.1 A.4.3 E.4.1 E.4.2 |
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October
Weather |
What is weather? What are seasons? What affects the changes of weather? How does weather affect people and animals?
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Different types of weather Changes of seasons Habitats Hibernation/Migration Adaptation to weather and season Survival skills Floods, droughts Tornado, hurricane |
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.6 B.EL.1 C.EL.1 C.EL.4 C.4.3 C.4.5 D.4.1 E.4.1 D.4.2 E.4.6 |
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November
Magnets/ Energy |
What are magnets? What is motion? What is force? What is energy? |
Push/pull Simple machines Light Motion Sound Forces Gravity |
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 C.EL.2 C.EL.3 C.EL.4 D.4.6 D.4.8 D.4.7 |
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December
Properties of the Earth |
What is a solid? What is a liquid? What is a gas? What is a mineral? What is a rock? What is matter? What are forms of water? |
Properties of matter (compare solid, liquid, gas) Paper, plastic, metal, wood Soil Evaporation, vapor Ice Earthquakes, volcanoes
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Pre/Post test Observation Hands-on Activities Flashcards |
A.EL.1 A.EL.2 A.EL.3 A.EL.6 B.EL.1 C.EL.2 C.EL.3 D.4.1 C.EL.4 D.4.2 B.4.3 D.4.3 |
Grade/Subject
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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January
Dinosaurs/ Changes over time |
What are dinosaurs? What does extinct mean? What is a time line? |
Characteristics of dinosaurs Meat/plant eaters Past/Present Evolution of dinosaurs Fossils
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Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 B.EL.3 C.EL.3 C.EL.4 A.4.2 A.4.3 A.4.4 C.4.6 C.4.7 G.4.3 E.4.7 |
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February
Health/ Wellness Food Pyramid Exercise
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What is health? What are healthy habits? What is a germ? What is exercise/rest? What is the Food Pyramid?
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Developing healthy habits Understanding the human body and it’s needs Decision making skills Prevention of infection Inside body parts
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Pre/Post test Observation Hands-on Activities |
B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.4 F.4.1 F.4.2
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March
Space/Planets Astronauts |
What is space? What are objects in the sky? How would you travel in space? What is rotation/revolution? What is day/night? What is weightlessness? |
Stars, moon Planets Darkness (day/night) Astronauts and rockets Survival in space |
Pre/Post test Observation Hands-on Activities |
A.El.6 B.El.1 B.EL.2 C.EL.3 C.EL.4 A.4.2 D.4.1 D.4.4 D.4.6 D.4.7 |
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April
Insects Spiders/ Scorpions |
What are insects? How are insects, spiders, scorpions different? |
Characteristics of an insect Life cycle
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Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.4 F.4.3 |
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May
Under the Sea |
What is the ocean? What are the different bodies of water? What is life under the sea and how does it survive?
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Identify different bodies of water Identify different life under the sea Different species Treasures of the sea Comparing land/water animals How animals help each other |
Pre/Post test Observation Hands-on Activities |
A.EL.1 B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.3 C.EL.4 B.4.4 F.4.1 F.4.2 G.4.3 |
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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September
Capitalization Punctuation Telling sentence Naming/Action Part |
What is a telling sentence? What is a capital letter? What is punctuation? What is a naming part? What is an action part? |
Decoding unknown words Capitalization Punctuation Sentence structure
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Observation Oral responses Games Unit tests Manipulatives |
B.4.3 |
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October Ideas Describing words Proper/common Nouns Onset/rime Write a poem Personal Narrative |
What is a describing word What is a proper noun? What is a common noun? What is an onset? What is a rime? What is a poem? What is personal? How to write a narrative? |
Decoding unknown words Idea Adjectives Identifying nouns Voice
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Observation Oral responses Games Unit tests Manipulatives |
A.12.1 B.4.1 B.4.3 |
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November
Verbs Prefixes/suffixes/base words Many definitions for words |
What is a sentence? How would you make words? What is a prefix? What is a suffix? What is a definition?
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Decoding unknown words Writing complete sentences with idea and conventions. Connect definition to a context clue. |
Observation Oral responses Games Unit tests Manipulatives |
A.4.1 A.12.1 D.4.1 |
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December
Long vowels Adjectives Synonyms Exclamation marks Quotation marks Descriptive writing Compound words |
How do we know if a vowel is long? What is an adjective? What is a synonym? When will we use an exclamation point? When will we use a quotation mark? What does descriptive mean? What is a compound? |
Decoding unknown words Different forms of adjectives A different word for the same meaning. Sentence structure People voices Strong verbs Organization Picturesque Two word to form one |
Observation Oral responses Games Unit tests Manipulatives |
B.4.3 D.4.1 D.4.2 |
1st Grade Language Arts
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Content/Essential Questions |
Skills |
Assessment |
State Standards |
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January Homophones Antonyms Helping verbs Commas |
What is a homophone? What is an Antonym? What is a helping verb? What is a comma? |
Decoding unknown words Opposites Similarity Listing |
Observation Oral responses Games Unit tests Manipulatives |
B.4.3 D.4.1
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February Organization Voice Word Choice Sentence Fluency Write a Story
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Is your story organized? Do you have voice? Are their strong verbs and describing words? Do you have long and short sentences?
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Decoding unknown words Sequencing Personality Adjectives and Verbs Sentence structure |
Observation Oral responses Games Unit tests Manipulatives |
B.4.1 B.4.2 |
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March Organization Voice Word Choice Sentence Fluency Write a description Compound sentences
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Same as above What is a compound sentence? |
Decoding unknown words Sentence Fluency |
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 |
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April Write Instructions Organization |
How do you write instructions? What is organization? |
Decoding unknown words Order events |
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 |
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May Write a story All six traits Beginning/ending Editing |
What is a story? What is a beginning? What is an ending? |
Decoding unknown words |
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 B.4.3 |
Who is in a family?
How do people in a family get along?
Question:
What is a family?
What is cooperation?
Objectives:
Students will be able to describe different aspects of families. They will also be able to identify individuals such as parent, grandparent, teacher, or other important people in their lives. Students will also be able to identify ways in which people are alike and different. Students will be able to give examples of how families cooperate and work together.
Standards:
C.4.1 Identify and explain the individual’s responsibilities to family, peers, and the community, including the need for civility and respect for diversity
E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development
E.4.3 Explain how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living
Vocabulary:
Mother, father, sister, brother, family, share, help, respect, care, belonging
Writing:
Activity 1
Write a letter to a family member. Tell the family member why they are special and loved so much.
Activity 2
Make a list of the rules your family has at home.
Activity 3
Have the children create a book of customs. They should include all the customs their family share and celebrate.
Activity 4
Have children make an Eid card. Include a poem or some type of creative writing about Eid.
Music and Drama:
In a Family
Who is in a family?
A mother, a father,
A sister, a brother---
More of one and less of another.
A grandmother,
A grandfather---
One, two, three, or more,
Aunts, uncles, and cousins galore.
Families Get Along
Working, sharing, helping, caring,
Families get along.
Set the table.
Feed the baby.
Sing a silly song.
Fold the laundry.
Share a story.
Feel a love so strong.
Working, sharing, helping, caring,
Families get along.
Activity 1
Have children dramatize a family activity or work done around the house. As the two people act out a situation have children comment on how the family works together to get the job done.
Ex: Getting ready for dinner
Playing a game together
Making a bed
Picking up toys
Activity 2
Have each child trace his/her hand on construction paper and cut it out. Then have them write or dictate a job that they do to help at home. When students are finished have them share their helping hands with the class. At the end put up their hands and invite children to give themselves a “hand” and applaud their good work.
Reading/Literature:
Books to read:
Miss Spider’s Sunny Patch Kids by: David Kirk
The Little Family by: Lois Lenski
The Berenstain Bears Get in a Fight by Stan and Jan Berenstain
Care Bears Caring Contest by: Nancy Parent
Clifford’s Family by: Norman Bridwell
Activity 1
Discuss Realism/Fantasy. Have children compare the problems and solutions in the book The Berenstain Bears Get in a Fight with their own family’s problems and solutions.
Activity 2
Pick one of the stories above. Have the children tell what the main idea of the story is. Also, have them tell supporting details for the main idea.
Activity 3
Make a connection from the book to the children lives at home. The connection should be about procedures followed at home.
Math:
Activity 1
Create a bar graph for the number of brothers and sisters each child has. Each child’s name will be on a piece of chart paper. Have the children tape the appropriate number of blue (brother) and pink (sister) squares on to the chart- next to their name. When every child has had a turn, read the graph and ask questions about it.
Activity 2
Have children tell how many people are in their family. Have them determine if the number is odd/even. They can also break the family down into groups and tell if it odd/even ( males, females, brother, sisters, cousins, etc.)
Activity 3
Have children write down a list of chores they do at home. Then have them go around the room and make tally marks for the number of students who do the same chores at their homes.
Activity 4
Make a “Cultural” Calendar. Have children put all of the important dates pertaining to their culture. Example: Eid, Ramadan, Hajj, Hijra
Science:
Activity 1
Have children create a mural of their family. Gain information from another child’s mural to create a Venn Diagram. The Venn Diagram should include the child’s mural and their partner’s mural.
Activity 2
Cause and Effect: Have children tell the effects of not doing their choresActivity 3
Play Simon Says
Example: Simon Says, “If you have 2 brothers, take 3 steps forward.”
Activity 4
Children will make their own family tree. Students will have to draw a tree trunk and branches on a blank sheet of paper. Distribute pre-cut leaves and explain that the students will be using one leaf for each member in their family. First, have the students write or dictate the name of a family member’s name on each leaf (including themselves.) Then, have the students glue down each leaf on the branches of their tree trunks. Finally, invite the students to share their family tree with the class.
What is a friend?
Question:
Why are friends important?
What is cooperation?
Objectives:
Students will be able to identify a friend. They will also be able to distinguish what makes a friend.
Standards:
C.4.1 Identify and explain the individual’s responsibilities to family, peers, and the community, including the need for civility and respect for diversity
E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development
Vocabulary:
cooperation, tolerate, appreciate, differences, share, help, respect, care, belonging, citizenship
Writing:
Activity 1
Write letters to pen pals to understand their similarities and differences.
Activity 2
Make a poem about friends. Each line would have one noun and one –ing word.
Ex: Sharing toys, helping hands, talking politely
Activity 3
Create a class book about friends, incorporating character education.
Activity 4
Make a “secret message” book. Have each child give a compliment to every other child in class.
Music and Drama:
Twinkle Friends
(tune: “Twinkle Little Star”)
Twinkle, twinkle, little star.
(Children face partner and gently touch and wiggle fingertips)
What a special friend you are.
From your head to your toes,
(touch each other’s head, then toes.)
We are special friends you know.
(hold hands and circle around.)
Twinkle, twinkle, little star.
(children touch fingertips.)
What a special friend you are.
(children hug.)
Now, go find another friend,
And we’ll twinkle once again.
Now take a little hike.
Find another friend you like.
Now we’ll sing one more time.
Won’t you be a friend of mine?
This is the Way We Treat Our Friends
This is the way we read our books,
Read our books, read our books.
This is the way we read our books,
Each and every school day.
Additional verses:
Have children make up their own verses.
The More We Get Together
(Tune: Did you ever see a Lassie)
The more we get together, together, together,
The more we get together, the happier we’ll be
For your friends are my friends, and my friends are your friends.
The more we get together, the happier we’ll be.
Make New Friends
Make new friends, but keep the old
One is silver and the other gold.
A circle is round, it has no end.
That’s how long I want to be your friend.
Activity 1
Poem: School Today
What do I do at school? I sing a song. I get along.
I learn to read. I plant a seed.
I read a map. I sing and clap.
I write and spell. I show and tell.
I stretch and bend. I make a friend. This is what I do at school.
Divide the class into 2 groups. Read the first 3 lines of the poem. Have one group create a pantomime for the first action: sing a song. Have the other group create a pantomime for the second action: get along. Continue with each line. Have children act out good/bad friends.
Activity 2
Take one of the books below and act it out as a play.
Activity 3
Play twister.
Reading/Literature:
Books to read:
George and Martha One Fine Day by: James Marshall
Friends by: Helme Heine
Alfie Gives a Hand by Shirley Hughes
Best Friends by: Miriam Cohen
Will I Have a Friend? by: Miriam Cohen
Chrysanthemum by: Kevin Henkes
The Best Friends Club by: Elizabeth Winthrop
Ira Sleeps Over by: Bernard Waber
Swimmy by: Leo Lionni
Rainbow Fish by: Marcus Pfister
Activity 1
After reading the book ask the discuss with children. Talk about how the Rainbow Fish feels when the other fish won’t talk to him. How does he feel after he shares his scales with his other friends. Do art project: Cut out a large fish on tagboard. Draw a face on it. Cut shapes similar to scales. Give two scales to each child and have them decorate with glitter and foil. Have the children put one scale on the fish and keep one scale for themselves.
Activity 2
Pick one of the stories above. Have the children tell what the main idea of the story is. Also, have them tell supporting details for the main idea.
Activity 3
Make a connection from the book to the children lives at home. The connection should be about friends.
Math:
Activity 1
Create a Favorite food bar graph. See how many similarities and differences there are with the answers. You can also create additional graphs for favorite colors, movies, etc.
The model should be that friends don’t always have to be the same in order to be friends.
Activity 2
Make a 100th Day project with a friend. They can use varied media as long as the project contains 100 of the same item (ex: 100 cotton balls to create a snowman)
Activity 3
Make a schedule of events. Plan a fun day with your friend. List the things you will do and the times you for the events. Give students a blank grid and they have to fill in the time and the activity.
Activity 4
Make a friend using shapes. Have a circle for head. Have rectangles for arms/legs. Have hearts for hands. Have triangle for girl body and square for boy body.
Science:
Activity 1
Make a friendship mural. Have kids compare themselves to two other children in class. Have two students on a piece of paper. Have the students say what they like that is the same and something that is different. Keep adding on with new children.
Activity 2
Have children make a imprint of their thumb with a stamp pad. Have the kids observe each other’s thumb print with a magnifying glass. See how each person is special and unique. Give each student a observation data sheet. They need to draw the picture of the thumb print. They need to describe what it looks like. They need to compare their print with another friend.
Activity 3
Have children create an exercise routine. The routine should be one to two minutes long. The children will present the routine to the class.
Why do we need rules at school?
Question:
What are rules and how do they help us?
Objectives:
Students will be able to identify and follow school rules to ensure order and safety. They will be able to recognize the need for fair rules and laws. They will also identify and order events that take place in a sequence.
Standards:
C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.
E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture
Vocabulary:
Listen, quiet, learn, cooperate, respect, rule, behavior, sportsmanship, good citizen, compassion, safety
Writing:
Activity 1
Have the students make their own school rules. They can work in groups to think of two or three rules for the class. Then have the children come together in a full group and share their ideas. Have the whole class decide which rules are the most important. Pick five or six rules and write them out on chart paper. The students can design or decorate the chart paper. The children can also draw pictures to go with each rule. Display the rules (and pictures) in the classroom.
Activity 2
Have students make a picture glossary of the rules they created. Each a student will choose a rule to illustrate. When all students have their illustrations, create a class book.
Activity 3
Take the students on a walk around the school. Have them identify a rule that is being broken. Have them use problem-solving skills to identify, list options, and choose appropriate decision making solutions.
Activity 4
Review the school procedures for fire drills. Have students create a chart showing the procedure they should follow in a fire drill. Discuss why each rule is where it is and how it helps to keep the students safe and in order. Have a practice fire drill and time the children to see how long it takes them to complete each step. Repeat a couple of time to see if the children can improve their time.
Music and Drama:
Activity 1
Sing the song “We Follow Rules in School” to the tune of “The Farmer in the Dell” with children.
We follow rules in school,
We follow rules in school.
Today, tomorrow, everyday,
We follow rules in school.
Continue with verses such as: We sit down quietly. We listen carefully. We share cheerfully. We show our smiling faces. Have children come up with new verses and illustrate them. Write each verse on the bottom of the page.
Activity 2
Have the children play a game of charades. Have a number of cards with school rules written on them. Each child picks a card and role plays that rule. The other children must guess which rule is being demonstrated.
Activity 3
School Rules
Walk--- don’t run.
Talk--- don’t shout.
Raise your hand--- don’t call out.
Put things back when you’re done.
These are rules for everyone.
Reading/Literature:
Books to read:
Double Trouble in Walla Walla by: Andrew Clements
Miss Nelson is Missing by: Harry Allard
Froggy Goes to School by: Jonathan London
The Berenstain Bears Go To School by: Stan and Jan Berenstain
Franklin Goes to School by: Paulette Bourgeois
Little Monster at School by: Mercer Mayers
Curious George’s First Day of School by: Margaret Rey
Activity 1
Use pictures from the stories to analyze rules that are followed and not followed.
Activity 2
Categorize and classify behavior of a good citizen.
Activity 3
Retell one of the stories by role-playing. While role-playing sequence the correct behavior to follow the rules.
Activity 4
Cause and Effect: Have children list the effects of behaving correctly. Have students also list the effects of behaving incorrectly.
Math:
Activity 1
Predict what the outcome would be if the whole class was behaving incorrectly.
Activity 2
Create a graph of behaviors. Select 5 behaviors that will be monitored for one class period. Show how many students were following each rule on the graph.
Activity 3
Have students estimate how many rules they believe they can follow in a specified amount of time.
Activity 4
Create a story problem using behavior and rules.
Science:
Activity 1
Make a hypothesis of the consequences of rules that are not followed.
Activity 2
Evaluate classroom behavior for one day.
Activity 3
Sort rules by the categories: school, home, community
What is a school?
Question:
Why is school important?
Objectives:
Students will be able to identify why we go to school. They will also be able identify the purpose of school.
Standards:
C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation.
Vocabulary:
School, group, flag, library, school office, principal, secretary, custodian, technology
Writing:
Activity 1
Place different letter tiles and word cards in an envelope. Give each child an envelope. Have the child make the word by matching the letters to the word card. Repeat with several different vocabulary words. Then have the child pick one or two of the words and paste them down onto a piece of paper (bottom). Have them write a description of the words they choose and illustrate.
Activity 2
Have the students make a picture book about what you do at school. Exchange the book with a partner. Have the partner get clues from the pictures to tell about his/her partners day.
Activity 3
Getting to know you: Pick one child that the rest need to get to know. Children will ask questions about the child picked and take notes. From their notes, children will draw a picture about the child.
Activity 4
Have the students write a step by step description of one of the procedures they follow in school. Take a piece of paper and fold to make 6 boxes. One step of the procedure in each box. Children can illustrate each step.
Music and Drama
Activity 1
The School That Sue Built
This is the school that Sue built,
these are the children
that learn in the school that Sue built.
This is the teacher,
who teaches the children
that learn in the school that Sue built
This is the nurse,
who cares for the children
that learn in the school that Sue built.
(Continue with verses such as: the librarian who reads to the children, the principal who guides the children, the bus driver who drives the children, the custodian who greets the children)
Activity 2
This Is the Way We Go to School
(sung to the tune of “Here We Go Round the Mulberry Bush”)
This is the way we go to school,
Go to school, go to school.
This is the way we go to school,
Each and every day!
Additional verses:
This is the way we hang up our coats…
This is the way we sit on the rug…
This is the way we read and sing…
This is the way we cut and color…
This is the way we play with our friends…
This is the way we pack up to go…
Activity 3
We Go to School
We go to school each day.
We learn in every way.
We learn to read
and write and spell.
We learn to work and play.
Activity 4
Collect objects associated with school helpers, for example, a hammer, screwdriver, book, pen, telephone, band-aid, thermometer, chalk/eraser, etc. Put these objects into a bag. Have students pull one object out at a time. The child should name the object and name the school helper who might use that object. The students can then draw a picture of their favorite school helper and write a sentence about why that person is special to him/her or how that person helps out in the school.
Reading/Literature:
Books to read:
My Kindergarten by: Rosemary Wells
Froggy Goes to School by: Jonathan London
Kindergarten by: Jacqueline Rogers
If You Take a Mouse to School by: Laura Numeroff
Miss Bindergarten Gets Ready for Kindergarten by: Joseph Slate
The Berenstain Bears Go To School by: Stan and Jan Berenstain
Franklin Goes to School by: Paulette Bourgeois
Little Monster at School by: Mercer Mayers
Activity 1
Choose one of the stories above. Compare and contrast what the characters like and dislike about school.
Activity 2
Analyze pictures of different groups in the books. Tell what groups they belong to (class, baseball team, family, clubs) Ask children what groups they belong to in school.
Activity 3
Explain what different groups do and the behaviors they exhibit.
Math:
Activity 1
Sort the different group activities that boys and girls do within their culture.
Activity 2
Talk about the flag of the United States of America. Talk about how many stars and stripes (red and white.) Have children make their own flag of the United States. Then children can talk about their own country’s flag. Have the children make their own country’s flag. Compare the two flags.
Activity 3
Talk about the calendar. Tell how many days of the week, months of the year, seasons and number of months in each season. Have students create their own calendar. In the box, have them draw the clothing they would wear for that month.
Science:
Activity 1
Have students create their own school building. Examples of what to use to build could be blocks, play dough, graham crackers (like a gingerbread house.)
Activity 2
Hypothesize what a school from the past would be like. Compare it to a school of today.
Activity 3
Make a collage of different school related materials, groups, objects, people.
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
September
Fantasy/realism Fables |
What is fantasy? What is real? What is a fable? |
Make-believe Fact Lessons taught |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
October
Story Structure |
How is a story organized?
|
Beg/mid/end Title/Author/illustrator Main idea 6 Details Organization of text Conflict/Solution (multiple) Character/setting Character sketch |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
November
Making Connections Convey meaning
|
How do we connect self to the text? How do we connect text to text? How do we connect text to the world? |
Personal experiences Relate book to book Visualization Connect personal experiences Connection to World Affairs |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
December
Compare/contrast Question |
How would you compare and contrast two different things? What is a question? |
Same/different Wh questions/question marks Words that make a question Comparing characters and settings of 2 different texts Story analysis Point of view |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
2nd Grade Reading
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
January Cause/effect Inferring Summarizing Drawing conclusions Analyze inferences |
What is a cause? What is an effect? How do we infer? How do we summarize? What is a conclusion? |
An event that occurs and reasons for it Mental pictures Paraphrase story Alternative endings
|
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
February
Cause/effect Inferring Summarizing Drawing conclusions |
What is a cause? What is an effect? How do we infer? How do we summarize? What is a conclusion? |
An event that occurs and reasons for it Mental pictures Paraphrase story Alternative endings
|
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
March
Fact/Opinion Timeline |
What is a fact? What is an opinion? How do we use a timeline? |
Understanding a timeline Organization of events Past/present Stating the truth Viewpoint Analogies
|
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
April
Outlining |
What is an outline? |
Headings Main Ideas Details Word Analysis Dates from expository text Important people |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
May
Author’s Viewpoint Biographies |
What is a viewpoint? |
Predicting Inferring Sequencing Making generalizations |
Observation Oral responses Unit Tests
|
A.4.1 A.4.2 A.4.3 A.4.4 |
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
September
Rules/ Procedures Parts of a text book |
What is a rule/law? What do rules accomplish? What are guidelines to set rules? What is a procedure? What is a group? What is Social Studies? |
Learn to make appropriate rules and procedures Follow rules Follow procedures Main idea, key words Table of contents glossary |
Pre/Post test Observation Hands-on Activities
|
C.4.1 C.4.3 E.4.2 E.4.3 |
|
October Communities Community Helpers Habitats/Homes Map key/Compass Transportation |
What is a community? Who is a community helper? What is a habitat? What is suburb/city/rural area? What is a map key? What is a compass rose? What is transportation? |
Compare urban, suburban, and rural areas Identify different homes for people Location of habitats Using map key and compass rose to find location Different modes of transportation |
Pre/Post test Observation Hands-on Activities |
B.4.8 D.4.5 E.4.5 A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 A.4.7
|
|
November Landforms Natural Resources Continents |
What is a landform? What are natural resources? What is environment? What is a state/country/continent? Who are our North American neighbors? |
Identify landforms Identify natural resources and their use Mexico/Canada Regions of the U.S. and their products
|
Pre/Post test Observation Hands-on Activities
|
A.4.2 A.4.3 A.4.6 B.4.6 |
|
December
Careers Need/Wants Goods/Services Economy Flow Chart Trade |
What is a career? What is money? Why do we need money? How do we obtain money? What is a good? What is a service? What is economy? What is an import? What is an export? What is a Flow Chart? |
Identify jobs/careers Concept of money and it’s significance Concept of economy Compare goods/services Compare needs/wants Compare producer/consumer Compare import/export Follow and create a flow chart Map scale |
Pre/Post test Observation Hands-on Activities |
D.4.1 D.4.2 D.4.3 D.4.4 D.4.5 D.4.6 D.4.7
|
2nd Grade Social Studies
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
January
Past/Present History Heroes Native Americans |
What is the meaning of the past? What is the meaning of the present? What is history? Who is a hero? What is heroism? What is a Native American? What is an explorer/settler? What is a pioneer?
|
Understand concept of past Understand concept of present Understand history Understand heroism and why one becomes a hero Reading and creating Timelines Identify boundaries between states/countries |
Pre/Post test Observation Hands-on Activities |
B.4.1 B.4.2 B.4.4 B.4.6 B.4.8 B.4.10
|
|
February
Multicultural Families
|
What is a culture? How are people similar/different? How do we learn to live together? What is a tradition? What is a holiday? What is a family? |
Recognize different cultures Appreciate differences Learn to coexist in harmony
|
Pre/Post test Observation Hands-on Activities |
A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 A.4.7 A.4.8 A.4.9 B.4.3 B.4.4 B.4.6 E.4.3 E.4.4 E.4.5 E.4.6 E.4.7 E.4.8 E.4.9 |
|
March
Inventions Transportation Road Safety |
What is an invention? What is transportation? How has the mode of transportation changed? What is road safety? |
Identify different inventions throughout history Learn to invent Identify different modes of transportation throughout time Learn road safety |
Pre/Post test Observation Hands-on Activities |
B.4.2 B.4.8 Science G.4.8 |
|
April
Government Voting National Symbols Justice System |
What is Government? What is a national symbol? What is Justice? What is the Justice System? What is voting? |
Concept of government Recognize national symbols Understand concept voting Concept of seeking Justice Being a good citizen |
Pre/Post test Observation Hands-on Activities |
C.4.1 C.4.2 C.4.3 C.4.4 C.4.5 C.4.6 |
|
May
Maps/Globes Directions
|
What is a map? What is a continent? What is the difference between a country, state, continent? What is the difference between a city, town, country? What is a globe? What are the four cardinal directions? What is a compass? |
Learn importance of maps Locate countries, continents, States, lakes, rivers, ponds, oceans Learn use of compass Learn about directions Use a compass to follow directions |
Pre/Post test Observation Hands-on Activities |
A.4.1 A.4.2 A.4.3 A.4.4 A.4.5 A.4.6 A.4.7
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|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
September
Number Concepts |
What are numbers? How many/few are in a group? What is the value of a number? What are numerical terms? What are spatial concepts? |
Recognize numbers Sorting Classifying Adding/subtracting Recognizing doubles Above, below, behind, etc. |
Pre/Post test (in book) Observation Hands-on Activities |
A.EL.2 A.EL.3 A.4.4 B.4.2 B.4.5
|
|
October
Place Value |
Which is greater than/less than? What is estimation? How would you use recognize objects (using senses?) What is an even/odd number? What is skip counting?
|
Counting by 2, 3, 5, 10 Ones, tens, hundreds, thousands columns Even and odd numbers determined by the ones column Greater/less than symbols |
Pre/Post test Observation Hands-on Activities |
A.EL.6 B.4.1
|
|
November
Graphs Patterns
|
What is a pattern? What is a graph? What information can you get from a graph? What is the difference between bar graphs, pictographs, tally graphs? |
Recognize, extend, duplicate a pattern Read a graph Create a graph Solve a word problem using a graph |
Pre/Post test Observation Hands-on Activities |
A.4.4 E.4.1 E.4.3 F.4.3 |
|
December
Number Operations |
What does it mean to join/take away numbers? What is the difference between a one/two/three digit number? What does it mean to re-group? What does it mean to borrow? |
Addition/Subtraction Memorization of facts to 18 Re-grouping Borrowing |
Pre/Post test Observation Hands-on Activities Flashcards |
B.4.1 B.4.5 |
2nd Math
Grade/Subject K4-2nd
Math
Grade/Subject
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
January
Geometry |
What is a solid figure? What is a plane figure? What is 2-D? What is 3-D? What is symmetry? |
Identify cylinders, prisms, spheres, cubes, cones, pyramids Faces, edges, corners Slides, flips, turns, rolls, stack
|
Pre/Post test Observation Hands-on Activities Cumulative Review |
A.EL.4 C.4.1 C.4.2 C.4.3 |
|
February
Money/Time Word Problems |
What is money? What is the role of money in the economy? What is time? What types of clocks are there? What concepts do you need to know to read a clock? |
Recognize/count coins/paper Value of coins Adding/subtracting coins Count by ones, fives Tell time to hour, half-hour, quarter-hour, and 5 min intervals Critical thinking Calendar |
Pre/Post test Observation Hands-on Activities |
A.EL.4 A.EL.6 B.EL.2 C.EL.1 C.EL.4 B.4.7 D.4.1 D.4.3 D.4.4 E.4.1 |
|
March
Measurement |
What is measurement? What is a ruler? What is a thermometer? What is a scale? |
Inches, feet, yards, miles mm, cm, m, km ml, l, kl tsp, tbsp, etc. lbs, grams c, pts, qts, gal |
Pre/Post test Observation Hands-on Activities |
A.EL.5 B.EL.1 B.EL.2 B.EL.3 B.EL.4 D.4.1 D.4.2 D.4.3 D.4.4 |
|
April
Fractions Probability
|
What is a fraction? What is probability? |
Wholes, halves, thirds, fourths, etc. Critical thinking Hypothesis Problem solving Logical thinking Predicting outcomes Reasoning |
Pre/Post test Observation Hands-on Activities |
A.EL.6 B.EL.3 B.4.3 B.4.4 B.4.6 |
|
May
Mathematical Operations |
What is sum? What is difference? What is product? What is an addend? |
Adding Subtracting Multiplying
|
Pre/Post test Observation Hands-on Activities Cumulative Review |
B.4.5 |
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
September
Living/ Non Living |
What is a living thing?
|
Recognition of living/non-living; parts of plant Once living Needs for survival Habitats Five senses Changes/growth Life cycle animals |
Pre/Post test Observation Hands-on Activities
|
C.EL.1 C.EL.2 C.EL.3 C.EL.4 A.4.1 D.4.1 A.4.3 E.4.1 E.4.2 |
|
October
Weather |
What is weather? What are seasons? What affects the changes of weather? How does weather affect people and animals?
|
Different types of weather Changes of seasons Habitats Hibernation/Migration Adaptation to weather and season Survival skills Floods, droughts Tornado, hurricane |
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.6 B.EL.1 C.EL.1 C.EL.4 C.4.3 C.4.5 D.4.1 E.4.1 D.4.2 E.4.6 |
|
November
Magnets/ Energy |
What are magnets? What is motion? What is force? What is energy? |
Push/pull Simple machines Light Motion Sound Forces Gravity Heat |
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 C.EL.2 C.EL.3 C.EL.4 D.4.6 D.4.8 D.4.7 |
|
December
Properties of the Earth |
What is a solid? What is a liquid? What is a gas? What is a mineral? What is a rock? What is matter? What are forms of water? |
Properties of matter (compare solid, liquid, gas) Paper, plastic, metal, wood Soil Evaporation, vapor Ice Earthquakes, volcanoes Categorizing |
Pre/Post test Observation Hands-on Activities
|
A.EL.1 A.EL.2 A.EL.3 A.EL.6 B.EL.1 C.EL.2 C.EL.3 D.4.1 C.EL.4 D.4.2 B.4.3 D.4.3 |
Grade/Subject
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
January
Dinosaurs/ Changes over time |
What are dinosaurs? What does extinct mean? What is a time line? |
Characteristics of dinosaurs Meat/plant eaters Past/Present Evolution of dinosaurs Fossils Compare sizes of dinosaurs
|
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 B.EL.3 C.EL.3 C.EL.4 A.4.2 A.4.3 A.4.4 C.4.6 C.4.7 G.4.3 E.4.7 |
|
February
Health/ Wellness Food Pyramid Exercise
|
What is health? What are healthy habits? What is a germ? What is exercise/rest? What is the Food Pyramid?
|
Developing healthy habits Understanding the human body and it’s needs Decision making skills Prevention of infection Inside body parts
|
Pre/Post test Observation Hands-on Activities |
B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.4 F.4.1 F.4.2
|
|
March
Space/Planets Astronauts |
What is space? What are objects in the sky? How would you travel in space? What is rotation/revolution? What is day/night? What is weightlessness? |
Stars, moon Planets Darkness (day/night) Sunrise/sunset Phases of the moon Astronauts and rockets Survival in space |
Pre/Post test Observation Hands-on Activities |
A.El.6 B.El.1 B.EL.2 C.EL.3 C.EL.4 A.4.2 D.4.1 D.4.4 D.4.6 D.4.7 |
|
April
Insects Spiders/ Scorpions |
What are insects? How are insects, spiders, scorpions different? |
Characteristics of an insect Life cycle
|
Pre/Post test Observation Hands-on Activities |
A.EL.1 A.EL.2 B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.4 F.4.3 |
|
May
Under the Sea |
What is the ocean? What are the different bodies of water? What is life under the sea and how does it survive?
|
Identify different bodies of water Identify different life under the sea Different species Treasures of the sea Comparing land/water animals How animals help each other |
Pre/Post test Observation Hands-on Activities |
A.EL.1 B.EL.1 B.EL.2 C.EL.1 C.EL.2 C.EL.3 C.EL.4 B.4.4 F.4.1 F.4.2 G.4.3 |
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|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
September Capitalization Punctuation Telling sentence Naming/Action Part ABC order |
What is a telling sentence? What is a capital letter? What is punctuation? What is a naming part? What is an action part? What is ABC order? |
Decoding unknown words Capitalization Punctuation Sentence structure ABC order to 3rd letter
|
Observation Oral responses Games Unit tests Manipulatives |
B.4.3 |
|
October Ideas Describing words Proper/common Nouns Onset/rime Write a poem Personal Narrative |
What is a describing word What is a proper noun? What is a common noun? What is an onset? What is a rime? What is a poem? What is personal? How to write a narrative? |
Decoding unknown words Idea Adjectives Identifying nouns Voice
|
Observation Oral responses Games Unit tests Manipulatives |
A.12.1 B.4.1 B.4.3 |
|
November Verbs Prefixes/suffixes/base words Many definitions for words |
What is a sentence? How would you make words? What is a prefix? What is a suffix? What is a definition?
|
Decoding unknown words Writing complete sentences with idea and conventions. Connect definition to a context clue. |
Observation Oral responses Games Unit tests Manipulatives |
A.4.1 A.12.1 D.4.1 |
|
December Long vowels Adjectives Synonyms Exclamation marks Quotation marks Descriptive writing Compound words Organization Dictionary skills
|
How do we know if a vowel is long? What is an adjective? What is a synonym? When will we use an exclamation point? When will we use a quotation mark? What does descriptive mean? What is a compound? What is organization? What are transition words? What is a dictionary? What are guide words? |
Decoding unknown words Different forms of adjectives A different word for the same meaning. Sentence structure People voices Strong verbs Organization/transition words Picturesque Two word to form one How to locate words using the guide words |
Observation Oral responses Games Unit tests Manipulatives |
B.4.3 D.4.1 D.4.2 |
2nd Grade Language Arts
|
|
Content/Essential Questions |
Skills |
Assessment |
State Standards |
|
January Homophones Antonyms Helping verbs Commas Compound sentences Thesaurus |
What is a homophone? What is an Antonym? What is a helping verb? What is a comma? What is a compound sentence? What is a thesaurus? |
Decoding unknown words Opposites Similarity Listing Enhance word choice Increase vocabulary |
Observation Oral responses Games Unit tests Manipulatives |
B.4.3 D.4.1
|
|
February Organization Voice Word Choice Sentence Fluency Write a Story Attention grabbers |
Is your story organized? Do you have voice? Are their strong verbs and describing words? Do you have long and short sentences? What is an attention grabber?
|
Decoding unknown words Sequencing Personality Adjectives and Verbs Sentence structure Engage the reader |
Observation Oral responses Games Unit tests Manipulatives |
B.4.1 B.4.2 |
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March Organization Voice Word Choice Sentence Fluency Write a description Compound sentences Paragraphing
|
Same as above What is a compound sentence? What is an introduction? What is a topic sentence? What is a conclusion? What is a paragraph? |
Decoding unknown words Sentence Fluency Introduction Conclusion Topic sentences
|
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 |
|
April Write Instructions Organization Similes Research paragraph |
How do you write instructions? What is organization? What is a simile? What is research? |
Decoding unknown words Order events Note taking Summarizing info |
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 |
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May Write a story All six traits Beginning/ending Editing |
What is a story? What is a beginning? What is an ending? |
Decoding unknown words Peer editing |
Observation Oral responses Games Unit tests Manipulatives |
B.4.2 B.4.3 |
Lesson 1: What is the equator? What is a hemisphere? Where in the world is Australia?
Social Studies: Geography
WI State Standard A.4.2 Locate on a map physical features such as oceans, mountain ranges, and land forms; natural features such as resources, flora, and fauna, and human features such as cities, states, and national borders.
Objectives: 1.Identify vocabulary words: equator, hemisphere, continent, and ocean. 2. Review the seven continents and four major oceans of the world. 3. Locate Australia on a globe and world map. 4. Categorize various countries, continents, oceans, etc. as being part of the northern or southern hemisphere. 5. Recognize and color the Australian flag.
Materials: 5 Globes for group work, individual copies of the word map, individual copies of the Australian flag, Australian language expressions and United States language expressions on sentence strips, pocket chart.
Procedures: 1. Slice an orange horizontally at the “equator” to illustrate the northern and southern hemisphere. Australia is called the “Land Down Under” because it is in the southern hemisphere. 2. Play a game called Name the Hemisphere. Split the class into groups of 4 or 5 children at tables with a globe and world map at each table. Given a list of countries, continents, and oceans, find and label each as being from the Northern (N) or Southern (S) hemisphere. After 10 minutes or so, the group to complete the most answers correctly wins. Samples to find could include: N. Pole (N), S. Pole (S), China (N), Greenland (N), Australia (S), France (N), Brazil (both), England (N), Japan (N), Argentina (S), South Africa (S), Chile (S), Arctic Ocean (N), Kenya (both), Madagascar (S), Atlantic Ocean (both), Indian Ocean (both), Pacific Ocean (both), Russia (N), Mexico (N), Egypt (N), and Jordan (N). 3. Discuss Australian expressions and what they mean. Then discuss some expressions that we use in the United States. Write several of each on sentence strips. Have the class read them and identify whether they are from Australia or the U.S. Categorize them in this way on a pocket chart. 4. Given a world map, each child locates and colors in Australia. (Use p.27 of the Grade 2 Social Studies Work Together Workbook.) 5. Show the Australian flag and tell what it represents. Color the individual copies of the flag with corresponding colors.
Assessment: The assessment for this lesson will be observation, and correcting the questions on p. 27 and on the Name the Hemisphere game. Lesson 3: What is a reptile? What is a mammal? What is a bird? What is a marsupial?
Science: Nature
B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations.
Science: Life and Environmental Science
F.4.1 Discover how each organism meets its basic needs for water, nutrients, protection, and energy in order to survive
Social Studies: Geography
A.4.2 Locate on a map or globe physical features such as continents, oceans, mountain ranges, and landforms; natural features such as resources, flora, and fauna, and human features such as cities, states, and national borders.
English Language Arts: Reading
A.4.4 Read to acquire information
- Summarize key details of informational texts, connecting new information to prior knowledge
- Identify a topic of interest and seek information about it by investigating available text resources
Objectives: 1. As a class, compare characteristics of reptiles, mammals, and birds. 2. Work with a partner to gather and summarize information from texts about an animal that lives in Australia. Complete a sheet titled Animal Report Note Taker. Be ready to share your information with the class. 3. Illustrate either a lizard or koala following given directions. 4. Using a Venn diagram, compare mammals in Australia with Australian animals that lay eggs. This will be a whole class activity.
Materials: Dictionaries, encyclopedias, a computer with internet capabilities, copies of the Animal Report Note Taker sheet, construction paper, cotton balls, wallpaper sheets, names of the following animals on index cards for the Venn diagram activity, and books about these Australian animals: emu, kookaburra, black swans, platypus, kangaroos wallabies, koalas, possums, numbats, wombats, dingos, native cats, bandicoots, dunnarts, Tasmanian devils, echidnas, frilled lizards, bearded dragons, thorny devils, and goanna lizards
Procedures: 1.Using a pocket chart, identify which characteristics on cards go with each label – birds, mammals, and reptiles. Characteristics could include: feathers, lay eggs, cold-blooded, scales, lay eggs, hair, nurse young, babies are born alive, warm-blooded, etc. Discuss likenesses and differences. 2. Ask “What do you put in your pockets?” Then tell them that they will learn about a kind of animal that has pockets or pouches – marsupials! After their babies are born, they have to travel up to their mother’s pouch. They keep their tiny babies in their pouches for quite a length of time while they nurse, grow, and are protected from harm. 3. They may work with a partner to research information about an animal while filling out the animal info. sheet. Find what they eat, whether they are a marsupial, their size, facts about their unique qualities. ( NOTE: AUSTRALIA HAS BEEN AN ISLAND FOR MILLIONS OF YEARS AND THEREFORE HAS MANY UNIQUE ANIMALS THAT EXIST NO WHERE ELSE.) 4. As a group, use a Venn diagram to distinguish which of these are mammals, which lay eggs, and which are both mammals and lay eggs! Answer: Mammals: koala, mammals, wallabies, kangaroos, dingo, bandicoots, possums, dunnards, Tasmanian devils Both: platypus, echidnas (an anteater type animal) Animals that Lay Eggs: emu, kookaburra, bearded dragon, frilled lizard, goanna lizard, black swan, thorny devils 5. Starting with an outline pattern, cut out and decorate either a koala or frilled lizard. The koalas can have pulled cotton from cotton balls in their ears, The lizard can be done as a wallpaper mosaic.
Assessment: Students would share their information with the rest of the class. They would be assessed by the quality and correctness of their information on the animal report sheet. The teacher could observe their understanding during the Venn diagram activity.
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Content/Essential Questions |
Skills |
Assessment |
State Stand |
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September |
What is a sentence? Types of sentences. Subjects and predicates of sentences Punctuating sentences Combining sentences Stating main ideas Writing paragraphs |
*Identifying complete sentences *Identifying and punctuating statements and questions *Identify and punctuate commands and exclamations *Identify subjects *Identify predicates and subjects *Supply subjects and predicates to complete sentences *Identify and punctuate the 4 kinds of sentences *Combine sentences with “and” *Writing main idea sentences and detail sentences that support the main idea *Write a main idea sentence for a paragraph *Put details for a paragraph in the correct order
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*Assignments and quizzes *Writing application activities… -Post cards -A travel log -A letter -An article -A travel poster -An advertisement *Personal narrative writing
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B4.1 B4.2 B4.3
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October |
What is a noun? Singular and plural nouns Common and proper nouns Singular and plural possessive Abbreviations Compound words Putting events in order Alphabetical order Using the dictionary |
*Identify nouns in a sentence *Identify singular and plural nouns *Complete sentences with singular and plural nouns *Identify nouns ending in “ies” *Form the plural of nouns ending in a consonant and “y” *Identify common and proper nouns *Change singular nouns to singular possessive nouns *Identify plural possessive nouns *Change nouns to plural possessive nouns *Identify abbreviations and write them correctly *Identify the two words that make up compound words *Plan the beginning, middle and end of a story *Add sequence details *Choose the best order of events for a story *Use dictionary guide words to find words *Use the dictionary to check a spelling word and find more than one meaning
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*Assignments and quizzes *Writing application activities… -An advertisement -A cartoon -A letter -A story -A review -A paragraph -A postcard *Writing a narrative |
B 4.3 B 4.2 B 4.1 D 4.1 |
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November & December |
What is an action verb? Verbs in the present, past, future Helping verbs Irregular verbs Using commas Prefixes Writing instructions Giving directions Using the Library/Encyclopedia |
*Identify action verbs in a sentence *Use correct action verbs to complete sentences *Identify the singular and plural forms of present tense verbs *Identify past-tense forms of verbs *Identify the present, past, and future tenses of verbs *Identify helping verbs *Identify past tenses of irregular verbs *Use commas to separate words in a series *Identify prefixes of words *Add prefixes to change the meanings of words *Write a topic sentence *Use time order words to write instructions *Write a set of instructions *Using an encyclopedia and a library as a good source of information
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*Assignments and quizzes *Writing application activities… -An advertisement -An article -A biographical sketch -A speech -A review -A post card -A scene -A letter *Writing an informative piece (Instructions) |
B 4.1 B 4.2 B 4.3 C 4.2 |
3rd grade/LA
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Content/Essential Questions |
Skills |
Assessment |
State Stand |
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January |
The special verb “be” More verbs in the present and past Contractions Suffixes Letter writing Speaking on the telephone Newspapers and magazines |
*Identify “be” verbs *Distinguish “be” verbs from actions verbs *Identify the correct present-tense for of the verb “be” *Identify the correct past tense form of the verb “be” *Identify and use contractions that complete sentences *Identify suffixes and their meanings *Add suffixes to words to form new words *Using contractions correctly *Identify negative words *Recognize different kinds and parts of letters *Write a letter *Using charting to outline and write a letter *Speak on a telephone correctly * Write telephone messages *Recognize the information found in a magazine *Locate information in a newspaper
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*Assignments and quizzes *Writing application activities… -A post card -A scene -A paragraph -A note -A letter *Writing a Letter |
D 4.1 C 4.1 B 4.1 B 4.2 B 4.3 C 4.2 |
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February |
What is an adjective? Adjectives that compare Using a, an, and the Commas in a series Synonyms and antonyms Classifying Writing descriptive paragraphs Thesaurus |
*Identify adjectives and the nouns they describe *Supply adjectives that compare to complete sentences *Supply articles to complete sentences *Use commas to separate words in a series *Complete sentences using commas *Identify synonyms and antonyms *Combines sentences with adjectives *Select sensory details to describe *Classify items according to similar characteristics *Listen for sensory words in poetry *Recognize the purpose of a thesaurus
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*Assignments and quizzes *Writing application activities… -A Paragraph -A list -A post card -A story -A letter -A travelogue *Descriptive piece
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B 4.1 B 4.2 B 4.3 C 4.1 D 4.1 |
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March & April |
Pronouns Subject and object pronouns Possessive pronouns Contractions Homophones Using I and me Telling fact from opinion Writing book reports Persuasive talk Parts of a book |
*Identify pronouns *Recognize verb and pronoun agreement *Identify subject pronouns *Identify object pronouns *Identify possessive pronouns *Identify contractions and the words that make them up *Identify homophones *Use I and me in sentences *Identify statements of fact and opinion in a book report *Write the first draft of a book report |
*Assignments and quizzes *Writing application activities -A letter -A journal entry -A review -A note -A poster -A story *A book report
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B 4.1 B 4.2 B 4.3 C 4.1 C 4.2 C 4.3 D 4.1 |
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May |
What is an adverb? Adverbs that tell how, where and when Using commas Borrowed words Summarizing Researching Giving an oral report Atlas and the Almanac |
*Identify adverbs and the verbs they describe *Identify kinds of adverbs used in a sentence *Use commas to separate words in a series, after a noun of direct address, and after yes and no when they begin a sentence *Identify words borrowed from other languages Identify origins of words *Choose and narrow a topic *Identify the main-idea sentence in a summary *Identify supporting details in a summary *Use note-taking to plan a report *Prepare an outline *Give an oral report *Use an almanac and an atlas |
*Assignments and quizzes *Writing application activities -A mystery story -A review -A journal entry -A post card -An advertisement *A research report |
B 4.1 B 4.2 B 4.3 C 4.1 C 4.2 C 4.3 D 4.1 |
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Content/Essential Questions |
Skills |
Assessment |
State Stand |
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September Place Value Order #’s Money |
*Review place value *Place-value-hundreds, thousands, ten- thousands, hundred-thousands *Expanded and standard form *comparing and ordering numbers *Rounding *Counting money and making change *Problem Solving |
1. Understanding 3,4,5,6, digit place value 2. Read and write 3,4,5,6 digit numbers in standard, expanded and written form 3. Compare and order 2 and 3 digit #’s 4. Rounding #’s to nearest, ten, hundred, thousand and dollar 5. Determine dollar and coin values 6. Make and count change correctly |
Daily Skills Review Quizzes Chapter Test |
B4.1 B4.2 B4.3 |
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October Addition/Subtraction Regrouping |
*Adding 2,3 and 4 addends *Regrouping *Subtraction concepts *Estimating differences *Regrouping hundreds and dollars *Regrouping with zeros *Subtracting larger numbers *Problem Solving |
1. Find missing addends 2. Estimate sums 3. Add 2 and 3 digit numbers with no regrouping 4. Use rounding to estimate to the nearest ten, hundred, ten cents or dollar 5.Learn four meanings of subtraction 6. Use front-end estimation and subtracting without regrouping 7. Estimate differences to the nearest ten, hundred, ten cents and dollars 8. Subtract 2, 3 and 4 digit numbers 9. Regrouping once, twice and across zeros |
Daily Skills Review Quizzes Chapter Test Basic facts timed test
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B4.5 D4.2 |
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November Multiplication Concepts
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* Multiplication facts up to 9 *Factors and products *Missing factors *Problem solving |
1. Explore the meaning of multiplication 2. Multiplying by 2,3,4,5,6,7,8,9 3. Find a missing factor 4. Multiplying 3 numbers |
Daily Skills Review Quizzes Chapter Test Timed Tests |
B4.5 |
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December Division Concepts
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*Division facts up to 9 *Relating multiplication and division *Dividing money *Operation patterns *Fact families
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1. Explore the meaning of division 2. Relate multiplication and division 3. Divide by 2,3,4,5,6,7,8,9 4. Dividing cents 5. Identify multiplication and division fact families 6. Identify and extend number patterns |
Daily skills review Quizzes Chapter test Timed tests |
B4.5 |
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Content/Essential Questions |
Skills |
Assessment |
State Stand |
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January Statistics and Probability
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*Collecting Data * Making pictographs and bar graphs *Arrangements and combinations
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1. Read, interpret, and make tally charts 2. Read, interpret, and make pictographs 3. Read, interpret and make bar graphs 4. Make organized lists, including tree diagrams to solve problems |
Daily skills review Quizzes Chapter test Timed test |
E4.1 F4.3 A4.2 |
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February Measurement and Time |
*Measurement sense *Customary units of capacity *Metric units of length *Metric units of capacity *Temperature *Time/elapsed time *Calendar
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1. Estimate and measure length to the nearest inch, half inch and quarter inch 2. Compare customary unit for measuring distance 3. Estimate length in inches, feet or yards 4. Customary units to measure liquid capacity 5. Compare units of weight 6. Measure and compare metric units of length 7.Measure and compare metric units of mass and capacity 8. Using thermometers 9. Finding elapsed time 10. Read and interpret a calendar |
Daily skills review Quizzes Chapter test Timed test
Daily skills review Quizzes Chapter test Timed test
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D4.1 D4.2 D4.3 D4.4 D4.5 |
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March Geometry |
*Ploygons and Circles *Lines *Angels *Congruent Figures *Similar Figures *Ordered Pairs *Symmetry *Side, Flips, and Turns *Perimeter *Area *Explore space figures
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1. Explore and classify polygons 2. Identify and draw lines, line segments, and rays 3. Identify angles and right angles 4. Identify congruent figures 5. Recognize similar figures 6. Locate points and name ordered pairs on a grid 7. Recognize lines of symmetry 8. Draw matching half of symmetrical 9. Identify and make space figures 10. find perimeter of a given polygon 11. Find area of a given shape 12. Find the volume of a solid figure |
Daily skills review Quizzes Chapter test Timed test |
C4.1 C4.2 |
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April Fractions |
* Equivalent Fractions *Estimating Fractions *Comparing Fractions *Finding fractional part of a numbered set *Mixed Numbers *Adding and subtracting fractions *Circle graphs
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1. Identifying fractions as a part of a whole or set 2. Write word names for fractions 3. exploring equivalent fractions 4. Use pictures to estimate fractional parts 5.Compare fractions with like and unlike denominators 6. Find a fractional part of a number or set 7. Write mixed numbers in standard and word name form 8. Explore adding and subtracting fractions with like denominators 9. Read and interpret circle graphs
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Daily skills review Quizzes Chapter test Timed test |
B4.6 B4.3 |
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May Decimals |
*Fraction and decimals *Hundreths *Decimals greater than one *Compare and order decimals *Adding and subtracting decimals
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1. Read and write fractions and decimals expressed as tenths and hundreths 2. Read and write decimals greater than one 3. Compare and order decimals 4. Add and subtract decimals |
Daily skills review Quizzes Chapter test Timed test |
B4.6 B4.3 |
3rd Grade Reading
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Content/Essential Questions |
Skills |
Assessment |
State Stand |
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September & October |
Theme: Off to Adventure Selections: The Lost and Found The Ballad of Mulan The Waterfall
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*Differentiate fantasy and realism *Place events in sequential order *Summarize information properly *Identify parts of a book *Develop characters *Predict outcomes *Make inferences and judgments *Identify characteristics of a legend *Identify important details *Understand story structure
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*Literature Circle discussions *Reading response journals and activities *Guided reading groups |
A4.1 A4.2 A4.3 A4.4
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November & December |
Theme: Celebrating Traditions Selections: The Keeping Quilt Anthony Reynoso: Born to Rope The Talking Cloth Dancing Rainbows
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*Understanding author’s viewpoint *Identifying important details *Differentiating between fact and opinion *Categorize and classify information *Interpret visual details *Predict outcomes *Summarize information properly *Identifying topic, main idea, and supporting details *Compare and contrast information *Understanding a strategy for taking notes and its purpose *Use the resources of the library to find information *Outlining main ideas and details
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*Literature Circle discussions *Reading response journals and activities *Guided reading groups |
A4.1 A4.2 A4.3 A4.4
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January & February |
Theme: Incredible Stories Selections: Dogzilla The Mysterious Giant of Barletta Raising Dragons The Garden of Abdul Gasazi
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*Differentiate between realism and fantasy *Evaluate character’s problem solving abilities *Identifying text organization *Evaluate textual information *Understanding how to read a diagram *Making inferences to explain a character’s behavior *Utilizing strategies for reading non-fiction text *Develop questions pertaining to text *Developing character details *Identifying cause and effect *Predict and infer outcomes *Use charts, tables and graphs to understand information *Drawing conclusions *Utilize monitoring and clarifying strategies
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*Literature Circle discussions *Reading response journals and activities *Guided reading groups |
A4.1 A4.2 A4.3 A4.4
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March & April
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Reading Groups: A War with Grandpa Chocolate Fever Stone Fox The Chalk B |