Reading
Please see QUARTER 1
Writing
Please see Quarter 1...
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QUARTER 3 Writing Units - Use a combination of drawing, dictating, and writing in the following:
QUARTER 3 Writing Units - Use a combination of drawing, dictating, and writing in the following:
- Functional Writing - Thank You letters, notes, cards
- Personal Narratives
Math
Standards added in Quarter 3
_
COUNTING and CARDINALITY
1. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
GEOMETRY
1. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?
2. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
3. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and /"corners") and other attributes (e.g., having sides of equal length)
4. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
OPERATIONS AND ALGEBRAIC THINKING
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2.Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)
3. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
4. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
5. Fluently add and subtract within 5.
NUMBERS BASE TEN
1. Compose and decompose numbers from 11 to 19 into ten ones and some further, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
COUNTING and CARDINALITY
1. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
GEOMETRY
1. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?
2. Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
3. Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and /"corners") and other attributes (e.g., having sides of equal length)
4. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
OPERATIONS AND ALGEBRAIC THINKING
1. Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
2.Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)
3. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
4. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
5. Fluently add and subtract within 5.
NUMBERS BASE TEN
1. Compose and decompose numbers from 11 to 19 into ten ones and some further, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Social Studies
UNIT 3: Road Trip USA
_ Political
Science
a. Identify common symbols, such as the American Flag, and Statue of Liberty.
b. Recognize that saying the Pledge of Allegiance and singing “The Star-Spangled Banner” are practices associated with being a citizen.
c. Identify the contributions of people, past and present, such as George Washington, Rosa Parks, and the current president.
d. Use informational text to identify and discuss the contributions of individuals. recognized on national holidays, such as Martin Luther King, Jr. Day and Presidents’ Day.
Geography
a. Using photographs and pictures, recognize human-made features as modifications people have made to the land.
b. Identify ways that people travel on land, water, and air .
c. Explain how transportation is used to move goods and people from place to place.
d. Identify ways that people communicate messages.
a. Identify common symbols, such as the American Flag, and Statue of Liberty.
b. Recognize that saying the Pledge of Allegiance and singing “The Star-Spangled Banner” are practices associated with being a citizen.
c. Identify the contributions of people, past and present, such as George Washington, Rosa Parks, and the current president.
d. Use informational text to identify and discuss the contributions of individuals. recognized on national holidays, such as Martin Luther King, Jr. Day and Presidents’ Day.
Geography
a. Using photographs and pictures, recognize human-made features as modifications people have made to the land.
b. Identify ways that people travel on land, water, and air .
c. Explain how transportation is used to move goods and people from place to place.
d. Identify ways that people communicate messages.
Science
UNIT 3: Life and Environmental Science
_ Living
Things
a. Classify living things based on similarities and differences.
b. Describe how people are alike in some ways and unique in others.
c. Describe some of the ways people change as they grow.
d. Use the five senses to describe some characteristics by which living things are classified.
Plants
a. Identify plants as living things with basic needs of air, water, food, and light.
b. Distinguish between once-living objects and objects that have never lived.
c. Identify the conditions necessary for seeds to sprout.
d. Recognize that plants vary in size, shape, and color.
a. Classify living things based on similarities and differences.
b. Describe how people are alike in some ways and unique in others.
c. Describe some of the ways people change as they grow.
d. Use the five senses to describe some characteristics by which living things are classified.
Plants
a. Identify plants as living things with basic needs of air, water, food, and light.
b. Distinguish between once-living objects and objects that have never lived.
c. Identify the conditions necessary for seeds to sprout.
d. Recognize that plants vary in size, shape, and color.
Health
UNIT 3: Safety, First Aid, and Injury Prevention
_ a. Identify
how to cross a street safely.
b. Identify ways to stay safe from fires.
c. Identify ways to be safe in a car and on the school bus.
d. Recognize the safe use of medicines.
e. State the safe use of school materials.
f. Describe and practice responding to emergency situations.
g. Recite personal information to know when lost or separated from a parent or caregiver and identify adults who can help.
h. Demonstrate safe decision-making skills regarding interactions with strangers.
i. Use the “No, Go, Tell, Keep Telling” strategy for personal body safety.
j. Identify adults who can help in an abusive situation.
b. Identify ways to stay safe from fires.
c. Identify ways to be safe in a car and on the school bus.
d. Recognize the safe use of medicines.
e. State the safe use of school materials.
f. Describe and practice responding to emergency situations.
g. Recite personal information to know when lost or separated from a parent or caregiver and identify adults who can help.
h. Demonstrate safe decision-making skills regarding interactions with strangers.
i. Use the “No, Go, Tell, Keep Telling” strategy for personal body safety.
j. Identify adults who can help in an abusive situation.