Binder

Teacher
Binder
2015-2016
To Work on Your
Editable Binder
Click these links to download the fonts

you will need.
One Thing
Part of Me
Both of these fonts are free. I would download and install

the fonts before opening the editable file to ensure that
the font/spacing is correct. Of course, you could use
Arial, or any other font on your computer, but spacing is
always a bit different.
Most of the pages have pre-created text boxes or tables
for you to click on. Or, you can add your own text boxes
where ever you would like! If you are not able to click, right
click the background and click send to back. Sometimes the
images will go over the text box so you cant type. This
should fix it.
To Download Fonts
Click these links to download the fonts
you will need.
One Thing
Part of Me
1.
Save the files to your desktop

2. Open your Start Menu
3. Click Control Panel
4. There should be a Font folder
5. Simply drag the new fonts into your font folder!
Sometimes it needs you to restart the program, like
Power Point before they will show up!
If this is not working, you can watch these Youtube
Tutorials or head over to DaFont.com and look at their
tutorials.
http://www.youtube.com/watch?v=T6AC42TBjnE
http://www.youtube.com/watch?v=amP3skb1fR0
If you need ANY help, please email me! I love helping my teacher
friends!! Email me at haleymoconnor@gmail.com
Thanks a Bunch!
I really hope this binder will make your year start
off just right! I know it will definitely help keep me
organized. If there is anything you would like to see
added or changed, feel free to email me at
haleymoconnor@gmail.com . I really appreciate
your business and hope you have a great school
year!
Student
Info
Students
Girls
Boys
Class Numbers
1.
16.
2.
17.
3.
18.
4.
19.
5.
20.
6.
21.
7.
22.
8.
23.
9.
24.
10.
25.
11.
26.
12.
27.
13.
28.
14.
29.
15.
30.
Class Numbers
1.
16.
2.
17.
3.
18.
4.
19.
5.
20.
6.
21.
7.
22.
8.
23.
9.
24.
10.
25.
11.
26.
12.
27.
13.
28.
14.
29.
15.
30.
1.
Class A
16.
2.
17.
3.
18.
4.
19.
5.
20.
6.
21.
7.
22.
8.
23.
9.
24.
10.
25.
11.
26.
12.
27.
13.
28.
14.
29.
15.
30.
1.
Class B
16.
2.
17.
3.
18.
4.
19.
5.
20.
6.
21.
7.
22.
8.
23.
9.
24.
10.
25.
11.
26.
12.
27.
13.
28.
14.
29.
15.
30.
Student
Information Sheet
Student Name
Birthday
Address
Parent Information
Parent Information
Best Way to Contact
Best Time to Contact
Other Emergency Contact

Transportation Before
School
Strengths
Areas to Improve
Interests
Allergies or Health Concerns
Transportation After School
Transportation
Student
Transportation
Car Tag
Number
Bus Number
Daycare
Name
Transportation
Car Riders
Bus Riders
Walkers
Daycare
Birthdays
January
February
March
April
May
June
July
August
September
October
November
December
Birthdays
January
February
March
April
May
June
July
August
September
October
November
December
Special Services
Student
Service
Day and Time
Co-Teacher
Student Checklist
Name
Supplies
Planner
Student IDs
Student Name
ID Number
Parent
Contact
Parent Contact Log

Student Name:
Mom Name and Number:
Dad Name and Number:
Other Name and Number:
Date
Type of Contact
Notes/Follow Up
Phone
Email
Note
Conference
Date
Type of Contact
Notes/Follow Up
Phone
Email
Note
Conference
Date
Type of Contact
Phone
Email
Note
Conference
Notes/Follow Up
Parent Contact Log

Date
Type of Contact
Notes/Follow Up
Phone
Email
Note
Conference
Date
Type of Contact
Notes/Follow Up
Phone
Email
Note
Conference
Date
Type of Contact
Notes/Follow Up
Phone
Email
Note
Conference
Date
Type of Contact
Phone
Email
Note
Conference
Notes/Follow Up
Parent Contacts
Student
Mom Name
Dad Name
Mom Number
Dad Number
Mom Email
Dad Email
Student
Mom Name
Dad Name
Mom Number
Dad Number
Mom Email
Dad Email
Student
Mom Name
Dad Name
Mom Number
Dad Number
Mom Email
Dad Email
Parent Phone Numbers

at a Glance
Student
Parent Name and Number
Parent Name and Number
Parent Emails
at a Glance
Student
Parent Name and Email
Parent Name and Email
Date
Parent Teacher
Conference Tracker
Student
People
Present
Notes/Details
Sub
Binder
Class Pictures
Schedule
Time
Activity
Student Notes
We Are Extra Helpful
Student
Name
How We Can Help You
Please Help Me Make Good Choices

Student
Name
How You Can Help Me
How We Do Things
When we
arrive at school
When we need
to line up
When we
transition
activities
When its time
for lunch
When someone
needs to use
the restroom
When we need
to get supplies
When our
pencil breaks
When we pack
up to go home
Management
If a student is
making excellent
choices
If a student
needs
redirection
If a student
does not improve
behavior after a
warning
If a student is
putting
themselves or
others in danger
If you are
unsure of what
to do
Contact Info
Contact
Front Office
Nurse
Counselor
Grade Level
Team Leader
Helpful
Teacher
Name
Phone
Number or
Extension
Room
Number
Where Is It?
Lesson Plans
Lesson Plan Materials

Extra Pencils
Scissors and Glue

Pencil Sharpener
Extra Work
Books for Read Alouds
Construction Paper
Math Manipulatives
Content Notebooks
Nurse Passes
Bandaids
Common
Core
RTI
Info
Students in RTI
Student Name
Math
Reading
Behavior
Students in RTI
Student Name
Math
Reading
Science
Behavior
Students in RTI
Student Name
Math
Writing
Reading
Science
Behavior
Intervention Log
Student Name:
Date Began:
Subject:
S- Successful
Date
NS- Not Successful

Intervention and Notes
NS
Testing
& Data
Assessments at a Glance
Student
Lesson
Plans
August
September
December
January
April
May
October
November
February
March
June
July
Week of ______
Monday
Tuesday
Wednesday
Lesson Plans
Thursday
Friday
To Do
Notes
Birthdays
Week of ______
Objectives/Skills
To Do List
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
o__________________
Monday
Tuesday
Wednesday
Thursday
Friday
IEP
Info
IEP At a Glance
Student Name
IEP Dates
Case Manager
Eligibility
Accommodations
Modifications
Behavior Plan
Goals
Other Services
Speech __
OT __
Counseling __
Medication ___
Assistive Technology _
Seizures ___
Guided
Reading
Guided Reading Plans
Students:
Week of:
Day
Level
Text
Teaching Points
Strategy:
Word Work:
Comprehension:
Strategy:
Word Work or Writing:
Comprehension:
Strategy:
Comprehension:
Strategy:
Comprehension
Strategy:
Comprehension:
Notes
Students:
Week of:
Day
Level
Text
Teaching Points
Before Reading:
During Reading:
After Reading:
Before Reading:
During Reading:
After Reading:
Before Reading:
During Reading:
After Reading:
Before Reading:
During Reading:
After Reading:
Before Reading:
During Reading:
After Reading:
Notes
Week of:
Monday
Tuesday
Wednesday
Thursday
Friday
Group
Group
Group
Group
Group
Running Record
Running Record
Running Record
Running Record
Running Record
Group
Group
Group
Group
Group
Running Record
Running Record
Running Record
Running Record
Running Record
Group
Group
Group
Group
Group
Running Record
Running Record
Running Record
Running Record
Running Record
Group
Group
Group
Group
Group
Running Record
Running Record
Running Record
Running Record
Running Record
Writing
Field
Trips
Field Trip Checklist

Student
Permission form
Money
Field Trip Checklist

Student
Permission
form
Money
Lunch Choice
Guided
Math
Meetings
Binder
Meeting Notes
Date ________________
Type of Meeting ________
Presenter _____________
Important Info
Follow Up
Meeting Notes
Date ________________
Type of Meeting ________
Presenter _____________
Follow Up
Important Info
Meeting Notes
Meeting _______________________________
Date ________
Meeting Notes
Meeting ________________________________
Date ________
Morning
Work
Sight
Words
Phonics
Poetry
Spelling
Word
Work
Math
Science
Social
Studies
Grades
Student Checklist
Name
Professional
Development
Professional
Development Log
Date
Title of Course
Hours
Technology
Usernames & Passwords

Website
Username
Password
Usernames & Passwords

Student Name
Username
Password
Student ID Numbers
Student Name
ID Number
Words
Their
Way
Daily
Five
Readers
Workshop
Writers
Workshop
Behavior &
Management
January
February
March
April
May
June
July
August
September
October
November
December
Notes
To Do List
To Do List
Date _________________
Copy
Grade
Prepare
Contact
Student
Text Level
Student Health Concerns

Student
Allergy or Medical Issue
Week at a Glance
Objectives
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Sight Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Spelling Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Special Events or
Things to Turn In
Poem
Pre-Primer Dolch
the
to
and
a
I
you
it
in
said
for
up
look
is
go
we
little
down
can
see
not
one
my
me
big
come
blue
red
where
jump
away
here
help
make
yellow
two
play
run
find
three
funny
Primer Dolch
he
was
that
she
on
they
but
at
with
all
there
out
be
have
am
do
did
what
so
get
like
this
will
yes
went
are
now
no
came
ride
into
good
want
too
pretty
four
saw
well
ran
brown
eat
who
new
must
black
white
soon
our
ate
say
under
please
st
1 Grade Dolch
of
his
had
him
her
some
as
then
could
when
were
them
ask
an
over
just
from
any
how
know
put
take
every
old
by
after
think
let
going
walk
again
may
stop
fly
round
give
once
open
has
live
thank
nd
2 Grade Dolch
would
very
your
its
around
don't
right
green
their
call
sleep
five
wash
or
before
been
off
cold
tell
work
first
does
goes
write
always
made
gave
us
buy
those
use
fast
pull
both
sit
which
read
why
found
because
best
upon
these
sing
wish
many
3rd Grade Dolch
if
try
long start
about ten
got bring
six
drink
never only
seven better
eight hold
today warm
myself full
much done
keep light
pick
hurt
cut
kind
fall
carry
small
own
show
hot
far
draw
clean
grow
together
shall
laugh
Frys First 100
the
or
will
number
of
one
up
no
and
had
other
way
a
by
about
could
to
words
out
people
in
but
many
my
is
not
then
than
you
what
them
first
that
all
these
water
it
were
so
been
he
we
some
called
was
when
her
who
for
your
would
am
on
can
make
its
are
said
like
now
as
there
him
find
with
use
into
long
his
an
time
down
they
each
has
day
I
which
look
did
at
she
two
get
be
do
more
come
this
how
write
made
have
their
go
may
from
if
see
part
Frys Second 100
over
say
set
try
new
great
put
kind
sound
where
end
hand
take
help
does
picture
only
through
another
again
little
much
well
change
work
before
large
off
know
line
must
play
place
right
big
spell
years
too
even
air
live
means
such
away
me
old
because
animals
back
any
turn
house
give
same
here
point
most
tell
why
page
very
boy
asked
letters
after
following
went
mother
thing
came
men
answer
our
want
read
found
just
show
need
study
name
also
land
still
good
around
different
learn
sentence
farm
home
should
man
three
us
America
think
small
move
would
Frys Third 100
high
saw
important
miss
every
left
until
idea
near
dont
children
enough
add
few
side
eat
food
while
feet
face
between
along
car
watch
own
might
miles
far
below
close
night
Indians
country
something
walked
really
plants
seemed
white
almost
last
next
sea
let
school
hard
began
above
father
open
grow
girl
keep
example
took
sometimes
trees
beginning
river
mountains
never
life
four
cut
startled
always
carry
young
city
those
state
talk
earth
both
once
soon
eyes
paper
book
list
light
together
hear
song
thought
got
stop
being
head
group
without
leave
under
often
second
family
story
run
later
its
Kindergarten
Reading: Literature
Key Ideas and Details
RL.K.1 With prompting and support, ask and answer questions about key
details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key
details.
RL.K.3 With prompting and support, identify characters, settings, and
major events in a story.
Craft and Structure

RL.K.4 Ask and answer questions about unknown words in a text.
RL.K.5 Recognize common types of texts (e.g., storybooks, poems
RL.K.6 With prompting and support, name the author and illustrator of a
story and define the role of each in telling the story.
Integration of Knowledge and Ideas

RL.K.7 With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a
story an illustration depicts).
RL.K.9 With prompting and support, compare and contrast the
adventures and experiences of characters in familiar stories.
Range of Reading and Level of Text Complexity

RL.K.10 Actively engage in group reading activities with purpose and
understanding.
Kindergarten
Reading: Informational Text
RI.K.1 With prompting and support, ask and answer questions about key details in a
text.
RI.K.2 With prompting and support, identify the main topic and retell key details of a
text.
RI.K.3 With prompting and support, describe the connection between two
individuals, events, ideas, or pieces of information in a text
Craft and Structure

RI.K.4 With prompting and support, ask and answer questions about unknown
words in a text.
RI.K.5 Identify the front cover, back cover, and title page of a book.
RI.K.6 Name the author and illustrator of a text and define the role of each in
presenting the ideas or information in a text

RL.K.7 With prompting and support, describe the relationship between illustrations
and the story in which they appear (e.g., what moment in a story an illustration
depicts).
RI.K.8 With prompting and support, identify the reasons an author gives to support
points in a text.
RI.K.9 With prompting and support, identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).

RI.K.10 Actively engage in group reading activities with purpose and understanding.
Kindergarten
Reading: Foundational Skills
Print Concepts
RF.K.1 Demonstrate understanding of the organization and basic
features of print.
RF.K.1a Follow words from left to right, top to bottom, and page by page.
RF.K.1b Recognize that spoken words are represented in written
language by specific sequences of letters.
RF.K.1c Understand that words are separated by spaces in print.
RF.K.1d Recognize and name all upper- and lowercase letters of the
alphabet.
Phonological Awareness
RF.K.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
RF.K.2a Recognize and produce rhyming words.
RF.K.2b Count, pronounce, blend, and segment syllables in spoken words.
RF.K.2c Blend and segment onsets and rimes of single-syllable spoken
words.
RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC)
words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.2e Add or substitute individual sounds (phonemes) in simple, onesyllable words to make new words.
Kindergarten
Phonics and Word Recognition
RF.K.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound
correspondences by producing the primary sound or many of the
most frequent sounds for each consonant.
RF.K.3b Associate the long and short sounds with the common spellings
(graphemes) for the five major vowels.
RF.K.3c Read common high-frequency words by sight
(e.g., the, of, to,you, she, my, is, are, do, does).
RF.K.3d Distinguish between similarly spelled words by identifying the
sounds of the letters that differ.
Fluency
RF.K.4 Read emergent-reader texts with purpose and understanding.
Kindergarten
Writing
Text Types and Purposes
W.K.1 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...).
W.K.2 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.
W.K.3 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.
Production and Distribution of Writing

W.K.5 With guidance and support from adults, respond to questions
and suggestions from peers and add details to strengthen writing as
needed.
W.K.6 With guidance and support from adults, explore a variety of
digital tools to produce and publish writing, including in collaboration with
peers.
Research to Build and Present Knowledge

W.K.7 Participate in shared research and writing projects (e.g., explore
a number of books by a favorite author and express opinions about
them).
W.K.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer
a question.
Kindergarten
Speaking and Listening
Comprehension and Collaboration
SL.K.1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and
larger groups.
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
SL.K.1b Continue a conversation through multiple exchanges.

SL.K.2 Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is
not understood.
SL.K.3 Ask and answer questions in order to seek help, get information,
or clarify something that is not understood.
Presentation of Knowledge and Ideas

SL.K.4 Describe familiar people, places, things, and events and, with
prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired
to provide additional detail.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
Kindergarten
Language
Conventions of Standard English
L.K.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.K.1a Print many upper- and lowercase letters.

L.K.1b Use frequently occurring nouns and verbs.
L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog,
dogs; wish, wishes).
L.K.1d Understand and use question words (interrogatives) (e.g., who,
what, where, when, why, how).
L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in,
out, on, off, for, of, by, with).
L.K.1f Produce and expand complete sentences in shared language
activities.
L.K.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.K.2a Capitalize the first word in a sentence and the pronoun I

L.K.2b Recognize and name end punctuation.
L.K.2c Write a letter or letters for most consonant and short-vowel
sounds (phonemes).
L.K.2d Spell simple words phonetically, drawing on knowledge of soundletter relationships.
Kindergarten
Language
Vocabulary Acquisition and Use
L.K.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on kindergarten reading and content.
L.K.4a Identify new meanings for familiar words and apply them
accurately (e.g., knowing duck is a bird and learning the verb to duck).
L.K.4b Use the most frequently occurring inflections and affixes (e.g., ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown
word.
L.K.5 With guidance and support from adults, explore word
relationships and nuances in word meanings.
L.K.5a Sort common objects into categories (e.g., shapes, foods) to gain
a sense of the concepts the categories represent.
L.K.5b Demonstrate understanding of frequently occurring verbs and
adjectives by relating them to their opposites (antonyms).
L.K.5c Identify real-life connections between words and their use (e.g.,
note places at school that are colorful).
L.K.5d Distinguish shades of meaning among verbs describing the same
general action (e.g., walk, march, strut, prance) by acting out the
meanings.
L.K.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts.
Kindergarten Math:
Counting and Cardinality
Know number names and the count sequence
K.CC.A.1 Count to 100 by ones and by tens.
K.CC.A.2 Count forward beginning from a given number within the known sequence
(instead of having to begin at 1).
K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no objects).
Count to tell the number of objects

K.CC.B.4 Understand the relationship between numbers and quantities; connect
counting to cardinality.
K.CC.B.4a When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each number name
with one and only one object.
K.CC.B.4b Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or
the order in which they were counted.
K.CC.B.4c Understand that each successive number name refers to a quantity that
is one larger.
K.CC.B.5 Count to answer how many? questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10 things in a
scattered configuration; given a number from 120, count out that many objects.
Compare Numbers
K.CC.C.6 Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies.
K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.
Kindergarten Math:
Operation & Algebraic Thinking
Understand addition and understand subtraction
K.OA.A.1 Represent addition and subtraction with objects, fingers, mental
images, drawings1, sounds (e.g., claps), acting out situations, verbal
explanations, expressions, or equations.
K.OA.A.2 Solve addition and subtraction word problems, and add and
subtract within 10, e.g., by using objects or drawings to represent the
problem.
K.OA.A.3 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).
K.OA.A.4 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.
K.OA.A.5 Fluently add and subtract within 5.
Kindergarten Math: Number

and Operations in Base 10
Work with numbers 11-19 to gain foundations for
place value
K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones
and some further ones, e.g., by using objects or drawings, and record
each composition or decomposition by a drawing or equation (such as
18 = 10 + 8); understand that these numbers are composed of ten ones
and one, two, three, four, five, six, seven, eight, or nine ones.
Kindergarten Math:
Measurement and Data
Describe and compare measurable attributes
K.MD.A.1 Describe measurable attributes of objects, such as length or
weight. Describe several measurable attributes of a single object.
K.MD.A.2 Directly compare two objects with a measurable attribute in
common, to see which object has more of/less of the attribute, and
describe the difference. For example, directly compare the heights of
two children and describe one child as taller/shorter .
Classify objects and count the number of

objects in each category
K.MD.B.3 Classify objects into given categories; count the numbers of
objects in each category and sort the categories by count
Kindergarten
Math: Geometry
Identify and Describe Shapes
K.G.A.1 Describe objects in the environment using names of shapes, and
describe the relative positions of these objects using terms such
as above, below, beside, in front of, behind, and next to.
K.G.A.2 Correctly name shapes regardless of their orientations or
overall size.
K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or
three-dimensional (solid).
Analyze, compare, create, and compose

shapes
K.G.B.4 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
vertices/corners) and other attributes (e.g., having sides of equal
length).
K.G.B.5 Model shapes in the world by building shapes from components
(e.g., sticks and clay balls) and drawing shapes.
K.G.B.6 Compose simple shapes to form larger shapes. For example,
Can you join these two triangles with full sides touching to make a
rectangle?
Grade 1
Reading: Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding
of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using
key details.
Craft and Structure

RL.1.4 Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
RL.1.5 Explain major differences between books that tell stories and
books that give information, drawing on a wide reading of a range of
text types.
RL.1.6 Identify who is telling the story at various points in a text.

RL.1.7 Use illustrations and details in a story to describe its characters,
setting, or events.
RL.1.9 Compare and contrast the adventures and experiences of
characters in stories.

RL.1.10 With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
Grade 1
RI.1.1 Ask and answer questions about key details in a text..
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of
contents, glossaries, electronic menus, icons) to locate key facts or
information in a text.
RI.1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.1.8 Identify the reasons an author gives to support points in a text.
RI.1.9 Identify basic similarities in and differences between two texts
on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
Grade 1
Print Concepts
RF.1.1 Demonstrate understanding of the organization and basic
features of print.
RF.1.1a Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending punctuation).
Phonological Awareness
RF.1.2 Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
Grade 1
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3a Know the spelling-sound correspondences for common
consonant digraphs.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3c Know final -e and common vowel team conventions for
representing long vowel sounds.
RF.1.3d Use knowledge that every syllable must have a vowel sound to
determine the number of syllables in a printed word.
RF.1.3e Decode two-syllable words following basic patterns by breaking
the words into syllables.
RF.1.3f Read words with inflectional endings.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
RF.1.4c Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Grade 1
Writing
W.1.1 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.
W.1.2 Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
W.1.3 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.

W.1.5 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.
W.1.6 With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with
peers.

W.1.7 Participate in shared research and writing projects (e.g., explore a
number of how-to books on a given topic and use them to write a
sequence of instructions).
W.1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer
a question.
Grade 1
SL.1.1 Participate in collaborative conversations with diverse partners
aboutgrade 1 topics and texts with peers and adults in small and larger
groups.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under
discussion).
SL.1.1b Build on others talk in conversations by responding to the
comments of others through multiple exchanges.
SL.1.1c Ask questions to clear up any confusion about the topics and
texts under discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud
or information presented orally or through other media.
SL.1.3 Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not
understood.

SL.1.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
SL.1.6 Produce complete sentences when appropriate to task and
situation. (See grade 1 Language standards 1 and 3 for specific
expectations.)
Grade 1 Language
L.1.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.1.1a Print all upper- and lowercase letters.
L.1.1b Use common, proper, and possessive nouns.
L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He
hops; We hop).
L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,
their, anyone, everything).
L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I
walked home; Today I walk home; Tomorrow I will walk home).
L.1.1f Use frequently occurring adjectives.
L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1h Use determiners (e.g., articles, demonstratives).
L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.1j Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
L.1.2a Capitalize dates and names of people.
L.1.2b Use end punctuation for sentences.
L.1.2c Use commas in dates and to separate single words in a series.
L.1.2d Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and
spelling conventions.
Grade 1 Language
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning
words and phrases based on grade 1 reading and content, choosing
flexibly from an array of strategies.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4b Use frequently occurring affixes as a clue to the meaning of a
word.
L.1.4c Identify frequently occurring root words (e.g., look) and their
inflectional forms (e.g., looks, looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding
of word relationships and nuances in word meanings.
L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense
of the concepts the categories represent.
L.1.5b Define words by category and by one or more key attributes
(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.5c Identify real-life connections between words and their use (e.g.,
note places at home that are cozy).
L.1.5d Distinguish shades of meaning among verbs differing in manner
(e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in
intensity (e.g., large, gigantic) by defining or choosing them or by acting
out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Grade 1 Math: Operations &

Algebraic Thinking
Represent and solve problems involving
addition and subtraction
1.OA.A.1 Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using
objects, drawings, and equations with a symbol for the unknown
number to represent the problem
1.OA.A.2 Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.
Understand and apply properties of

operations and the relationship between
1.OA.B.3 Apply properties of operations as strategies to add and
subtract.2Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.
(Commutative property of addition.) To add 2 + 6 + 4, the second two

numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12.
(Associative property of addition.)
1.OA.B.4 Understand subtraction as an unknown-addend problem. For
example, subtract 10 8 by finding the number that makes 10 when

added to 8.
Grade 1 Math: Operations &

Algebraic Thinking
Add and Subtract within 20
1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2
to add 2).
1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition
and subtraction within 10. Use strategies such as counting on; making ten
(e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten
(e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition
and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and
creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction equations

1.OA.D.7 Understand the meaning of the equal sign, and determine if
equations involving addition and subtraction are true or false. For
example, which of the following equations are true and which are
false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2
1.OA.D.8 Determine the unknown whole number in an addition or
subtraction equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in each
of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _.
Grade 1 Math: Number and

Operations in Base 10
Extend the counting sequence
1.NBT.A.1 Count to 120, starting at any number less than 120. In this range,
read and write numerals and represent a number of objects with a
written numeral.
Understand place value

1.NBT.B.2 Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a 10 can be thought of as a bundle of ten ones called a ten.
1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.B.3 Compare two two-digit numbers based on meanings of the
tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.

Use place value understanding and properties
of operations to add and subtract
1.NBT.C.4 Add within 100, including adding a two-digit number and a onedigit number, and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain
the reasoning used. Understand that in adding two-digit numbers, one
adds tens and tens, ones and ones; and sometimes it is necessary to
compose a ten.
1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than

the number, without having to count; explain the reasoning used.
1.NBT.C.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in

the range 10-90 (positive or zero differences), using concrete models
or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning
used.
Grade 1 Math:
Measure lengths indirectly and by iterating
length units
1.MD.A.1 Order three objects by length; compare the lengths of two
objects indirectly by using a third object.
1.MD.A.2 Express the length of an object as a whole number of length
units, by laying multiple copies of a shorter object (the length unit) end
to end; understand that the length measurement of an object is the
number of same-size length units that span it with no gaps or
overlaps. Limit to contexts where the object being measured is
spanned by a whole number of length units with no gaps or overlaps .
Tell and write time

1.MD.B.3 Tell and write time in hours and half-hours using analog and
digital clocks.
Represent and interpret data

1.MD.C.4 Organize, represent, and interpret data with up to three
categories; ask and answer questions about the total number of data
points, how many in each category, and how many more or less are in
one category than in another.
Grade 1 Math: Geometry

Reason with shapes and their attributes
1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed
and three-sided) versus non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes.
1.G.A.2 Compose two-dimensional shapes (rectangles, squares,
trapezoids, triangles, half-circles, and quarter-circles) or threedimensional shapes (cubes, right rectangular prisms, right circular
cones, and right circular cylinders) to create a composite shape, and
compose new shapes from the composite shape.
1.G.A.3 Partition circles and rectangles into two and four equal shares,
describe the shares using the words halves, fourths, and quarters,
and use the phrases half of, fourth of, andquarter of. Describe the
whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller
shares.
Grade 2
Reading: Literature
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
Craft and Structure

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the
beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.

RL.2.7 Use information gained from the illustrations and words in a print or digital
text to demonstrate understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g.,
Cinderella stories) by different authors or from different cultures.

RL.2.10 By the end of the year, read and comprehend literature, including stories and
poetry, in the grades 23 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Grade 2
RI.2.1 Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI.2.2 Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
RI.2.3 Describe the connection between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure

RI.2.4 Determine the meaning of words and phrases in a text relevant
to a grade 2 topic or subject area.
RI.2.5 Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
RI.2.6 Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
Grade 2
RI.2.7 Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
RI.2.8 Describe how reasons support specific points the author makes
in a text.
RI.2.9 Compare and contrast the most important points presented by
two texts on the same topic.

RI.2.10 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the
grades 23 text complexity band proficiently, with scaffolding as
Grade 2 Reading:
Foundational Skills
decoding words.
RF.2.3a Distinguish long and short vowels when reading regularly spelled
one-syllable words.
RF.2.3b Know spelling-sound correspondences for additional common
vowel teams.
RF.2.3c Decode regularly spelled two-syllable words with long vowels.
RF.2.3d Decode words with common prefixes and suffixes.

RF.2.3e Identify words with inconsistent but common spelling-sound
correspondences.
RF.2.3f Recognize and read grade-appropriate irregularly spelled
words.
Fluency
comprehension.
RF.2.4b Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
Grade 2 Writing
W.2.1 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.
W.2.2 Write informative/explanatory texts in which they introduce a
topic, use facts and definitions to develop points, and provide a
concluding statement or section.
W.2.3 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.

W.2.5 With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital
tools to produce and publish writing, including in collaboration with
peers.

W.2.7 Participate in shared research and writing projects (e.g., read a
number of books on a single topic to produce a report; record science
observations).
W.2.8 Recall information from experiences or gather information from
provided sources to answer a question.
Grade 2
SL.2.1 Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor
in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).
SL.2.1b Build on others talk in conversations by linking their comments to
the remarks of others.
SL.2.1c Ask for clarification and further explanation as needed about
the topics and texts under discussion.
SL.2.2 Recount or describe key ideas or details from a text read aloud
or information presented orally or through other media.
SL.2.3 Ask and answer questions about what a speaker says in order
to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue.

SL.2.4 Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
SL.2.5 Create audio recordings of stories or poems; add drawings or
other visual displays to stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and feelings.
SL.2.6 Produce complete sentences when appropriate to task and
situation in order to provide requested detail or clarification. (See
grade 2 Language standards 1 and 3 for specific expectations.)
Grade 2 Language
L.2.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.2.1a Use collective nouns (e.g., group).
L.2.1b Form and use frequently occurring irregular plural nouns (e.g.,feet, children,
teeth, mice, fish).
L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
L.2.1e Use adjectives and adverbs, and choose between them depending on what is
to be modified.
L.2.1f Produce, expand, and rearrange complete simple and compound sentences
(e.g., The boy watched the movie; The little boy watched the movie; The action movie
was watched by the little boy).
L.2.2a Capitalize holidays, product names, and geographic names.
L.2.2b Use commas in greetings and closings of letters.

L.2.2c Use an apostrophe to form contractions and frequently occurring
possessives.
L.2.2d Generalize learned spelling patterns when writing words (e.g.,cage badge;
boy boil).
L.2.2e Consult reference materials, including beginning dictionaries, as needed to
check and correct spellings.
Grade 2 Language
Knowledge of Language
L.2.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.2.3a Compare formal and informal uses of English

L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 2 reading and content, choosing flexibly from an array of
strategies.
L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b Determine the meaning of the new word formed when a known prefix is
added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c Use a known root word as a clue to the meaning of an unknown word with
the same root (e.g., addition, additional).
L.2.4d Use knowledge of the meaning of individual words to predict the meaning of
compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook,
bookmark).
L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine
or clarify the meaning of words and phrases.
L.2.5 Demonstrate understanding of word relationships and nuances in word
meanings.
L.2.5a Identify real-life connections between words and their use (e.g.,describe
foods that are spicy or juicy).
L.2.5b Distinguish shades of meaning among closely related verbs (e.g.,toss, throw,
hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6 Use words and phrases acquired through conversations, reading and being
read to, and responding to texts, including using adjectives and adverbs to describe
(e.g.,When other kids are happy that makes me happy).
Grade 2 Math: Operations

and Algebraic Thinking
2.OA.A.1 Use addition and subtraction within 100 to solve one- and twostep word problems involving situations of adding to, taking from,
putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem
Add and subtract within 20

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2 By
end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain

foundations for multiplication
2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or
even number of members, e.g., by pairing objects or counting them by
2s; write an equation to express an even number as a sum of two
equal addends.
2.OA.C.4 Use addition to find the total number of objects arranged in
rectangular arrays with up to 5 rows and up to 5 columns; write an
equation to express the total as a sum of equal addends.

Understand place value
2.NBT.A.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the following as special
cases:
2.NBT.A.1a 100 can be thought of as a bundle of ten tens called a

hundred.
2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer
to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0
tens and 0 ones).
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals,
number names, and expanded form.
2.NBT.A.4 Compare two three-digit numbers based on meanings of the
hundreds, tens, and ones digits, using >, =, and < symbols to record the
results of comparisons.

of operations to add and subtract
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on
place value, properties of operations, and/or the relationship between
addition and subtraction.
2.NBT.B.6 Add up to four two-digit numbers using strategies based on

place value and properties of operations.
2.NBT.B.7 Add and subtract within 1000, using concrete models or

drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is
necessary to compose or decompose tens or hundreds.
2.NBT.B.8 Mentally add 10 or 100 to a given number 100900, and mentally

subtract 10 or 100 from a given number 100900.
2.NBT.B.9 Explain why addition and subtraction strategies work, using

place value and the properties of operations
Grade 2 Math:
Measure and estimate lengths in standard
units
2.MD.A.1 Measure the length of an object by selecting and using
appropriate tools such as rulers, yardsticks, meter sticks, and
measuring tapes.
2.MD.A.2 Measure the length of an object twice, using length units of
different lengths for the two measurements; describe how the two
measurements relate to the size of the unit chosen.
2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and
meters.
2.MD.A.4 Measure to determine how much longer one object is than
another, expressing the length difference in terms of a standard
length unit.
Relate addition and subtraction to length

2.MD.B.5 Use addition and subtraction within 100 to solve word problems
involving lengths that are given in the same units, e.g., by using drawings
(such as drawings of rulers) and equations with a symbol for the
unknown number to represent the problem.
2.MD.B.6 Represent whole numbers as lengths from 0 on a number line
diagram with equally spaced points corresponding to the numbers 0, 1,
2, ..., and represent whole-number sums and differences within 100 on
a number line diagram.
Grade 2 Math:
Work with time and money
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest
five minutes, using a.m. and p.m.
2.MD.C.8 Solve word problems involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and symbols appropriately. Example: If
you have 2 dimes and 3 pennies, how many cents do you have?

2.MD.D.9 Generate measurement data by measuring lengths of several
objects to the nearest whole unit, or by making repeated
measurements of the same object. Show the measurements by making
a line plot, where the horizontal scale is marked off in whole-number
units.
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple puttogether, take-apart, and compare problems1 using information
presented in a bar graph.
Grade 2 Math:
Geometry
2.G.A.1 Recognize and draw shapes having specified attributes, such as
a given number of angles or a given number of equal faces. 1 Identify
triangles, quadrilaterals, pentagons, hexagons, and cubes.
2,G.A.2 Partition a rectangle into rows and columns of same-size
squares and count to find the total number of them.
2.G.A.3 Partition circles and rectangles into two, three, or four equal
shares, describe the shares using the words halves, thirds, half of, a
third of, etc., and describe the whole as two halves, three thirds, four
fourths. Recognize that equal shares of identical wholes need not
have the same shape.
Grade 3 Reading:
Literature
RL.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and
explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of
events
Craft and Structure

RL.3.4 Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or
those of the characters.
Grade 3 Reading:
Literature
RL.3.7 Explain how specific aspects of a texts illustrations contribute to
what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
RL.3.9 Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters (e.g.,
in books from a series)

RL.3.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 23 text
complexity band independently and proficiently.
Grade 3 Reading:
Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text,
using language that pertains to time, sequence, and cause/effect.
Craft and Structure

RI.3.4 Determine the meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 3 topic or subject
area.
RI.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a
text.
Grade 3 Reading:
Informational Text
RI.3.7 Use information gained from illustrations (e.g., maps,
photographs) and the words in a text to demonstrate understanding of
the text (e.g., where, when, why, and how key events occur).
RI.3.8 Describe the logical connection between particular sentences
and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).
RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic.

RI.3.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, at
the high end of the grades 23 text complexity band independently and
proficiently.
Grade 3 Reading:
Foundational Skills
decoding words.
RF.3.3a Identify and know the meaning of the most common prefixes
and derivational suffixes.
RF.3.3b Decode words with common Latin suffixes.
RF.3.3c Decode multisyllable words.
RF.3.3d Read grade-appropriate irregularly spelled words.
Fluency
comprehension.
RF.3.4b Read grade-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
Grade 3 Writing
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons.
W.3.1a Introduce the topic or text they are writing about, state an opinion, and
create an organizational structure that lists reasons.
W.3.1b Provide reasons that support the opinion.
W.3.1c Use linking words and phrases (e.g., because, therefore, since,for example)
to connect opinion and reason
W.3.1d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.3.2a Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2c Use linking words and phrases (e.g., also, another, and, more,but) to connect
ideas within categories of information.
W.3.2d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an
event sequence that unfolds naturally.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
W.3.3c Use temporal words and phrases to signal event order.
W.3.3d Provide a sense of closure.
Grade 3 Writing
W.3.4 With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and
purpose. (Grade-specific expectations for writing types are defined
in standards 13 above.)
W.3.5 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.)
W.3.6 With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as to
interact and collaborate with others.

W.3.7 Conduct short research projects that build knowledge about a
topic.
W.3.8 Recall information from experiences or gather information from
print and digital sources; take brief notes on sources and sort evidence
into provided categories.
Range of Writing
W.3.10 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.
Grade 3 Speaking and

Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building
on others ideas and expressing their own clearly.
SL.3.1a Come to discussions prepared, having read or studied required material;

explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
SL.3.1c Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.
SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively,
and orally.
SL.3.3 Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.

SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate
fluid reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification. (See grade 3 Language standards 1 and
3 for specific expectations.)
Grade 3 Language
L.3 Demonstrate command of the conventions of standard English
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in particular sentences.
L.3.1b Form and use regular and irregular plural nouns.
L.3.1c Use abstract nouns (e.g., childhood).
L.3.1d Form and use regular and irregular verbs.
L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb
tenses.
L.3.1f Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1g Form and use comparative and superlative adjectives and
adverbs, and choose between them depending on what is to be
modified.
L.3.1h Use coordinating and subordinating conjunctions.
L.3.1i Produce simple, compound, and complex sentences.
Grade 3 Language
L.3.2a Capitalize appropriate words in titles.
L.3.2b Use commas in addresses.

L.3.2c Use commas and quotation marks in dialogue.
L.3.2d Form and use possessives.
L.3.2e Use conventional spelling for high-frequency and other studied words and for
adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check
and correct spellings.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
L.3.3a Choose words and phrases for effect.
L.3.3b Recognize and observe differences between the conventions of spoken and
written standard English.
Grade 3 Language
word and phrases based on grade 3 reading and content, choosing
flexibly from a range of strategies.
L.3.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.3.4b Determine the meaning of the new word formed when a known
affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat ).
L.3.4c Use a known root word as a clue to the meaning of an unknown
word with the same root (e.g., company, companion).
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases
L.3.5 Demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
L.3.5a Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take steps).
L.3.5b Identify real-life connections between words and their use (e.g.,
describe people who are friendly or helpful).
L.3.5c Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
L.3.6 Acquire and use accurately grade-appropriate conversational,
general academic, and domain-specific words and phrases, including
those that signal spatial and temporal relationships (e.g., After dinner
that night we went looking for them).

and Algebraic Thinking.
multiplication and division
3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 7 as
the total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be

expressed as 5 7.
3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g.,
interpret 56 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects
each. For example, describe a context in which a number of shares or
a number of groups can be expressed as 56 8.
3.OA.A.3 Use multiplication and division within 100 to solve word problems
in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem
3.OA.A.4 Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the
equations 8 ? = 48, 5 = _ 3, 6 6 = ?

Understand properties of multiplication and
the relationship between multiplication and
division
3.OA.B.5 Apply properties of operations as strategies to multiply and
divide.2Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known.
(Commutative property of multiplication.) 3 5 2 can be found by 3
5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one
can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive
property.)
3.OA.B.6 Understand division as an unknown-factor problem. For

example, find 32 8 by finding the number that makes 32 when
multiplied by 8.
Multiply and divide within 100

3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8
5 = 40, one knows 40 5 = 8) or properties of operations. By the end
of Grade 3, know from memory all products of two one-digit numbers.

Solve problems involving the four operations,
and identify and explain patterns in arithmetic
3.OA.D.8 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation
strategies including rounding.
3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or
multiplication table), and explain them using properties of operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.

Use place value understanding and properties of
operations to perform multi-digit arithmetic
3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or
100.
3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based
on place value, properties of operations, and/or the relationship between addition
and subtraction.
3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9
80, 5 60) using strategies based on place value and properties of operations.

Operations-Fractions
Develop understanding of fractions as numbers
3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by
a parts of size 1/b.
3.NF.A.2 Understand a fraction as a number on the number line; represent fractions

on a number line diagram.
3.NF.A.2a Represent a fraction 1/b on a number line diagram by defining the interval
from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each
part has size 1/b and that the endpoint of the part based at 0 locates the number
1/b on the number line.
3.NF.A.2b Represent a fraction a/b on a number line diagram by marking off a
lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its
endpoint locates the number a/b on the number line.
3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size,
or the same point on a number line.
3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
3.NF.A.3c Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize
that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram .
3.NF.A.3d Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that comparisons are valid
only when the two fractions refer to the same whole. Record the results of
comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a
visual fraction model.
Grade 3 Math:
Solve problems involving measurement and
estimation
3.MD.A.1 Tell and write time to the nearest minute and measure time
intervals in minutes. Solve word problems involving addition and
subtraction of time intervals in minutes, e.g., by representing the
problem on a number line diagram.
3.MD.A.2 Measure and estimate liquid volumes and masses of objects

using standard units of grams (g), kilograms (kg), and liters (l). 1 Add,
subtract, multiply, or divide to solve one-step word problems involving
masses or volumes that are given in the same units, e.g., by using
drawings (such as a beaker with a measurement scale) to represent
the problem.
Reason and interpret data

3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to
represent a data set with several categories. Solve one- and two-step
how many more and how many less problems using information
presented in scaled bar graphs. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets .
3.MD.B.4 Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show the data by making a
line plot, where the horizontal scale is marked off in appropriate units
whole numbers, halves, or quarters.
Grade 3 Math:
Geometric measurement: understand concepts
of area and relate area to multiplication and to
addition
3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts
of area measurement.
3.MD.C.5a A square with side length 1 unit, called a unit square, is said to have one
square unit of area, and can be used to measure area.
3.MD.C.5b A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
3.MD.C.7 Relate area to the operations of multiplication and addition
3.MD.C.7a Find the area of a rectangle with whole-number side lengths by tiling it,
and show that the area is the same as would be found by multiplying the side
lengths.
3.MD.C.7b Multiply side lengths to find areas of rectangles with whole-number side
lengths in the context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in mathematical reasoning.
3.MD.C.7c Use tiling to show in a concrete case that the area of a rectangle with
whole-number side lengths a and b + c is the sum of a b and a c. Use area
models to represent the distributive property in mathematical reasoning.
3.MD.C.7d Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding the areas of the
non-overlapping parts, applying this technique to solve real world problems.
Grade 3 Math:
Geometric measurement: recognize perimter
3.MD.D.8 Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with
the same perimeter and different areas or with the same area and
different perimeters.
Grade 3 Math: Geometry

3.G.A.1 Understand that shapes in different categories (e.g., rhombuses,
rectangles, and others) may share attributes (e.g., having four sides),
and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories.
3.G.A.2 Partition shapes into parts with equal areas. Express the area
of each part as a unit fraction of the whole. For example, partition a
shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.
Grade 4 Reading:
Literature
RL.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme of a story, drama, or poem from details in the

text; summarize the text.
RL.4.3 Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
Craft and Structure

RL.4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean).
RL.4.5 Explain major differences between poems, drama, and prose,
and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.
RL.4.6 Compare and contrast the point of view from which different
stories are narrated, including the difference between first- and thirdperson narrations.
Grade 4 Reading:
Literature
RL.4.7 Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL.4.9 Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different
cultures.

RL.4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 45 text complexity
band proficiently, with scaffolding as needed at the high end of the
range.
Grade 4 Reading:
Informational Text
RI.4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.
Craft and Structure

words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI.4.6 Compare and contrast a firsthand and secondhand account of
the same event or topic; describe the differences in focus and the
information provided.
Grade 4 Reading:
Informational Text
RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
RI.4.8 Explain how an author uses reasons and evidence to support
particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order
to write or speak about the subject knowledgeably.

RI.4.10 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the
grades 45 text complexity band proficiently, with scaffolding as
Grade 4 Reading:
Foundational Skills
decoding words.
RF.4.3a Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
Fluency
comprehension.
Grade 4
Writing
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with
reasons and information.
W.4.1a Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to support the
writers purpose.
W.4.1b Provide reasons that are supported by facts and details
W.4.1c Link opinion and reasons using words and phrases (e.g., f or instance, in
order to, in addition).
W.4.1d Provide a concluding statement or section related to the opinion
presented.
W.4.2 Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
W.4.2a Introduce a topic clearly and group related information in paragraphs
and sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
W.4.2b Develop the topic with facts, definitions, concrete details, quotations,
or other information and examples related to the topic.
W.4.2c Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
W.4.2d Use precise language and domain-specific vocabulary to inform about
or explain the topic.
W.4.2e Provide a concluding statement or section related to the information
or explanation presented.
Grade 4
Writing
Text Types and Purposes Continued
W.4.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
W.4.3a Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
W.4.3b Use dialogue and description to develop experiences and events
or show the responses of characters to situations.
W.4.3c Use a variety of transitional words and phrases to manage the
sequence of events.
W.4.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W.4.3e Provide a conclusion that follows from the narrated
experiences or events.
Grade 4
Writing
W.4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.4.9a Apply grade 4 Reading standards to literature (e.g., Describe in
depth a character, setting, or event in a story or drama, drawing on
specific details in the text [e.g., a characters thoughts, words, or
actions].).
W.4.9b Apply grade 4 Reading standards to informational texts (e.g.,
Explain how an author uses reasons and evidence to support
particular points in a text).
Range of Writing
audiences.
Grade 4
SL.4.1 Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others ideas and expressing their own
clearly.
SL.4.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out
assigned roles.
SL.4.1c Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion
and link to the remarks of others.
SL.4.1d Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
SL.4.2 Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively,
and orally.
SL.4.3 Identify the reasons and evidence a speaker provides to
support particular points.
Grade 4
SL.4.4 Report on a topic or text, tell a story, or recount an experience in
an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an
understandable pace.
SL.4.5 Add audio recordings and visual displays to presentations when
appropriate to enhance the development of main ideas or themes.
SL.4.6 Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion); use formal English when
appropriate to task and situation. (See grade 4 Language standards
1 for specific expectations.)
Grade 4
Language
L.4.1 Demonstrate command of the conventions of standard English
L.4.1a Use relative pronouns (who, whose, whom, which, that) and
relative adverbs (where, when, why).
L.4.1b Form and use the progressive (e.g., I was walking; I am walking; I
will be walking) verb tenses.
L.4.1c Use modal auxiliaries (e.g., can, may, must) to convey various
conditions.
L.4.1d Order adjectives within sentences according to conventional
patterns (e.g., a small red bag rather than a red small bag).
L.4.1e Form and use prepositional phrases.
L.4.1f Produce complete sentences, recognizing and correcting
inappropriate fragments and run-ons.
L.4.1g Correctly use frequently confused words (e.g., to, too, two; there,
their).*
L.4.2a Use correct capitalization.
L.4.2b Use commas and quotation marks to mark direct speech and
quotations from a text.
L.4.2c Use a comma before a coordinating conjunction in a compound
sentence.
L.4.2d Spell grade-appropriate words correctly, consulting references
as needed.
Grade 4
Language
L.4.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.4.3a Choose words and phrases to convey ideas precisely
L.4.3b Choose punctuation for effect
L.4.3c Differentiate between contexts that call for formal English (e.g.,
presenting ideas) and situations where informal discourse is
appropriate (e.g., small-group discussion).
Grade 4 Language
words and phrases based on grade 4 reading and content, choosing flexibly
from a range of strategies.
L.4.4a Use context (e.g., definitions, examples, or restatements in text) as a
clue to the meaning of a word or phrase.
L.4.4b Use common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation and determine or clarify the
precise meaning of key words and phrases.
L.4.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
L.4.5a Explain the meaning of simple similes and metaphors (e.g., as pretty as
a picture) in context.
L.4.5b Recognize and explain the meaning of common idioms, adages, and
proverbs.
L.4.5c Demonstrate understanding of words by relating them to their
opposites (antonyms) and to words with similar but not identical meanings
(synonyms).
L.4.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and
that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).

Use the four operations with whole numbers
to solve problems
4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7
as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
Represent verbal statements of multiplicative comparisons as multiplication
equations.
4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison,
e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem, distinguishing multiplicative comparison from additive
comparison
4.OA.A.3 Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with a
letter standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding
Gain familiarity with factors and multiples

4.OA.B.4 Find all factor pairs for a whole number in the range 1100. Recognize that a
whole number is a multiple of each of its factors. Determine whether a given whole
number in the range 1100 is a multiple of a given one-digit number. Determine
whether a given whole number in the range 1100 is prime or composite.
Generate and analyze patterns

4.OA.C.5 Generate a number or shape pattern that follows a given rule. Identify
apparent features of the pattern that were not explicit in the rule itself. For
example, given the rule Add 3 and the starting number 1, generate terms in the
resulting sequence and observe that the terms appear to alternate between odd
and even numbers. Explain informally why the numbers will continue to alternate in
this way..

Generalize place value understanding for multidigit whole numbers
4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For
example, recognize that 700 70 = 10 by applying concepts of place
value and division.
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten
numerals, number names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons
4.NBT.A.3 Use place value understanding to round multi-digit whole
numbers to any place.

of operations to perform multi-digit arithmetic
4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the
standard algorithm.
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit
whole number, and multiply two two-digit numbers, using strategies
based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or
area models.
4.NBT.B.6 Find whole-number quotients and remainders with up to fourdigit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.

Extend understanding of fraction equivalence
and ordering
4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction
(n a)/(n b) by using visual fraction models, with attention to how the
number and size of the parts differ even though the two fractions
themselves are the same size. Use this principle to recognize and
generate equivalent fractions.
4.NF.A.2 Compare two fractions with different numerators and
different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as 1/2.
Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with
symbols >, =, or <, and justify the conclusions, e.g., by using a visual
fraction model.

Build fractions from unit fractions
4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
4.NF.B.3a Understand addition and subtraction of fractions as joining and
separating parts referring to the same whole.
4.NF.B.3b Decompose a fraction into a sum of fractions with the same
denominator in more than one way, recording each decomposition by
an equation. Justify decompositions, e.g., by using a visual fraction
model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 +
8/8 + 1/8.
4.NF.B.3c Add and subtract mixed numbers with like denominators, e.g., by
replacing each mixed number with an equivalent fraction, and/or by
using properties of operations and the relationship between addition
and subtraction.
4.NF.B.3d Solve word problems involving addition and subtraction of
fractions referring to the same whole and having like denominators,
e.g., by using visual fraction models and equations to represent the
problem.
4.NF.B.4 Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number.
4.NF.B.4a Understand a fraction a/b as a multiple of 1/b. For example,
use a visual fraction model to represent 5/4 as the product 5 (1/4),
recording the conclusion by the equation 5/4 = 5 (1/4).

Build fractions from unit fractions
4.NF.B.4b Understand a multiple of a/b as a multiple of 1/b, and use this
understanding to multiply a fraction by a whole number. For example,
use a visual fraction model to express 3 (2/5) as 6 (1/5),
recognizing this product as 6/5. (In general, n (a/b) = (n a)/b.)
4.NF.B.4c Solve word problems involving multiplication of a fraction by a
whole number, e.g., by using visual fraction models and equations to
represent the problem.For example, if each person at a party will eat
3/8 of a pound of roast beef, and there will be 5 people at the party,
how many pounds of roast beef will be needed? Between what two
whole numbers does your answer lie?
Understand decimal notation for fractions, and

compare decimal fractions
4.NF.C.5 Express a fraction with denominator 10 as an equivalent
fraction with denominator 100, and use this technique to add two
fractions with respective denominators 10 and 100.2 For example,
express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
4.NF.C.6 Use decimal notation for fractions with denominators 10 or
100. For example, rewrite 0.62 as 62/100; describe a length as 0.62
meters; locate 0.62 on a number line diagram.
4.NF.C.7 Compare two decimals to hundredths by reasoning about their
size. Recognize that comparisons are valid only when the two decimals
refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual
model.
Grade 4 Math:
conversions of measurements
4.MD.A.1 Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion

table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
4.MD.A.2 Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and
money, including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
4.MD.A.3 Apply the area and perimeter formulas for rectangles in real
world and mathematical problems. For example, find the width of a
rectangular room given the area of the flooring and the length, by
viewing the area formula as a multiplication equation with an unknown
factor.

4.MD.B.4 Make a line plot to display a data set of measurements in
fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and
subtraction of fractions by using information presented in line plots. For
example, from a line plot find and interpret the difference in length
between the longest and shortest specimens in an insect collection .
Grade 4 Math:
Geometry
Draw and indentify lines and angles, and
classify shapes by properties of their lines
and angles.
4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures.
4.G.A.2 Classify two-dimensional figures based on the presence or
absence of parallel or perpendicular lines, or the presence or
absence of angles of a specified size. Recognize right triangles as a
category, and identify right triangles.
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a
line across the figure such that the figure can be folded along the line
into matching parts. Identify line-symmetric figures and draw lines of
symmetry.
Grade 4 Math:
conversions of measurements
4.MD.A.1 Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single
system of measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement equivalents in a twocolumn table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion

table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
4.MD.A.2 Use the four operations to solve word problems involving
distances, intervals of time, liquid volumes, masses of objects, and
money, including problems involving simple fractions or decimals, and
problems that require expressing measurements given in a larger unit
in terms of a smaller unit. Represent measurement quantities using
diagrams such as number line diagrams that feature a measurement
scale.
4.MD.A.3 Apply the area and perimeter formulas for rectangles in real
world and mathematical problems. For example, find the width of a
rectangular room given the area of the flooring and the length, by
viewing the area formula as a multiplication equation with an unknown
factor.

fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and
subtraction of fractions by using information presented in line plots. For
example, from a line plot find and interpret the difference in length
between the longest and shortest specimens in an insect collection .
Grade 5 Reading: Literature

RL.5.1 Quote accurately from a text when explaining what the text says explicitly
and when drawing inferences from the text.
RL.5.2 Determine a theme of a story, drama, or poem from details in the text,
including how characters in a story or drama respond to challenges or how the
speaker in a poem reflects upon a topic; summarize the text.
RL.5.3 Compare and contrast two or more characters, settings, or events in a story
or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure

RL.5.4 Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to
provide the overall structure of a particular story, drama, or poem.
RL.5.6 Describe how a narrators or speakers point of view influences how events
are described.

RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone,
or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale,
myth, poem).
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and
adventure stories) on their approaches to similar themes and topics.

RL.5.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 45 text complexity band
independently and proficiently.
Grade 5 Reading:
Informational Text
RI.5.1 Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.5.2 Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
RI.5.3 Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
Craft and Structure

words and phrases in a text relevant to a grade 5 topic or subject
area.
RI.5.5 Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
Grade 5 Reading:
Informational Text
RI.5.7 Draw on information from multiple print or digital sources,
demonstrating the ability to locate an answer to a question quickly or
to solve a problem efficiently.
RI.5.8 Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point(s).
RI.5.9 Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.

RI.5.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, at
the high end of the grades 45 text complexity band independently and
proficiently.
Grade 5 Reading:
Foundational Skills
decoding words.
RF.5.3a Use combined knowledge of all letter-sound correspondences,
syllabication patterns, and morphology (e.g., roots and affixes) to read
accurately unfamiliar multisyllabic words in context and out of context.
Fluency
comprehension.
Grade 5 Writing
Text Type and Purposes
W.5.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
W.5.1a Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which ideas are logically grouped to support
the writers purpose
W.5.1b Provide logically ordered reasons that are supported by facts
and details.
W.5.1c Link opinion and reasons using words, phrases, and clauses
(e.g., consequently, specifically).
W.5.1d Provide a concluding statement or section related to the opinion
presented.
W.5.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
W.5.2a Introduce a topic clearly, provide a general observation and
focus, and group related information logically; include formatting (e.g.,
headings), illustrations, and multimedia when useful to aiding
comprehension.
W.5.2b Develop the topic with facts, definitions, concrete details,
quotations, or other information and examples related to the topic.
W.5.2c Link ideas within and across categories of information using
words, phrases, and clauses (e.g., in contrast, especially).
W.5.2d Use precise language and domain-specific vocabulary to inform
about or explain the topic.
W.5.2e Provide a concluding statement or section related to the

information or explanation presented.
Grade 5 Writing
Text Type and Purposes Continued
W.5.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event
sequences.
W.5.3a Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
W.5.3b Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses of
characters to situations.
W.5.3c Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
W.5.3d Use concrete words and phrases and sensory details to convey
experiences and events precisely.
W.5.3e Provide a conclusion that follows from the narrated
experiences or events.

W.5.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 13
above.)
W.5.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5.)
W.5.6 With some guidance and support from adults, use technology,
including the Internet, to produce and publish writing as well as to
interact and collaborate with others; demonstrate sufficient command
of keyboarding skills to type a minimum of two pages in a single sitting.
Grade 5
Writing
W.5.7 Conduct short research projects that use several sources to build
knowledge through investigation of different aspects of a topic.
W.5.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; summarize or paraphrase
information in notes and finished work, and provide a list of sources.
W.5.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W.5.9a Apply grade 5 Reading standards to literature (e.g., Compare
and contrast two or more characters, settings, or events in a story or
a drama, drawing on specific details in the text [e.g., how characters
interact]).
W.5.9b Apply grade 5 Reading standards to informational texts (e.g.,
Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which point[s]).
Range of Writing
audiences.
Grade 5 Speaking & Listening

SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others ideas and expressing their own clearly.
SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SL.5.1b Follow agreed-upon rules for discussions and carry out assigned
roles.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
SL.5.1d Review the key ideas expressed and draw conclusions in light of
information and knowledge gained from the discussions.
SL.5.2 Summarize a written text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and orally.
SL.5.3 Summarize the points a speaker makes and explain how each claim is
supported by reasons and evidence.

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
SL.5.5 Include multimedia components (e.g., graphics, sound) and visual
displays in presentations when appropriate to enhance the development of
main ideas or themes.
SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English
when appropriate to task and situation. (See grade 5 Language standards 1
and 3 for specific expectations.)
Grade 5 Language
L.5.1a Explain the function of conjunctions, prepositions, and
interjections in general and their function in particular sentences.
L.5.1b Form and use the perfect (e.g., I had walked; I have walked; I will
have walked) verb tenses.
L.5.1c Use verb tense to convey various times, sequences, states, and
conditions.
L.5.1d Recognize and correct inappropriate shifts in verb tense.
L.5.1e Use correlative conjunctions (e.g., either/or, neither/nor).
L.5.2a Use punctuation to separate items in a series
L.5.2b Use a comma to separate an introductory element from the rest
of the sentence.
Grade 5
Language
Conventions of Standard English Continued
L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank
you), to set off a tag question from the rest of the sentence (e.g., Its
true, isnt it?), and to indicate direct address (e.g., Is that you, Steve?).
L.5.2d Use underlining, quotation marks, or italics to indicate titles of
works.
L.5.2e Spell grade-appropriate words correctly, consulting references
as needed.
L.5.3 Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
L.5.3a Expand, combine, and reduce sentences for meaning,
reader/listener interest, and style.
L.5.3b Compare and contrast the varieties of English (e.g., dialects,
registers) used in stories, dramas, or poems.
Grade 5
Language
words and phrases based on grade 5 reading and content, choosing
flexibly from a range of strategies.
L.5.4a Use context (e.g., cause/effect relationships and comparisons in
text) as a clue to the meaning of a word or phrase.
L.5.4b Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word (e.g., photograph,
photosynthesis).
L.5.4c Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and
determine or clarify the precise meaning of key words and phrases.
L.5.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.5.5a Interpret figurative language, including similes and metaphors, in
context.
L.5.5b Recognize and explain the meaning of common idioms, adages,
and proverbs.
L.5.5c Use the relationship between particular words (e.g., synonyms,
antonyms, homographs) to better understand each of the words
L.5.6 Acquire and use accurately grade-appropriate general academic
and domain-specific words and phrases, including those that signal
contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).

Write and interpret numerical expressions
5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions,
and evaluate expressions with these symbols.
5.OA.A.2 Write simple expressions that record calculations with
numbers, and interpret numerical expressions without evaluating
them. For example, express the calculation add 8 and 7, then multiply
by 2 as 2 (8 + 7). Recognize that 3 (18932 + 921) is three times as
large as 18932 + 921, without having to calculate the indicated sum or

product.
Analyze patterns and relationships

5.OA.B.3 Generate two numerical patterns using two given rules.
Identify apparent relationships between corresponding terms. Form
ordered pairs consisting of corresponding terms from the two
patterns, and graph the ordered pairs on a coordinate plane. For
example, given the rule Add 3 and the starting number 0, and given the
rule Add 6 and the starting number 0, generate terms in the resulting
sequences, and observe that the terms in one sequence are twice
the corresponding terms in the other sequence. Explain informally why
this is so.
Grade 5 Math: Number &

Understand the place value system.
5.NBT.A.1 Recognize that in a multi-digit number, a digit in one place
represents 10 times as much as it represents in the place to its right
and 1/10 of what it represents in the place to its left.
5.NBT.A.2 Explain patterns in the number of zeros of the product when
multiplying a number by powers of 10, and explain patterns in the
placement of the decimal point when a decimal is multiplied or divided by
a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.A.3 Read, write, and compare decimals to thousandths.
5.NBT.A.3a Read and write decimals to thousandths using base-ten

numerals, number names, and expanded form, e.g., 347.392 = 3 100 + 4
10 + 7 1 + 3 (1/10) + 9 (1/100) + 2 (1/1000).
5.NBT.A.3b Compare two decimals to thousandths based on meanings
of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
5.NBT.A.4 Use place value understanding to round decimals to any place.

Perform operations with multi-digit whole
numbers and with decimals to hundredths
5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard
algorithm.
5.NBT.B.6 Find whole-number quotients of whole numbers with up to
four-digit dividends and two-digit divisors, using strategies based on
place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.
5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using
concrete models or drawings and strategies based on place value,
properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method and explain
the reasoning used.

Use equivalent fractions as a strategy to add
and subtract fractions
5.NF.A.1 Add and subtract fractions with unlike denominators (including
mixed numbers) by replacing given fractions with equivalent fractions in
such a way as to produce an equivalent sum or difference of
fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 =
23/12. (In general, a/b + c/d = (ad + bc)/bd.)

5.NF.A.2 Solve word problems involving addition and subtraction of
fractions referring to the same whole, including cases of unlike
denominators, e.g., by using visual fraction models or equations to
represent the problem. Use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of
answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by
observing that 3/7 < 1/2.
Apply and extend previous understandings of

multiplication and division
5.NF.B.3 Interpret a fraction as division of the numerator by the
denominator (a/b = a b). Solve word problems involving division of
whole numbers leading to answers in the form of fractions or mixed
numbers, e.g., by using visual fraction models or equations to represent
the problem. For example, interpret 3/4 as the result of dividing 3 by 4,
noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are
shared equally among 4 people each person has a share of size 3/4.
If 9 people want to share a 50-pound sack of rice equally by weight,
how many pounds of rice should each person get? Between what two
whole numbers does your answer lie?

Apply and extend previous understandings of
multiplication and division continued
5.NF.B.4 Apply and extend previous understandings of multiplication to
multiply a fraction or whole number by a fraction.
5.NF.B.4a Interpret the product (a/b) q as a parts of a partition
of qinto b equal parts; equivalently, as the result of a sequence of
operations a q b. For example, use a visual fraction model to show
(2/3) 4 = 8/3, and create a story context for this equation. Do the
same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.)
5.NF.B.4b Find the area of a rectangle with fractional side lengths by
tiling it with unit squares of the appropriate unit fraction side lengths,
and show that the area is the same as would be found by multiplying
the side lengths. Multiply fractional side lengths to find areas of
rectangles, and represent fraction products as rectangular areas.
5.NF.B.5 Interpret multiplication as scaling (resizing), by:
5.NF.B.5a Comparing the size of a product to the size of one factor on

the basis of the size of the other factor, without performing the
indicated multiplication.
5.NF.B.5b Explaining why multiplying a given number by a fraction greater
than 1 results in a product greater than the given number (recognizing
multiplication by whole numbers greater than 1 as a familiar case);
explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the
principle of fraction equivalence a/b = (n a)/(n b) to the effect of
multiplyinga/b by 1.
Grade 5 Math:
Convert like measurement units within a given
measurement system
5.MD.A.1 Convert among different-sized standard measurement units
within a given measurement system (e.g., convert 5 cm to 0.05 m), and
use these conversions in solving multi-step, real world problems.

fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this
grade to solve problems involving information presented in line plots. For
example, given different measurements of liquid in identical beakers,

find the amount of liquid each beaker would contain if the total amount
in all the beakers were redistributed equally.

of volume
5.MD.C.3 Recognize volume as an attribute of solid figures and
understand concepts of volume measurement.
5.MD.C.3a A cube with side length 1 unit, called a unit cube, is said to
have one cubic unit of volume, and can be used to measure volume.
5.MD.C.3b A solid figure which can be packed without gaps or overlaps
using n unit cubes is said to have a volume of n cubic units.
Grade 5 Math:
of volume continued
5.MD.C.4 Measure volumes by counting unit cubes, using cubic cm, cubic
in, cubic ft, and improvised units.
5.MD.C.5 Relate volume to the operations of multiplication and addition

and solve real world and mathematical problems involving volume.
5.MD.C.5a Find the volume of a right rectangular prism with wholenumber side lengths by packing it with unit cubes, and show that the
volume is the same as would be found by multiplying the edge lengths,
equivalently by multiplying the height by the area of the base.
Represent threefold whole-number products as volumes, e.g., to
represent the associative property of multiplication.
5.MD.C.5b Apply the formulas V = l w h and V = b h for rectangular

prisms to find volumes of right rectangular prisms with whole-number
edge lengths in the context of solving real world and mathematical
problems.
5.MD.C.5c Recognize volume as additive. Find volumes of solid figures
composed of two non-overlapping right rectangular prisms by adding
the volumes of the non-overlapping parts, applying this technique to
solve real world problems.
Grade 5 Math:
Geometry
Graph points on the coordinate plane to solve
real-world and mathematical problems
5.G.A.1 Use a pair of perpendicular number lines, called axes, to define a
coordinate system, with the intersection of the lines (the origin)
arranged to coincide with the 0 on each line and a given point in the
plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to
travel from the origin in the direction of one axis, and the second
number indicates how far to travel in the direction of the second axis,
with the convention that the names of the two axes and the
coordinates correspond (e.g., x-axis and x-coordinate, y-axis and ycoordinate).
5.G.A.2 Represent real world and mathematical problems by graphing

points in the first quadrant of the coordinate plane, and interpret
coordinate values of points in the context of the situation.
Classify two-dimensional figures into

categories based on their properties
5.G.B.3 Understand that attributes belonging to a category of twodimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are
rectangles, so all squares have four right angles.
5.G.B.4 Classify two-dimensional figures in a hierarchy based on
properties.
Kindergarten English
Language Arts and Reading
(1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
printed. Students are expected to:
(A) recognize that spoken words can be represented by print for communication;
(B) identify upper- and lower-case letters;
(C) demonstrate the one-to-one correspondence between a spoken word and a printed word in
text;
(D) recognize the difference between a letter and a printed word;
(E) recognize that sentences are comprised of words separated by spaces and demonstrate the
awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and
jumping);
(F) hold a book right side up, turn its pages correctly, and know that reading moves from top to
bottom and left to right; and
(G) identify different parts of a book (e.g., front and back covers, title page).
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
(A) identify a sentence made up of a group of words;
(B) identify syllables in spoken words;
(C) orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?");
(D) distinguish orally presented rhyming pairs of words from non-rhyming pairs;
(E) recognize spoken alliteration or groups of words that begin with the same spoken onset or
initial sound (e.g., "baby boy bounces the ball");
(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);
(G) blend spoken phonemes to form one-syllable words (e.g.,/m/ /a/ /n/ says man);
(H) isolate the initial sound in one-syllable spoken words; and
(I) segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ /o/ /g/).
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and
sounds, spelling patterns, and morphological analysis to decode written English. Students are
expected to:
(A) identify the common sounds that letters represent;
(B) use knowledge of letter-sound relationships to decode regular words in text and independent of
content (e.g., VC, CVC, CCVC, and CVCC words);
(C) recognize that new words are created when letters are changed, added, or deleted; and
(D) identify and read at least 25 high-frequency words from a commonly used list.
Language Arts & Reading
(4) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
(A) predict what might happen next in text based on the cover, title, and illustrations; and
(B) ask and respond to questions about texts read aloud.
(5) Reading/Vocabulary Development. Students understand new vocabulary and use it correctly
when reading and writing. Students are expected to:
(A) identify and use words that name actions, directions, positions, sequences, and locations;
(B) recognize that compound words are made up of shorter words;
(C) identify and sort pictures of objects into conceptual categories (e.g., colors, shapes, textures);
and
(D) use a picture dictionary to find words.
(6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences
and draw conclusions about theme and genre in different cultural, historical, and contemporary
contexts and provide evidence from the text to support their understanding. Students are expected
to:
(A) identify elements of a story including setting, character, and key events;
(B) discuss the big idea (theme) of a well-known folktale or fable and connect it to personal
experience;
(C) recognize sensory details; and
(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folktales from
various cultures.
(7) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and
draw conclusions about the structure and elements of poetry and provide evidence from text to
support their understanding. Students are expected to respond to rhythm and rhyme in poetry
through identifying a regular beat and similarities in word sounds.
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support
their understanding. Students are expected to:
(A) retell a main event from a story read aloud; and
(B) describe characters in a story and the reasons for their actions.
(9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make
inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary
to identify the topic of an informational text heard.
(10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make

inferences and draw conclusions about expository text, and provide evidence from text to support
(A) identify the topic and details in expository text heard or read, referring to the words and/or
illustrations;
(B) retell important facts in a text, heard or read;
(C) discuss the ways authors group information in text; and
(D) use titles and illustrations to make predictions about text.
(11) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to
glean and use information in procedural texts and documents. Students are expected to:
(A) follow pictorial directions (e.g., recipes, science experiments); and
(B) identify the meaning of specific signs (e.g., traffic signs, warning signs).
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words, images,
graphics, and sounds work together in various forms to impact meaning. Students continue to apply
earlier standards with greater depth in increasingly more complex texts. Students (with adult
assistance) are expected to:
(A) identify different forms of media (e.g., advertisements, newspapers, radio programs); and
(B) identify techniques used in media (e.g., sound, movement).
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text. Students (with adult assistance) are expected to:
(A) plan a first draft by generating ideas for writing through class discussion;
(B) develop drafts by sequencing the action or details in the story;
(C) revise drafts by adding details or sentences;
(D) edit drafts by leaving spaces between letters and words; and
(E) share writing with others.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about
real or imagined people, events, and ideas. Students are expected to:
(A) dictate or write sentences to tell a story and put the sentences in chronological sequence; and
(B) write short poems.
(15) Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to dictate or write information for lists, captions, or invitations.
(16) Oral and Written Conventions/Conventions. Students understand the function of and use the
conventions of academic language when speaking and writing. Students continue to apply earlier
standards with greater complexity. Students are expected to:
(A) understand and use the following parts of speech in the context of reading, writing, and
speaking (with adult assistance):
(i) past and future tenses when speaking;
(ii) nouns (singular/plural);
(iii) descriptive words;
(iv) prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in,
on, under, over); and
(v) pronouns (e.g., I, me);
(B) speak in complete sentences to communicate; and
(C) use complete simple sentences.
(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly
and use appropriate capitalization and punctuation conventions in their compositions. Students are
expected to:
(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and
top-to-bottom progression);
(B) capitalize the first letter in a sentence; and
(C) use punctuation at the end of a sentence.
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
(A) use phonological knowledge to match sounds to letters;
(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut");
and
(C) write one's own name.
Kindergarten Math
(1) Mathematical process standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the problem-solving
process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as appropriate,
to solve problems;
(D) communicate mathematical ideas, reasoning, and their implications using multiple representations,
including symbols, diagrams, graphs, and language as appropriate;
(E) create and use representations to organize, record, and communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication.
(2) Number and operations. The student applies mathematical process standards to understand how
to represent and compare whole numbers, the relative position and magnitude of whole numbers,
and relationships within the numeration system. The student is expected to:
(A) count forward and backward to at least 20 with and without objects;
(B) read, write, and represent whole numbers from 0 to at least 20 with and without objects or
pictures;
(C) count a set of objects up to at least 20 and demonstrate that the last number said tells the
number of objects in the set regardless of their arrangement or order;
(D) recognize instantly the quantity of a small group of objects in organized and random
arrangements;
(E) generate a set using concrete and pictorial models that represents a number that is more than,
less than, and equal to a given number up to 20;
(F) generate a number that is one more than or one less than another number up to at least 20;
(G) compare sets of objects up to at least 20 in each set using comparative language;
(H) use comparative language to describe two numbers up to 20 presented as written numerals;
and
(I) compose and decompose numbers up to 10 with objects and pictures.
(3) Number and operations. The student applies mathematical process standards to develop an
understanding of addition and subtraction situations in order to solve problems. The student is
expected to:
(A) model the action of joining to represent addition and the action of separating to represent
subtraction;
(B) solve word problems using objects and drawings to find sums up to 10 and differences within 10;
and
(C) explain the strategies used to solve problems involving adding and subtracting within 10 using
spoken words, concrete and pictorial models, and number sentences.
Kindergarten Math
(4) Number and operations. The student applies mathematical process standards to identify coins in
order to recognize the need for monetary transactions. The student is expected to identify U.S.
coins by name, including pennies, nickels, dimes, and quarters.
(5) Algebraic reasoning. The student applies mathematical process standards to identify the pattern
in the number word list. The student is expected to recite numbers up to at least 100 by ones and
tens beginning with any given number.
(6) Geometry and measurement. The student applies mathematical process standards to analyze
attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about
their properties. The student is expected to:
(A) identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special
rectangles;
(B) identify three-dimensional solids, including cylinders, cones, spheres, and cubes, in the real world;
(C) identify two-dimensional components of three-dimensional objects;
(D) identify attributes of two-dimensional shapes using informal and formal geometric language
interchangeably;
(E) classify and sort a variety of regular and irregular two- and threedimensional figures regardless of orientation or size; and
(F) create two-dimensional shapes using a variety of materials and drawings.
(7) Geometry and measurement. The student applies mathematical process standards to directly
compare measurable attributes. The student is expected to:
(A) give an example of a measurable attribute of a given object, including length,
capacity, and weight; and
(B) compare two objects with a common measurable attribute to see which object has more of/less
of the attribute and describe the difference.
(8) Data analysis. The student applies mathematical process standards to collect and organize data
to make it useful for interpreting information. The student is expected to:
(A) collect, sort, and organize data into two or three categories;
(B) use data to create real-object and picture graphs; and
(C) draw conclusions from real-object and picture graphs.
(9) Personal financial literacy. The student applies mathematical process standards to manage one's
financial resources effectively for lifetime financial security. The student is expected to:
(A) identify ways to earn income;
(B) differentiate between money received as income and money received as gifts;
(C) list simple skills required for jobs; and
(D) distinguish between wants and needs and identify income as a source to meet one's wants and
needs.
Kindergarten Science
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following home and school safety procedures and uses environmentally appropriate and
responsible practices. The student is expected to:
(A) identify and demonstrate safe practices as described in the Texas Safety Standards during
classroom and outdoor investigations, including wearing safety goggles, washing hands, and using
materials appropriately;
(B) discuss the importance of safe practices to keep self and others safe and healthy; and
(C) demonstrate how to use, conserve, and dispose of natural resources and materials such as
conserving water and reusing or recycling paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek
answers in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events observed in the natural world;
(B) plan and conduct simple descriptive investigations such as ways objects move;
(C) collect data and make observations using simple equipment such as hand lenses, primary
balances, and non-standard measurement tools;
(D) record and organize data and observations using pictures, numbers, and words; and
(E) communicate observations with others about simple descriptive investigations.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are
used in scientific problem solving. The student is expected to:
(A) identify and explain a problem such as the impact of littering on the playground and propose a
solution in his/her own words;
(B) make predictions based on observable patterns in nature such as the shapes of leaves; and
(C) explore that scientists investigate different things in the natural world and use tools to help in
their investigations.
(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to
investigate the natural world. The student is expected to:
(A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls,
magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard
measuring items such as paper clips and clothespins; weather instruments such as demonstration
thermometers and wind socks; and materials to support observations of habitats of organisms
such as terrariums and aquariums; and
(B) use senses as a tool of observation to identify properties and patterns of organisms, objects,
and events in the environment.
(5) Matter and energy. The student knows that objects have properties and patterns. The student is
expected to:
(A) observe and record properties of objects, including relative size and mass, such as bigger or
smaller and heavier or lighter, shape, color, and texture; and
(B) observe, record, and discuss how materials can be changed by heating or cooling.
(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are
a part of their everyday life. The student is expected to:
(A) use the five senses to explore different forms of energy such as light, heat, and sound;
(B) explore interactions between magnets and various materials;
(C) observe and describe the location of an object in relation to another such as above, below,
behind, in front of, and beside; and
(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and
down, back and forth, round and round, and fast and slow.
(7) Earth and space. The student knows that the natural world includes earth materials. The student
is expected to:
(A) observe, describe, compare, and sort rocks by size, shape, color, and texture;
(B) observe and describe physical properties of natural sources of water, including color and
clarity; and
(C) give examples of ways rocks, soil, and water are useful.
(8) Earth and space. The student knows that there are recognizable patterns in the natural world
and among objects in the sky. The student is expected to:
(A) observe and describe weather changes from day to day and over seasons;
(B) identify events that have repeating patterns, including seasons of the year and day and night;
and
(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including
the Sun.
(9) Organisms and environments. The student knows that plants and animals have basic needs and
depend on the living and nonliving things around them for survival. The student is expected to:
(A) differentiate between living and nonliving things based upon whether they have basic needs and
produce offspring; and
(B) examine evidence that living organisms have basic needs such as food, water, and shelter for
animals and air, water, nutrients, sunlight, and space for plants.
(10) Organisms and environments. The student knows that organisms resemble their parents and
have structures and processes that help them survive within their environments. The student is
expected to:
(A) sort plants and animals into groups based on physical characteristics such as color, size, body
covering, or leaf shape;
(B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes,
and limbs;
(C) identify ways that young plants resemble the parent plant; and
(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and
fruit.
Kindergarten Social Studies

(1) History. The student understands that holidays are celebrations of special events. The student is
expected to:
(A) explain the reasons for national patriotic holidays such as Presidents' Day, Veterans Day, and
Independence Day; and
(B) identify customs associated with national patriotic holidays such as parades and fireworks on
Independence Day.
(2) History. The student understands how historical figures, patriots, and good citizens helped shape
the community, state, and nation. The student is expected to:
(A) identify contributions of historical figures, including Stephen F. Austin, George Washington,
Christopher Columbus, and Jos Antonio Navarro, who helped to shape the state and nation; and
(B) identify contributions of patriots and good citizens who have shaped the community.
(3) History. The student understands the concept of chronology. The student is expected to:
(A) place events in chronological order; and
(B) use vocabulary related to time and chronology, including before, after, next, first, last, yesterday,
today, and tomorrow.
(4)
(A)
(B)
(C)
Geography. The student understands the concept of location. The student is expected to:
use terms, including over, under, near, far, left, and right, to describe relative location;
locate places on the school campus and describe their relative locations; and
identify tools that aid in determining location, including maps and globes.
(5) Geography. The student understands physical and human characteristics of place. The student is
expected to:
(A) identify the physical characteristics of place such as landforms, bodies of water, natural
resources, and weather; and
(B) identify how the human characteristics of place such as ways of earning a living, shelter, clothing,
food, and activities are based upon geographic location.
(6) Economics. The student understands that basic human needs and wants are met in many ways.
The student is expected to:
(A) identify basic human needs of food, clothing, and shelter;
(B) explain the difference between needs and wants; and
(C) explain how basic human needs can be met such as through self-producing, purchasing, and
trading.
Kindergarten Social
Studies
.(7) Economics. The student understands the value of jobs. The student is expected to:
(A) identify jobs in the home, school, and community; and
(B) explain why people have jobs.
(8) Government. The student understands the purpose of rules. The student is expected to:
(A) identify purposes for having rules; and
(B) identify rules that provide order, security, and safety in the home and school.
(9) Government. The student understands the role of authority figures. The student is expected to:
(A) identify authority figures in the home, school, and community; and
(B) explain how authority figures make and enforce rules.
(10) Citizenship. The student understands important symbols, customs, and responsibilities that
represent American beliefs and principles and contribute to our national identity. The student is
expected to:
(A) identify the flags of the United States and Texas;
(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(C) identify Constitution Day as a celebration of American freedom; and
(D) use voting as a method for group decision making.
(11) Culture. The student understands similarities and differences among people. The student is
expected to:
(A) identify similarities and differences among people such as kinship, laws, and religion; and
(B) identify similarities and differences among people such as music, clothing, and food.
(12) Culture. The student understands the importance of family customs and traditions. The student is
expected to:
(A) describe and explain the importance of family customs and traditions; and
(B) compare family customs and traditions.
(13) Science, technology, and society. The student understands ways technology is used in the home
and school and how technology affects people's lives. The student is expected to:
(A) identify examples of technology used in the home and school;
(B) describe how technology helps accomplish specific tasks and meet people's needs; and
(C) describe how his or her life might be different without modern technology.
Kindergarten Social
Studies
(14) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired from a variety of valid sources, including electronic technology. The student is expected to:
(A) obtain information about a topic using a variety of valid oral sources such as conversations,
interviews, and music;
(B) obtain information about a topic using a variety of valid visual sources such as pictures, symbols,
electronic media, print material, and artifacts; and
(C) sequence and categorize information.
(15) Social studies skills. The student communicates in oral and visual forms. The student is expected
to:
(A) express ideas orally based on knowledge and experiences; and
(B) create and interpret visuals, including pictures and maps.
(16) Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings. The student is expected to:
(A) use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution; and
(B) use a decision-making process to identify a situation that requires a decision, gather
information, generate options, predict outcomes, take action to implement a decision, and reflect on
the effectiveness of the decision.
1st Grade English Language

Arts & Reading
printed. Students are expected to:
(A) recognize that spoken words are represented in written English by specific sequences of
letters;
(B) identify upper- and lower-case letters;
(C) sequence the letters of the alphabet;
(D) recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending
punctuation);
(E) read texts by moving from top to bottom of the page and tracking words from left to right with
return sweep; and
(F) identify the information that different parts of a book provide (e.g., title, author, illustrator, table
of contents).
(2) Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
(A) orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, -ant,
-ain) and consonant blends (e.g., bl, st, tr);
(B) distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g., bit/bite);
(C) recognize the change in a spoken word when a specified phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/);
(D) blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g.,
spr);
(E) isolate initial, medial, and final sounds in one-syllable spoken words; and
(F) segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g.,
splat =/s/p/l/a/t/).

Arts & Reading
sounds, spelling patterns, and morphological analysis to decode written English. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
(A) decode words in context and in isolation by applying common letter-sound correspondences,
including:
(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p,
qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;
(ii) single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long
i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i;
(iii) consonant blends (e.g., bl, st);
(iv) consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph;
(v) vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in
how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and
(vi) vowel diphthongs including oy, oi, ou, and ow;
(B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and
short-vowel patterns) to create recognizable words;
(C) use common syllabication patterns to decode words, including:
(i) closed syllable (CVC) (e.g., mat, rab-bit);
(ii) open syllable (CV) (e.g., he, ba-by);
(iii) final stable syllable (e.g., ap-ple, a-ble);
(iv) vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);
(v) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and
(vi) r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or);
(D) decode words with common spelling patterns (e.g., -ink, -onk, -ick);
(E) read base words with inflectional endings (e.g., plurals, past tenses);
(F) use knowledge of the meaning of base words to identify and read common compound words
(e.g., football, popcorn, daydream);
(G) identify and read contractions (e.g., isn't, can't);
(H) identify and read at least 100 high-frequency words from a commonly used list; and
(I) monitor accuracy of decoding.

Arts & Reading
(A) confirm predictions about what will happen next in text by "reading the part that tells";
(B) ask relevant questions, seek clarification, and locate facts and details about stories and other
texts; and
(C) establish purpose for reading selected texts and monitor comprehension, making corrections
and adjustments when that understanding breaks down (e.g., identifying clues, using background
knowledge, generating questions, re-reading a portion aloud).
(5) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.
(6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
(A) identify words that name actions (verbs) and words that name persons, places, or things
(nouns);
(B) determine the meaning of compound words using knowledge of the meaning of their individual
component words (e.g., lunchtime);
(C) determine what words mean from how they are used in a sentence, either heard or read;
(D) identify and sort words into conceptual categories (e.g., opposites, living things); and
(E) alphabetize a series of words to the first or second letter and use a dictionary to find words.
to:
(A) connect the meaning of a well-known story or fable to personal experiences; and
(B) explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever
after") in traditional folk- and fairy tales.
support their understanding. Students are expected to respond to and use rhythm, rhyme, and
alliteration in poetry.

Arts & Reading
(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's beginning, middle, and end with
attention to the sequence of events; and
(B) describe characters in a story and the reasons for their actions and feelings.
(10) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make
inferences and draw conclusions about the varied structural patterns and features of literary
nonfiction and respond by providing evidence from text to support their understanding. Students are
expected to determine whether a story is true or a fantasy and explain why.
(11) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are expected
to recognize sensory details in literary text.
(12) Reading/Comprehension of Text/Independent Reading. Students read independently for
sustained periods of time and produce evidence of their reading. Students are expected to read
independently for a sustained period of time.
to identify the topic and explain the author's purpose in writing about the text.
inferences and draw conclusions about expository text and provide evidence from text to support
(A) restate the main idea, heard or read;
(B) identify important facts or details in text, heard or read;
(C) retell the order of events in a text by referring to the words and/or illustrations; and
(D) use text features (e.g., title, tables of contents, illustrations) to locate specific information in text.

Arts & Reading
(A) follow written multi-step directions with picture cues to assist with understanding; and
(B) explain the meaning of specific signs and symbols (e.g., map features).
earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) recognize different purposes of media (e.g., informational, entertainment) (with adult assistance);
and
(B) identify techniques used in media (e.g., sound, movement).
revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting a word, phrase, or sentence;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
(A) write brief stories that include a beginning, middle, and end; and
(B) write short poems that convey sensory details.
Students are expected to:
(A) write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate
conventions (e.g., date, salutation, closing); and
(C) write brief comments on literary or informational texts.

Arts & Reading
speaking:
(i) verbs (past, present, and future);
(ii) nouns (singular/plural, common/proper);
(iii) adjectives (e.g., descriptive: green, tall);
(iv) adverbs (e.g., time: before, next);
(v) prepositions and prepositional phrases;
(vi) pronouns (e.g., I, me); and
(vii) time-order transition words;
(B) speak in complete sentences with correct subject-verb agreement; and
(C) ask questions with appropriate subject-verb inversion.
expected to:
(A) form upper- and lower-case letters legibly in text, using the basic conventions of print (left-toright and top-to-bottom progression), including spacing between words and sentences;
(B) recognize and use basic capitalization for:
(i) the beginning of sentences;
(ii) the pronoun "I"; and
(iii) names of people; and
(C) recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative
sentences.
(A) use phonological knowledge to match sounds to letters to construct known words;
(B) use letter-sound patterns to spell:
(i) consonant-vowel-consonant (CVC) words;
(ii) consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope"); and
(iii) one-syllable words with consonant blends (e.g., "drop");
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., adding "s" to make words plurals); and
(E) use resources to find correct spellings.

Arts & Reading
(23) Research/Research Plan. Students ask open-ended research questions and develop a plan for
answering them. Students (with adult assistance) are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one
or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.
(24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant
sources addressing a research question and systematically record the information they gather.
Students (with adult assistance) are expected to:
(A) gather evidence from available sources (natural and personal) as well as from interviews with
local experts;
(B) use text features (e.g., table of contents, alphabetized index) in age-appropriate reference
works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
(25) Research/Synthesizing Information. Students clarify research questions and evaluate and
synthesize collected information. Students (with adult assistance) are expected to revise the topic as
a result of answers to initial research questions.
(26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and
information according to the purpose of the research and their audience. Students (with adult
assistance) are expected to create a visual display or dramatization to convey the results of the
research.
(27) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others
in formal and informal settings. Students continue to apply earlier standards with greater complexity.
(A) listen attentively to speakers and ask relevant questions to clarify information; and
(B) follow, restate, and give oral instructions that involve a short related sequence of actions.
(28) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students continue to apply earlier standards with greater complexity. Students are
expected to share information and ideas about the topic under discussion, speaking clearly at an
appropriate pace, using the conventions of language.
(29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students
continue to apply earlier standards with greater complexity. Students are expected to follow
agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
1st Grade Math

to solve problems;
(2) Number and operations. The student applies mathematical process standards to represent and
compare whole numbers, the relative position and magnitude of whole numbers, and relationships
within the numeration system related to place value. The student is expected to:
(A) recognize instantly the quantity of structured arrangements;
(B) use concrete and pictorial models to compose and decompose numbers up to 120 in more than
one way as so many hundreds, so many tens, and so many ones;
(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120;
(D) generate a number that is greater than or less than a given whole number up to 120;
(E) use place value to compare whole numbers up to 120 using comparative language;
(F) order whole numbers up to 120 using place value and open number lines; and
(G) represent the comparison of two numbers to 100 using the symbols >, <, or =.
1st Grade Math

(3) Number and operations. The student applies mathematical process standards to develop and use
strategies for whole number addition and subtraction computations in order to solve problems. The
student is expected to:
(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number
in problems up to 99;
(B) use objects and pictorial models to solve word problems involving joining, separating, and
comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 +
[ ] = 7; and 5 = [ ] - 3;
(C) compose 10 with two or more addends with and without concrete objects;
(D) apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a
number leading to a 10;
(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words,
objects, pictorial models, and number sentences; and
(F) generate and solve problem situations when given a number sentence involving addition or
subtraction of numbers within 20.
(4) Number and operations. The student applies mathematical process standards to identify coins,
their values, and the relationships among them in order to recognize the need for monetary
transactions. The student is expected to:
(A) identify U.S. coins, including pennies, nickels, dimes, and quarters, by value and describe the
relationships among them;
(B) write a number with the cent symbol to describe the value of a coin; and
(C) use relationships to count by twos, fives, and tens to determine the value of a collection
of pennies, nickels, and/or dimes.
(5) Algebraic reasoning. The student applies mathematical process standards to identify and apply
number patterns within properties of numbers and operations in order to describe relationships.
(A) recite numbers forward and backward from any given number between 1 and 120;
(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
(C) use relationships to determine the number that is 10 more and 10 less than a given number up to
120;
(D) represent word problems involving addition and subtraction of whole numbers up to 20 using
concrete and pictorial models and number sentences;
(E) understand that the equal sign represents a relationship where expressions on each side of
the equal sign represent the same value(s);
(F) determine the unknown whole number in an addition or subtraction equation when the unknown
may be any one of the three or four terms in the equation; and
(G) apply properties of operations to add and subtract two or three numbers.
1st Grade Math

(A) classify and sort regular and irregular two-dimensional shapes based on attributes using
informal geometric language;
(B) distinguish between attributes that define a two-dimensional or three-dimensional figure and
attributes that do not define the shape;
(C) create two-dimensional figures, including circles, triangles, rectangles, and squares, as special
rectangles, rhombuses, and hexagons;
(D) identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special
rectangles, rhombuses, and hexagons and describe their attributes using formal geometric
language;
(E) identify three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including
cubes), and triangular prisms, and describe their attributes using formal geometric language;
(F) compose two-dimensional shapes by joining two, three, or four figures to produce a target
shape in more than one way if possible;
(G) partition two-dimensional figures into two and four fair shares or equal parts and describe the
parts using words; and
(H) identify examples and non-examples of halves and fourths.
(7) Geometry and measurement. The student applies mathematical process standards to select and
use units to describe length and time. The student is expected to:
(A) use measuring tools to measure the length of objects to reinforce the continuous nature of
linear measurement;
(B) illustrate that the length of an object is the number of same-size units of length that, when laid
end-to-end with no gaps or overlaps, reach from one end of the object to the other;
(C) measure the same object/distance with units of two different lengths and describe how and
why the measurements differ;
(D) describe a length to the nearest whole unit using a number and a unit; and
(E) tell time to the hour and half hour using analog and digital clocks.
(8) Data analysis. The student applies mathematical process standards to organize data to make it
useful for interpreting information and solving problems. The student is expected to:
(A) collect, sort, and organize data in up to three categories using models/representations such as
tally marks or T-charts;
(B) use data to create picture and bar-type graphs; and
(C) draw conclusions and generate and answer questions using information from picture and bartype graphs.
1st Grade Math

(A) define money earned as income;
(B) identify income as a means of obtaining goods and services, oftentimes making choices between
wants and needs;
(C) distinguish between spending and saving; and
(D) consider charitable giving.
1st Grade Science

following home and school safety procedures and uses environmentally appropriate and
responsible practices. The student is expected to:
(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during
(B) recognize the importance of safe practices to keep self and others safe and healthy; and
(C) identify and learn how to use natural resources and materials, including conservation and reuse
or recycling of paper, plastic, and metals.
(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek
answers in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events observed in the natural world;
(B) plan and conduct simple descriptive investigations such as ways objects move;
(C) collect data and make observations using simple equipment such as hand lenses, primary
balances, and non-standard measurement tools;
(D) record and organize data using pictures, numbers, and words; and
(E) communicate observations and provide reasons for explanations using student-generated data
from simple descriptive investigations.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are
used in scientific problem solving. The student is expected to:
(A) identify and explain a problem such as finding a home for a classroom pet and propose a
solution in his/her own words;
(B) make predictions based on observable patterns; and
(C) describe what scientists do.
(A) collect, record, and compare information using tools, including computers, hand lenses, primary
balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices,
including clocks and timers; non-standard measuring items such as paper clips and clothespins;
weather instruments such as classroom demonstration thermometers and wind socks; and materials
to support observations of habitats of organisms such as aquariums and terrariums; and
(B) measure and compare organisms and objects using non-standard units.
1st Grade Science

(5) Matter and energy. The student knows that objects have properties and patterns. The student is
expected to:
(A) classify objects by observable properties of the materials from which they are made such as
larger and smaller, heavier and lighter, shape, color, and texture; and
(B) predict and identify changes in materials caused by heating and cooling such as ice melting,
water freezing, and water evaporating.
(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are
a part of everyday life. The student is expected to:
(A) identify and discuss how different forms of energy such as light, heat, and sound are important
to everyday life;
(B) predict and describe how a magnet can be used to push or pull an object;
(C) describe the change in the location of an object such as closer to, nearer to, and farther from;
and
(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and
down, back and forth, round and round, and fast and slow.
(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that
can be observed in cycles, patterns, and systems. The student is expected to:
(A) observe, compare, describe, and sort components of soil by size, texture, and color;
(B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans;
and
(C) gather evidence of how rocks, soil, and water help to make useful products.
(8) Earth and space. The student knows that the natural world includes the air around us and objects
in the sky. The student is expected to:
(A) record weather information, including relative temperature, such as hot or cold, clear or cloudy,
calm or windy, and rainy or icy;
(B) observe and record changes in the appearance of objects in the sky such as clouds, the Moon,
and stars, including the Sun;
(C) identify characteristics of the seasons of the year and day and night; and
(D) demonstrate that air is all around us and observe that wind is moving air.
1st Grade Science

(9) Organisms and environments. The student knows that the living environment is composed of
relationships between organisms and the life cycles that occur. The student is expected to:
(A) sort and classify living and nonliving things based upon whether or not they have basic needs
and produce offspring;
(B) analyze and record examples of interdependence found in various situations such as terrariums
and aquariums or pet and caregiver; and
(C) gather evidence of interdependence among living organisms such as energy transfer through
food chains and animals using plants for shelter.
expected to:
(A) investigate how the external characteristics of an animal are related to where it lives, how it
moves, and what it eats;
(B) identify and compare the parts of plants;
(C) compare ways that young animals resemble their parents; and
(D) observe and record life cycles of animals such as a chicken, frog, or fish.
1st Grade Social Studies

(1) History. The student understands the origins of customs, holidays, and celebrations. The student is
expected to:
(A) describe the origins of customs, holidays, and celebrations of the community, state, and nation
such as San Jacinto Day, Independence Day, and Veterans Day; and
(B) compare the observance of holidays and celebrations, past and present.
(A) identify contributions of historical figures, including Sam Houston, George Washington, Abraham
Lincoln, and Martin Luther King Jr., who have influenced the community, state, and nation;
(B) identify historical figures such as Alexander Graham Bell, Thomas Edison, Garrett Morgan, and
Richard Allen, and other individuals who have exhibited individualism and inventiveness; and
(C) compare the similarities and differences among the lives and activities of historical figures and
other individuals who have influenced the community, state, and nation.
(3)
to:
(A)
(B)
(C)
History. The student understands the concepts of time and chronology. The student is expected
distinguish among past, present, and future;
describe and measure calendar time by days, weeks, months, and years; and
create a calendar and simple timeline.
(4) Geography. The student understands the relative location of places. The student is expected to:
(A) locate places using the four cardinal directions; and
(B) describe the location of self and objects relative to other locations in the classroom and school.
(5) Geography. The student understands the purpose of maps and globes. The student is expected
to:
(A) create and use simple maps such as maps of the home, classroom, school, and community; and
(B) locate the community, Texas, and the United States on maps and globes.
(6) Geography. The student understands various physical and human characteristics. The student is
expected to:
(A) identify and describe the physical characteristics of place such as landforms, bodies of water,
natural resources, and weather;
(B) identify examples of and uses for natural resources in the community, state, and nation; and
(C) identify and describe how the human characteristics of place such as shelter, clothing, food, and
activities are based upon geographic location.

(7) Economics. The student understands how families meet basic human needs. The student is
expected to:
(A) describe ways that families meet basic human needs; and
(B) describe similarities and differences in ways families meet basic human needs.
(8) Economics. The student understands the concepts of goods and services. The student is
expected to:
(A) identify examples of goods and services in the home, school, and community;
(B) identify ways people exchange goods and services; and
(C) identify the role of markets in the exchange of goods and services.
(9) Economics. The student understands the condition of not being able to have all the goods and
services one wants. The student is expected to:
(A) identify examples of people wanting more than they can have;
(B) explain why wanting more than they can have requires that people make choices; and
(C) identify examples of choices families make when buying goods and services.
(10) Economics. The student understands the value of work. The student is expected to:
(A) describe the components of various jobs and the characteristics of a job well performed; and
(B) describe how specialized jobs contribute to the production of goods and services.
(11) Government. The student understands the purpose of rules and laws. The student is expected to:
(A) explain the purpose for rules and laws in the home, school, and community; and
(B) identify rules and laws that establish order, provide security, and manage conflict.
(12) Government. The student understands the role of authority figures, public officials, and citizens.
(A) identify the responsibilities of authority figures in the home, school, and community;
(B) identify and describe the roles of public officials in the community, state, and nation; and
(C) identify and describe the role of a good citizen in maintaining a constitutional republic.
(13) Citizenship. The student understands characteristics of good citizenship as exemplified by
historical figures and other individuals. The student is expected to:
(A) identify characteristics of good citizenship, including truthfulness, justice, equality, respect for
oneself and others, responsibility in daily life, and participation in government by educating oneself
about the issues, respectfully holding public officials to their word, and voting;
(B) identify historical figures such as Benjamin Franklin, Francis Scott Key, and Eleanor Roosevelt who
have exemplified good citizenship; and
(C) identify other individuals who exemplify good citizenship.

(14) Citizenship. The student understands important symbols, customs, and celebrations that
represent American beliefs and principles and contribute to our national identity. The student is
expected to:
(A) explain state and national patriotic symbols, including the United States and Texas flags, the
Liberty Bell, the Statue of Liberty, and the Alamo;
(B) recite and explain the meaning of the Pledge of Allegiance to the United States Flag and the
Pledge to the Texas Flag;
(C) identify anthems and mottoes of Texas and the United States;
(D) explain and practice voting as a way of making choices and decisions;
(E) explain how patriotic customs and celebrations reflect American individualism and freedom; and
(F) identify Constitution Day as a celebration of American freedom.
(15) Culture. The student understands the importance of family and community beliefs, customs,
language, and traditions. The student is expected to:
(A) describe and explain the importance of various beliefs, customs, language, and traditions of
families and communities; and
(B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs, language,
and traditions of communities.
(16) Science, technology, and society. The student understands how technology affects daily life, past
and present. The student is expected to:
(A) describe how technology changes the ways families live;
(B) describe how technology changes communication, transportation, and recreation; and
(C) describe how technology changes the way people work.
electronic media, maps, literature, and artifacts; and

electronic media, maps, literature, and artifacts; and
(18) Social studies skills. The student communicates in oral, visual, and written forms. The student is
expected to:
(B) create and interpret visual and written material.
the effectiveness of that decision.
2nd Grade English

printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first
word, ending punctuation, commas, quotation marks).
sounds, spelling patterns, and morphological analysis to decode written English. Students will continue
to apply earlier standards with greater depth in increasingly more complex texts. Students are
expected to:
(A) decode multisyllabic words in context and independent of context by applying common lettersound correspondences including:
(i) single letters (consonants and vowels);
(ii) consonant blends (e.g., thr, spl);
(iii) consonant digraphs (e.g., ng, ck, ph); and
(iv) vowel digraphs (e.g., ie, ue, ew) and diphthongs (e.g., oi, ou);
(B) use common syllabication patterns to decode words including:
(i) closed syllable (CVC) (e.g., pic-nic, mon-ster);
(ii) open syllable (CV) (e.g., ti-ger);
(iii) final stable syllable (e.g., sta-tion, tum-ble);
(iv) vowel-consonant-silent "e" words (VCe) (e.g., in-vite, cape);
(v) r-controlled vowels (e.g., per-fect, cor-ner); and
(vi) vowel digraphs and diphthongs (e.g., boy-hood, oat-meal);
(C) decode words by applying knowledge of common spelling patterns (e.g., -ight, -ant);
(D) read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful);
(E) identify and read abbreviations (e.g., Mr., Ave.);
(F) identify and read contractions (e.g., haven't, it's);
(G) identify and read at least 300 high-frequency words from a commonly used list; and
(H) monitor accuracy of decoding.
2nd Grade English

(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and
confirm predictions;
texts and support answers with evidence from text; and
(A) use prefixes and suffixes to determine the meaning of words (e.g., allow/disallow);
(B) use context to determine the relevant meaning of unfamiliar words or multiple-meaning words;
(C) identify and use common words that are opposite (antonyms) or similar (synonyms) in meaning;
and
(D) alphabetize a series of words and use a dictionary or a glossary to find words.
to:
(A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and
(B) compare different versions of the same story in traditional and contemporary folktales with
respect to their characters, settings, and plot.
support their understanding. Students are expected to describe how rhyme, rhythm, and repetition
interact to create images in poetry.
2nd Grade English

(8) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and
draw conclusions about the structure and elements of drama and provide evidence from text to
support their understanding. Students are expected to identify the elements of dialogue and use
them in informal plays.

(A) describe similarities and differences in the plots and settings of several works by the same
author; and
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
expected to distinguish between fiction and nonfiction.
to recognize that some words and phrases have literal and non-literal meanings (e.g., take steps).
independently for a sustained period of time and paraphrase what the reading was about,
maintaining meaning.
to identify the topic and explain the author's purpose in writing the text.
2nd Grade English

inferences and draw conclusions about and understand expository text and provide evidence from
text to support their understanding. Students are expected to:
(A) identify the main idea in a text and distinguish it from the topic;
(B) locate the facts that are clearly stated in a text;
(C) describe the order of events or ideas in a text; and
(D) use text features (e.g., table of contents, index, headings) to locate specific information in text.
(15) Reading/Comprehension of Informational Text/Procedural Text. Students understand how to
(A) follow written multi-step directions; and
(B) use common graphic features to assist in the interpretation of text (e.g., captions, illustrations).
(A) recognize different purposes of media (e.g., informational, entertainment);
(B) describe techniques used to create media messages (e.g., sound, graphics); and
(C) identify various written conventions for using digital media (e.g., e-mail, website, video game).
(A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas);
(B) develop drafts by sequencing ideas through writing sentences;
(C) revise drafts by adding or deleting words, phrases, or sentences;
(D) edit drafts for grammar, punctuation, and spelling using a teacher-developed rubric; and
(E) publish and share writing with others.
(A) write brief stories that include a beginning, middle, and end; and
(B) write short poems that convey sensory details.
2nd Grade English

(A) write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical sequence and use appropriate
conventions (e.g., date, salutation, closing); and
(C) write brief comments on literary or informational texts.
(20) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions
of a specific audience on specific issues. Students are expected to write persuasive statements
about issues that are important to the student for the appropriate audience in the school, home, or
local community.
speaking:
(iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the);
(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
(vi) pronouns (e.g., he, him); and
(vii) time-order transition words;
(B) use complete sentences with correct subject-verb agreement; and
(C) distinguish among declarative and interrogative sentences.
2nd Grade English

expected to:
(A) write legibly leaving appropriate margins for readability;
(B) use capitalization for:
(i) proper nouns;
(ii) months and days of the week; and
(iii) the salutation and closing of a letter; and
(C) recognize and use punctuation marks, including:
(i) ending punctuation in sentences;
(ii) apostrophes and contractions; and
(iii) apostrophes and possessives.
(A) use phonological knowledge to match sounds to letters to construct unknown words;
(B) spell words with common orthographic patterns and rules:
(i) complex consonants (e.g., hard and soft c and g, ck);
(ii) r-controlled vowels;
(iii) long vowels (e.g., VCe-hope); and
(iv) vowel digraphs (e.g., oo-book, fool, ee-feet), diphthongs (e.g., ou-out, ow-cow, oi-coil, oy-toy);
(C) spell high-frequency words from a commonly used list;
(D) spell base words with inflectional endings (e.g., -ing and -ed);
(E) spell simple contractions (e.g., isn't, aren't, can't); and
(F) use resources to find correct spellings.
answering them. Students are expected to:
(A) generate a list of topics of class-wide interest and formulate open-ended questions about one
or two of the topics; and
(B) decide what sources of information might be relevant to answer these questions.
2nd Grade English

(A) gather evidence from available sources (natural and personal) as well as from interviews with
local experts;
(B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate
reference works (e.g., picture dictionaries) to locate information; and
(C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams).
synthesize collected information. Students are expected to revise the topic as a result of answers
to initial research questions.
information according to the purpose of the research and their audience. Students (with adult
assistance) are expected to create a visual display or dramatization to convey the results of the
research.
(A) listen attentively to speakers and ask relevant questions to clarify information; and
(B) follow, restate, and give oral instructions that involve a short related sequence of actions.
expected to share information and ideas that focus on the topic under discussion, speaking clearly
at an appropriate pace, using the conventions of language.
continue to apply earlier standards with greater complexity. Students are expected to follow
agreed-upon rules for discussion, including listening to others, speaking when recognized, and making
appropriate contributions.
2nd Grade Math

to solve problems;
(2) Number and operations. The student applies mathematical process standards to understand how
to represent and compare whole numbers, the relative position and magnitude of whole numbers,
and relationships within the numeration system related to place value. The student is expected to:
(A) use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than
one way as a sum of so many thousands, hundreds, tens, and ones;
(B) use standard, word, and expanded forms to represent numbers up to 1,200;
(C) generate a number that is greater than or less than a given whole number up to 1,200;
(D) use place value to compare and order whole numbers up to 1,200 using comparative language,
numbers, and symbols (>, <, or =);
(E) locate the position of a given whole number on an open number line; and
(F) name the whole number that corresponds to a specific point on a number line.
(3) Number and operations. The student applies mathematical process standards to recognize and
represent fractional units and communicates how they are used to name parts of a whole. The
(A) partition objects into equal parts and name the parts, including halves, fourths, and eighths, using
words;
(B) explain that the more fractional parts used to make a whole, the smaller the part; and the fewer
the fractional parts, the larger the part;
(C) use concrete models to count fractional parts beyond one whole using words and recognize how
many parts it takes to equal one whole; and
(D) identify examples and non-examples of halves, fourths, and eighths.
2nd Grade Math

strategies and methods for whole number computations in order to solve addition and subtraction
problems with efficiency and accuracy. The student is expected to:
(A) recall basic facts to add and subtract within 20 with automaticity;
(B) add up to four two-digit numbers and subtract two-digit numbers using mental strategies and
algorithms based on knowledge of place value and properties of operations;
(C) solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a
variety of strategies based on place value, including algorithms; and
(D) generate and solve problem situations for a given mathematical number sentence
involving addition and subtraction of whole numbers within 1,000.
(5) Number and operations. The student applies mathematical process standards to determine the
value of coins in order to solve monetary transactions. The student is expected to:
(A) determine the value of a collection of coins up to one dollar; and
(B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
(6) Number and operations. The student applies mathematical process standards to connect
repeated addition and subtraction to multiplication and division situations that involve equal groupings
and shares. The student is expected to:
(A) model, create, and describe contextual multiplication situations in which equivalent sets of
concrete objects are joined; and
(B) model, create, and describe contextual division situations in which a set of concrete objects is
separated into equivalent sets.
(7) Algebraic reasoning. The student applies mathematical process standards to identify and apply
number patterns within properties of numbers and operations in order to describe relationships.
(A) determine whether a number up to 40 is even or odd using pairings of objects to represent the
number;
(B) use an understanding of place value to determine the number that is 10 or 100 more or less than
a given number up to 1,200; and
(C) represent and solve addition and subtraction word problems where unknowns may be any one
of the terms in the problem.
2nd Grade Math

(A) create two-dimensional shapes based on given attributes, including number of
sides and vertices;
(B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms
(including cubes as special rectangular prisms), and triangular prisms, based on attributes using
formal geometric language;
(C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the
number of sides and number of vertices;
(D) compose two-dimensional shapes and three-dimensional solids with given properties or
attributes; and
(E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a
shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric
parts.
(9) Geometry and measurement. The student applies mathematical process standards to select and
use units to describe length, area, and time. The student is expected to:
(A) find the length of objects using concrete models for standard units of length;
(B) describe the inverse relationship between the size of the unit and the number of units needed
to equal the length of an object;
(C) represent whole numbers as distances from any given location on a number line;
(D) determine the length of an object to the nearest marked unit using rulers, yardsticks, meter
sticks, or measuring tapes;
(E) determine a solution to a problem involving length, including estimating lengths;
(F) use concrete models of square units to find the area of a rectangle by covering it with no gaps
or overlaps, counting to find the total number of square units, and describing the measurement using
a number and the unit; and
(G) read and write time to the nearest one-minute increment using analog and digital clocks and
distinguish between a.m. and p.m.
2nd Grade Math

(10) Data analysis. The student applies mathematical process standards to organize data to make it
useful for interpreting information and solving problems. The student is expected to:
(A) explain that the length of a bar in a bar graph or the number of pictures in a pictograph
represents the number of data points for a given category;
(B) organize a collection of data with up to four categories using pictographs and bar graphs with
intervals of one or more;
(C) write and solve one-step word problems involving addition or subtraction using data represented
within pictographs and bar graphs with intervals of one; and
(D) draw conclusions and make predictions from information in a graph.
(A) calculate how money saved can accumulate into a larger amount over time;
(B) explain that saving is an alternative to spending;
(C) distinguish between a deposit and a withdrawal;
(D) identify examples of borrowing and distinguish between responsible and irresponsible
borrowing;
(E) identify examples of lending and use concepts of benefits and costs to evaluate lending
decisions; and
(F) differentiate between producers and consumers and calculate the cost to produce a simple item.
2nd Grade Science

following home and school safety procedures. The student is expected to:
(A) identify and demonstrate safe practices as described in the Texas Safety Standards during
(B) describe the importance of safe practices; and
(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials
such as conserving water and reuse or recycling of paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific
inquiry in classroom and outdoor investigations. The student is expected to:
(A) ask questions about organisms, objects, and events during observations and investigations;
(B) plan and conduct descriptive investigations such as how organisms grow;
(C) collect data from observations using simple equipment such as hand lenses, primary balances,
thermometers, and non-standard measurement tools;
(D) record and organize data using pictures, numbers, and words;
(E) communicate observations and justify explanations using student-generated data from simple
descriptive investigations; and
(F) compare results of investigations with what students and scientists know about the world.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking,
scientific problem solving, and the contributions of scientists are used in making decisions. The
(A) identify and explain a problem in his/her own words and propose a task and solution for the
problem such as lack of water in a habitat;
(B) make predictions based on observable patterns; and
(C) identify what a scientist is and explore what different scientists do.
(A) collect, record, and compare information using tools, including computers, hand lenses, rulers,
primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing
devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes,
and rain gauges; and materials to support observations of habitats of organisms such as terrariums
and aquariums; and
(B) measure and compare organisms and objects using non-standard units that approximate metric
units.
2nd Grade Science

(5) Matter and energy. The student knows that matter has physical properties and those properties
determine how it is described, classified, changed, and used. The student is expected to:
(A) classify matter by physical properties, including shape, relative mass, relative temperature,
texture, flexibility, and whether material is a solid or liquid;
(B) compare changes in materials caused by heating and cooling;
(C) demonstrate that things can be done to materials to change their physical properties such as
cutting, folding, sanding, and melting; and
(D) combine materials that when put together can do things that they cannot do by themselves such
as building a tower or a bridge and justify the selection of those materials based on their physical
properties.
(6) Force, motion, and energy. The student knows that forces cause change and energy exists in
many forms. The student is expected to:
(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and
sound energy such as how the color of an object appears different in dimmer light or how heat
melts butter;
(B) observe and identify how magnets are used in everyday life;
(C) trace the changes in the position of an object over time such as a cup rolling on the floor and a
car rolling down a ramp; and
(D) compare patterns of movement of objects such as sliding, rolling, and spinning.
(7) Earth and space. The student knows that the natural world includes earth materials. The student
is expected to:
(A) observe and describe rocks by size, texture, and color;
(B) identify and compare the properties of natural sources of freshwater and saltwater; and
(C) distinguish between natural and manmade resources.
and among objects in the sky. The student is expected to:
(A) measure, record, and graph weather information, including temperature, wind conditions,
precipitation, and cloud coverage, in order to identify patterns in the data;
(B) identify the importance of weather and seasonal information to make choices in clothing,
activities, and transportation;
(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation,
as connected to weather conditions; and
(D) observe, describe, and record patterns of objects in the sky, including the appearance of the
Moon.
2nd Grade Science

(9) Organisms and environments. The student knows that living organisms have basic needs that
must be met for them to survive within their environment. The student is expected to:
(A) identify the basic needs of plants and animals;
(B) identify factors in the environment, including temperature and precipitation, that affect growth
and behavior such as migration, hibernation, and dormancy of living things; and
(C) compare and give examples of the ways living organisms depend on each other and on their
environments such as food chains within a garden, park, beach, lake, and wooded area.
expected to:
(A) observe, record, and compare how the physical characteristics and behaviors of animals help
them meet their basic needs such as fins help fish move and balance in the water;
(B) observe, record, and compare how the physical characteristics of plants help them meet their
basic needs such as stems carry water throughout the plant; and
(C) investigate and record some of the unique stages that insects undergo during their life cycle.
2nd Grade Social Studies

(1) History. The student understands the historical significance of landmarks and celebrations in the
community, state, and nation. The student is expected to:
(A) explain the significance of various community, state, and national celebrations such as Veterans
Day, Memorial Day, Independence Day, and Thanksgiving; and
(B) identify and explain the significance of various community, state, and national landmarks such as
monuments and government buildings.
(2) History. The student understands the concepts of time and chronology. The student is expected
to:
(A) describe the order of events by using designations of time periods such as historical and
present times;
(B) apply vocabulary related to chronology, including past, present, and future; and
(C) create and interpret timelines for events in the past and present.
(3) History. The student understands how various sources provide information about the past and
present. The student is expected to:
(A) identify several sources of information about a given period or event such as reference
materials, biographies, newspapers, and electronic sources; and
(B) describe various evidence of the same time period using primary sources such as photographs,
journals, and interviews.
(A) identify contributions of historical figures, including Thurgood Marshall, Irma Rangel, John
Hancock, and Theodore Roosevelt, who have influenced the community, state, and nation;
(B) identify historical figures such as Amelia Earhart, W. E. B. DuBois, Robert Fulton, and George
Washington Carver who have exhibited individualism and inventiveness; and
(C) explain how people and events have influenced local community history.
(5) Geography. The student uses simple geographic tools such as maps and globes. The student is
expected to:
(A) interpret information on maps and globes using basic map elements such as title, orientation
(north, south, east, west), and legend/map keys; and
(B) create maps to show places and routes within the home, school, and community.

(6) Geography. The student understands the locations and characteristics of places and regions in
(A) identify major landforms and bodies of water, including each of the continents and each of the
oceans, on maps and globes;
(B) locate places of significance, including the local community, Texas, the state capital, the U.S. capital,
major cities in Texas, the coast of Texas, Canada, Mexico, and the United States on maps and globes;
and
(C) examine information from various sources about places and regions.
(7) Geography. The student understands how physical characteristics of places and regions affect
people's activities and settlement patterns. The student is expected to:
(A) describe how weather patterns and seasonal patterns affect activities and settlement
patterns;
(B) describe how natural resources and natural hazards affect activities and settlement patterns;
(C) explain how people depend on the physical environment and natural resources to meet basic
needs; and
(D) identify the characteristics of different communities, including urban, suburban, and rural, and
how they affect activities and settlement patterns.
(8) Geography. The student understands how humans use and modify the physical environment. The
(A) identify ways in which people have modified the physical environment such as building roads,
clearing land for urban development and agricultural use, and drilling for oil;
(B) identify positive and negative consequences of human modification of the physical environment
such as the use of irrigation to improve crop yields; and
(C) identify ways people can conserve and replenish natural resources.
(9) Economics. The student understands the value of work. The student is expected to:
(A) explain how work provides income to purchase goods and services; and
(B) explain the choices people in the U.S. free enterprise system can make about earning, spending,
and saving money and where to live and work.

(10) Economics. The student understands the roles of producers and consumers in the production of
goods and services. The student is expected to:
(A) distinguish between producing and consuming;
(B) identify ways in which people are both producers and consumers; and
(C) examine the development of a product from a natural resource to a finished product.
(11) Government. The student understands the purpose of governments. The student is expected to:
(A) identify functions of governments such as establishing order, providing security, and managing
conflict;
(B) identify governmental services in the community such as police and fire protection, libraries,
schools, and parks and explain their value to the community; and
(C) describe how governments tax citizens to pay for services.
(12) Government. The student understands the role of public officials. The student is expected to:
(A) name current public officials, including mayor, governor, and president;
(B) compare the roles of public officials, including mayor, governor, and president;
(C) identify ways that public officials are selected, including election and appointment to office; and
(D) identify how citizens participate in their own governance through staying informed of what
public officials are doing, providing input to them, and volunteering to participate in government
functions.
historical figures and other individuals. The student is expected to:
(B) identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce
Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good
citizenship;
(C) identify other individuals who exemplify good citizenship; and
(D) identify ways to actively practice good citizenship, including involvement in community service.
(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American
beliefs and principles that contribute to our national identity. The student is expected to:
(A) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag;
(B) identify selected patriotic songs, including "The Star Spangled Banner" and "America the Beautiful";
(C) identify selected symbols such as state and national birds and flowers and patriotic symbols
such as the U.S. and Texas flags and Uncle Sam; and
(D) identify how selected customs, symbols, and celebrations reflect an American love of
individualism, inventiveness, and freedom.

(15) Culture. The student understands the significance of works of art in the local community. The
(A) identify selected stories, poems, statues, paintings, and other examples of the local cultural
heritage; and
(B) explain the significance of selected stories, poems, statues, paintings, and other examples of
the local cultural heritage.
(16) Culture. The student understands ethnic and/or cultural celebrations. The student is expected to:
(A) identify the significance of various ethnic and/or cultural celebrations; and
(B) compare ethnic and/or cultural celebrations.
(17) Science, technology, and society. The student understands how science and technology have
affected life, past and present. The student is expected to:
(A) describe how science and technology change communication, transportation, and recreation;
and
(B) explain how science and technology change the ways in which people meet basic needs.
(B) obtain information about a topic using a variety of valid visual sources such as pictures, maps,
electronic sources, literature, reference sources, and artifacts;
(C) use various parts of a source, including the table of contents, glossary, and index, as well as
keyword Internet searches to locate information;
(D) sequence and categorize information; and
(E) interpret oral, visual, and print material by identifying the main idea, predicting, and comparing and
contrasting.

(19) Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
(B) create written and visual material such as stories, poems, maps, and graphic organizers to
express ideas.
the effectiveness of that decision.
3rd Grade English

sounds, spelling patterns, and morphological analysis to decode written English. Students are
expected to:
(A) decode multisyllabic words in context and independent of context by applying common spelling
patterns including:
(i) dropping the final "e" and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable);
(ii) doubling final consonants when adding an ending (e.g., hop to hopping);
(iii) changing the final "y" to "i" (e.g., baby to babies);
(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly); and
(v) using knowledge of derivational affixes (e.g., -de, -ful, -able);
(B) use common syllabication patterns to decode words including:
(i) closed syllable (CVC) (e.g., mag-net, splen-did);
(ii) open syllable (CV) (e.g., ve-to);
(iii) final stable syllable (e.g., puz-zle, con-trac-tion);
(iv) r-controlled vowels (e.g., fer-ment, car-pool); and
(v) vowel digraphs and diphthongs (e.g., ei-ther);
(C) decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought);
(D) identify and read contractions (e.g., I'd, won't); and
(E) monitor accuracy in decoding.
(A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing clues) to make
and confirm predictions;
texts and support answers with evidence from text; and
3rd Grade English

(A) identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know
how they change the meaning of roots;
(B) use context to determine the relevant meaning of unfamiliar words or distinguish among multiple
meaning words and homographs;
(C) identify and use antonyms, synonyms, homographs, and homophones;
(D) identify and apply playful uses of language (e.g., tongue twisters, palindromes, riddles); and
(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine
the meanings, syllabication, and pronunciation of unknown words.
to:
(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and
(B) compare and contrast the settings in myths and traditional folktales.
support their understanding. Students are expected to describe the characteristics of various
forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous
poetry, free verse).
support their understanding. Students are expected to explain the elements of plot and character as
presented through dialogue in scripts that are read, viewed, written, or performed.
(8) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and provide evidence from text to support
(A) sequence and summarize the plot's main events and explain their influence on future events;
(B) describe the interaction of characters including their relationships and the changes they
undergo; and
(C) identify whether the narrator or speaker of a story is first or third person.
3rd Grade English

expected to explain the difference in point of view between a biography and autobiography.

to identify language that creates a graphic visual experience and appeals to the senses.
maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).

to identify the topic and locate the author's stated purposes in writing the text.
inferences and
draw conclusions about expository text and provide evidence from text to support their
understanding. Students are expected to:
(A) identify the details or facts that support the main idea;
(B) draw conclusions from the facts presented in text and support those assertions with textual
evidence;
(C) identify explicit cause and effect relationships among ideas in texts; and
(D) use text features (e.g., bold print, captions, key words, italics) to locate information and make and
verify predictions about contents of text.
(14) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text to support
their analysis. Students are expected to identify what the author is trying to persuade the reader
to think or do.
3rd Grade English

(15) Reading/Comprehension of Informational Text/Procedural Texts. Students understand
how to glean and use information in procedural texts and documents. Students are expected
to:
(A) follow and explain a set of written multi-step directions; and
(B) locate and use specific information in graphic features of text.
graphics, and sounds work together in various forms to impact meaning. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts.
(A) understand how communication changes when moving from one genre of media to
another;
(B) explain how various design techniques used in media influence the message (e.g., shape,
color, sound); and
(C) compare various written conventions used for digital media (e.g., language in an informal
e-mail vs. language in a web-based news article).
(17) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning
to an audience and generating ideas through a range of strategies (e.g., brainstorming,
graphic organizers, logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
(C) revise drafts for coherence, organization, use of simple and compound sentences, and
audience;
(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and
(E) publish written work for a specific audience.
(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings
about real or imagined people, events, and ideas. Students are expected to:
(A) write imaginative stories that build the plot to a climax and contain details about the
characters and setting; and
(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme,
meter, patterns of verse).
(19) Writing. Students write about their own experiences. Students are expected to write
about important personal experiences.
3rd Grade English

(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii) contain a concluding statement;
(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a
friend) and that use appropriate conventions (e.g., date, salutation, closing); and
(C) write responses to literary or expository texts that demonstrate an understanding of the text.
of a specific audience on specific issues. Students are expected to write persuasive essays for
appropriate audiences that establish a position and use supporting details.
(A) use and understand the function of the following parts of speech in the context of reading,
writing, and speaking:
(iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the);
(iv) adverbs (e.g., time: before, next; manner: carefully, beautifully);
(vi) possessive pronouns (e.g., his, hers, theirs);
(vii) coordinating conjunctions (e.g., and, or, but); and
(viii) time-order transition words and transitions that indicate a conclusion;
(B) use the complete subject and the complete predicate in a sentence; and
(C) use complete simple and compound sentences with correct subject-verb agreement.
3rd Grade English

expected to:
(A) write legibly in cursive script with spacing between words in a sentence;
(i) geographical names and places;
(ii) historical periods; and
(iii) official titles of people;
(C) recognize and use punctuation marks including:
(i) apostrophes in contractions and possessives; and
(ii) commas in series and dates; and
(D) use correct mechanics including paragraph indentations.
(A) use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell;
(B) spell words with more advanced orthographic patterns and rules:
(i) consonant doubling when adding an ending;
(ii) dropping final "e" when endings are added (e.g., -ing, -ed);
(iii) changing y to i before adding an ending;
(iv) double consonants in middle of words;
(v) complex consonants (e.g., scr-, -dge, -tch); and
(vi) abstract vowels (e.g., ou as in could, touch, through, bought);
(C) spell high-frequency and compound words from a commonly used list;
(D) spell words with common syllable constructions (e.g., closed, open, final stable syllable);
(E) spell single syllable homophones (e.g., bear/bare; week/weak; road/rode);
(F) spell complex contractions (e.g., should've, won't); and
(G) use print and electronic resources to find and check correct spellings.
(A) generate research topics from personal interests or by brainstorming with others, narrow to
one topic, and formulate open-ended questions about the major research topic; and
(B) generate a research plan for gathering relevant information (e.g., surveys, interviews,
encyclopedias) about the major research question.
3rd Grade English

(A) follow the research plan to collect information from multiple sources of information, both oral
and written, including:
(i) student-initiated surveys, on-site inspections, and interviews;
(ii) data from experts, reference texts, and online searches; and
(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;
(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print,
captions, key words, italics);
(C) take simple notes and sort evidence into provided categories or an organizer;
(D) identify the author, title, publisher, and publication year of sources; and
(E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid
and reliable sources.
synthesize collected information. Students are expected to improve the focus of research as a
result of consulting expert sources (e.g., reference librarians and local experts on the topic).
information according to the purpose of the research and their audience. Students are expected to
draw conclusions through a brief written explanation and create a works-cited page from notes,
including the author, title, publisher, and publication year for each source used.
(29) Listening and Speaking/Listening. Students use comprehension skills to listen attentively to
others in formal and informal settings. Students continue to apply earlier standards with greater
complexity. Students are expected to:
(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and
(B) follow, restate, and give oral instructions that involve a series of related sequences of action.
3rd Grade English

expected to speak coherently about the topic under discussion, employing eye contact, speaking
rate, volume, enunciation, and the conventions of language to communicate ideas effectively.
continue to apply earlier standards with greater complexity. Students are expected to participate in
teacher- and student-led discussions by posing and answering questions with appropriate detail and
by providing suggestions that build upon the ideas of others.
3rd Grade Math

to solve problems;
compare whole numbers and understand relationships related to place value. The student is
expected to:
(A) compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many
thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and
numbers, including expanded notation as appropriate;
(B) describe the mathematical relationships found in the base-10 place value system through the
hundred thousands place;
(C) represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000;
or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and
(D) compare and order whole numbers up to 100,000 and represent comparisons using the symbols
>, <, or =.
3rd Grade Math

explain fractional units. The student is expected to:
(A) represent fractions greater than zero and less than or equal to one with denominators of 2, 3,
4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;
(B) determine the corresponding fraction greater than zero and less than or equal to one with
denominators of 2, 3, 4, 6, and 8 given a specified point on a number line;
(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that
has been partitioned into b equal parts where b is a non-zero whole number;
(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or
equal to b as a sum of parts 1/b;
(E) solve problems involving partitioning an object or a set of objects among two or more recipients
using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects
and pictorial models, including number lines;
(G) explain that two fractions are equivalent if and only if they are both represented by the same
point on the number line or represent the same portion of a same size whole for an area model;
and
(H) compare two fractions having the same numerator or denominator in problems by reasoning
about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
3rd Grade Math

strategies and methods for whole number computations in order to solve problems with efficiency
and accuracy. The student is expected to:
(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000
using strategies based on place value, properties of operations, and the relationship between
addition and subtraction;
(B) round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and
subtraction problems;
(C) determine the value of a collection of coins and bills;
(D) determine the total number of objects when equally-sized groups of objects are combined or
arranged in arrays up to 10 by 10;
(E) represent multiplication facts by using a variety of approaches such as repeated addition, equalsized groups, arrays, area models, equal jumps on a number line, and skip counting;
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
(G) use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by
a one-digit number. Strategies may include mental math, partial products, and the commutative,
associative, and distributive properties;
(H) determine the number of objects in each group when a set of objects is partitioned into equal
shares or a set of objects is shared equally;
(I) determine if a number is even or odd using divisibility rules;
(J) determine a quotient using the relationship between multiplication and division; and
(K) solve one-step and two-step problems involving multiplication and division within 100 using
strategies based on objects; pictorial models, including arrays, area models, and equal groups;
properties of operations; or recall of facts.
(5) Algebraic reasoning. The student applies mathematical process standards to analyze and create
patterns and relationships. The student is expected to:
(A) represent one- and two-step problems involving addition and subtraction of whole numbers to
1,000 using pictorial models, number lines, and equations;
(B) represent and solve one- and two-step multiplication and division problems within 100 using
arrays, strip diagrams, and equations;
(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much
as 24;
(D) determine the unknown whole number in a multiplication or division equation relating three whole
numbers when the unknown is either a missing factor or product; and
(E) represent real-world relationships using number pairs in a table and verbal descriptions .
3rd Grade Math

attributes of two-dimensional geometric figures to develop generalizations about their properties.
(A) classify and sort two- and three-dimensional solids, including cones, cylinders,
spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric
language;
(B) use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as
examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these
subcategories;
(C) determine the area of rectangles with whole number side lengths in problems using multiplication
related to the number of rows times the number of unit squares in each row;
(D) decompose composite figures formed by rectangles into non-overlapping rectangles to
determine the area of the original figure using the additive property of area; and
(E) decompose two congruent two-dimensional figures into parts with equal areas and express the
area of each part as a unit fraction of the whole and recognize that equal shares of identical
wholes need not have the same shape.
(7) Geometry and measurement. The student applies mathematical process standards to select
appropriate units, strategies, and tools to solve problems involving customary and metric
measurement. The student is expected to:
(A) represent fractions of halves, fourths, and eighths as distances from zero on a number line;
(B) determine the perimeter of a polygon or a missing length when given perimeter and remaining
side lengths in problems;
(C) determine the solutions to problems involving addition and subtraction of time intervals in minutes
using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes;
(D) determine when it is appropriate to use measurements of liquid volume (capacity) or weight; and
(E) determine liquid volume (capacity) or weight using appropriate units and tools.
3rd Grade Math

(8) Data analysis. The student applies mathematical process standards to solve problems by
collecting, organizing, displaying, and interpreting data. The student is expected to:
(A) summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or
bar graph with scaled intervals; and
(B) solve one- and two-step problems using categorical data represented with a frequency table,
dot plot, pictograph, or bar graph with scaled intervals.
(A) explain the connection between human capital/labor and income;
(B) describe the relationship between the availability or scarcity of resources and how that impacts
cost;
(C) identify the costs and benefits of planned and unplanned spending decisions;
(D) explain that credit is used when wants or needs exceed the ability to pay and that it is the
borrower's responsibility to pay it back to the lender, usually with interest;
(E) list reasons to save and explain the benefit of a savings plan, including for college; and
(F) identify decisions involving income, spending, saving, credit, and charitable giving.
3rd Grade Science

following school and home safety procedures and environmentally appropriate practices. The
(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and
outdoor investigations, including observing a schoolyard habitat; and
(B) make informed choices in the use and conservation of natural resources by recycling or reusing
materials such as paper, aluminum cans, and plastics.
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during
laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking and answering questions, making
inferences, and selecting and using equipment or technology needed, to solve a specific problem in
the natural world;
(B) collect data by observing and measuring using the metric system and recognize differences
between observed and measured data;
(C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current
technology to organize, examine, and evaluate measured data;
(D) analyze and interpret patterns in data to construct reasonable explanations based on evidence
from investigations;
(E) demonstrate that repeated investigations may increase the reliability of results; and
(F) communicate valid conclusions supported by data in writing, by drawing pictures, and through
verbal discussion.
(3) Scientific investigation and reasoning. The student knows that information, critical thinking,
scientific problem solving, and the contributions of scientists are used in making decisions. The
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical
evidence, logical reasoning, and experimental and observational testing, including examining all sides
of scientific evidence of those scientific explanations, so as to encourage critical thinking by the
student;
(B) draw inferences and evaluate accuracy of product claims found in advertisements and labels
such as for toys and food;
(C) represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and
identify their limitations, including size, properties, and materials; and
(D) connect grade-level appropriate science concepts with the history of science, science careers,
and contributions of scientists.
3rd Grade Science

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including microscopes, cameras, computers,
hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated
cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets,
notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks
and stopwatches; and materials to support observation of habitats of organisms such as
terrariums and aquariums; and
(B) use safety equipment as appropriate, including safety goggles and gloves.
(5) Matter and energy. The student knows that matter has measurable physical properties and
those properties determine how matter is classified, changed, and used. The student is expected to:
(A) measure, test, and record physical properties of matter, including temperature, mass, magnetism,
and the ability to sink or float;
(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that
solids have a definite shape and that liquids and gases take the shape of their container;
(C) predict, observe, and record changes in the state of matter caused by heating or cooling; and
(D) explore and recognize that a mixture is created when two materials are combined such as
gravel and sand and metal and plastic paper clips.
(6) Force, motion, and energy. The student knows that forces cause change and that energy exists
in many forms. The student is expected to:
(A) explore different forms of energy, including mechanical, light, sound, and heat/thermal in
everyday life;
(B) demonstrate and observe how position and motion can be changed by pushing and pulling
objects to show work being done such as swings, balls, pulleys, and wagons; and
(C) observe forces such as magnetism and gravity acting on objects.
(7) Earth and space. The student knows that Earth consists of natural resources and its surface is
constantly changing. The student is expected to:
(A) explore and record how soils are formed by weathering of rock and the decomposition of plant
and animal remains;
(B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and
landslides;
(C) identify and compare different landforms, including mountains, hills, valleys, and plains; and
(D) explore the characteristics of natural resources that make them useful in products and
materials such as clothing and furniture and how resources may be conserved.
3rd Grade Science

(8) Earth and space. The student knows there are recognizable patterns in the natural world and
among objects in the sky. The student is expected to:
(A) observe, measure, record, and compare day-to-day weather changes in different locations at
the same time that include air temperature, wind direction, and precipitation;
(B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy
for the water cycle;
(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits
and positions; and
(D) identify the planets in Earth's solar system and their position in relation to the Sun.
(9) Organisms and environments. The student knows that organisms have characteristics that help
them survive and can describe patterns, cycles, systems, and relationships within the environments.
(A) observe and describe the physical characteristics of environments and how they support
populations and communities within an ecosystem;
(B) identify and describe the flow of energy in a food chain and predict how changes in a food
chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and
(C) describe environmental changes such as floods and droughts where some organisms thrive and
others perish or move to new locations.
(10) Organisms and environments. The student knows that organisms undergo similar life processes
and have structures that help them survive within their environments. The student is expected to:
(A) explore how structures and functions of plants and animals allow them to survive in a particular
environment;
(B) explore that some characteristics of organisms are inherited such as the number of limbs on an
animal or flower color and recognize that some behaviors are learned in response to living in a
certain environment such as animals using tools to get food; and
(C) investigate and compare how animals and plants undergo a series of orderly changes in their
diverse life cycles such as tomato plants, frogs, and lady bugs.
3rd Grade Social Studies

(1) History. The student understands how individuals, events, and ideas have influenced
the history of various communities. The student is expected to:
(A) describe how individuals, events, and ideas have changed communities, past and present;
(B) identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who
have helped to shape communities; and
(C) describe how individuals, including Daniel Boone, Christopher Columbus, the Founding Fathers, and
Juan de Oate, have contributed to the expansion of existing communities or to the creation of new
communities.
(2) History. The student understands common characteristics of communities, past and present. The
(A) identify reasons people have formed communities, including a need for security, religious
freedom, law, and material well-being;
(B) identify ways in which people in the local community and other communities meet their needs for
government, education, communication, transportation, and recreation; and
(C) compare ways in which various other communities meet their needs.
(3)
to:
(A)
(B)
(C)
History. The student understands the concepts of time and chronology. The student is expected
use vocabulary related to chronology, including past, present, and future times;
create and interpret timelines; and
apply the terms year, decade, and century to describe historical times.
(4) Geography. The student understands how humans adapt to variations in the physical environment.
(A) describe and explain variations in the physical environment, including climate, landforms, natural
resources, and natural hazards;
(B) identify and compare how people in different communities adapt to or modify the physical
environment in which they live such as deserts, mountains, wetlands, and plains;
(C) describe the effects of physical processes such as volcanoes, hurricanes, and earthquakes in
shaping the landscape;
(D) describe the effects of human processes such as building new homes, conservation, and
pollution in shaping the landscape; and
(E) identify and compare the human characteristics of various regions.

(5) Geography. The student understands the concepts of location, distance, and direction on maps
and globes. The student is expected to:
(A) use cardinal and intermediate directions to locate places on maps and globes such as the Rocky
Mountains, the Mississippi River, and Austin, Texas, in relation to the local community;
(B) use a scale to determine the distance between places on maps and globes;
(C) identify and use the compass rose, grid system, and symbols to locate places on maps and
globes; and
(D) create and interpret maps of places and regions that contain map elements, including a title,
compass rose, legend, scale, and grid system.
(6) Economics. The student understands the purposes of earning, spending, saving, and donating
money. The student is expected to:
(A) identify ways of earning, spending, saving, and donating money; and
(B) create a simple budget that allocates money for spending, saving, and donating.
(7) Economics. The student understands the concept of the free enterprise system. The student is
expected to:
(A) define and identify examples of scarcity;
(B) explain the impact of scarcity on the production, distribution, and consumption of goods and
services; and
(C) explain the concept of a free market as it relates to the U.S. free enterprise system.
(8) Economics. The student understands how businesses operate in the U.S. free enterprise system.
(A) identify examples of how a simple business operates;
(B) explain how supply and demand affect the price of a good or service;
(C) explain how the cost of production and selling price affect profits;
(D) explain how government regulations and taxes impact consumer costs; and
(E) identify individuals, past and present, including Henry Ford and other entrepreneurs in the
community such as Mary Kay Ash, Wallace Amos, Milton Hershey, and Sam Walton, who have started
new businesses.

(9) Government. The student understands the basic structure and functions of various levels of
government. The student is expected to:
(A) describe the basic structure of government in the local community, state, and nation;
(B) identify local, state, and national government officials and explain how they are chosen;
(C) identify services commonly provided by local, state, and national governments; and
(D) explain how local, state, and national government services are financed.
(10) Government. The student understands important ideas in historical documents at various levels of
government. The student is expected to:
(A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including
the Bill of Rights; and
(B) describe and explain the importance of the concept of "consent of the governed" as it relates
to the functions of local, state, and national government.
historical and contemporary figures. The student is expected to:
(B) identify historical figures such as Helen Keller and Clara Barton and contemporary figures such
as Ruby Bridges and military and first responders who exemplify good citizenship; and
(C) identify and explain the importance of individual acts of civic responsibility, including obeying laws,
serving the community, serving on a jury, and voting.
(12) Citizenship. The student understands the impact of individual and group decisions on communities
in a constitutional republic. The student is expected to:
(A) give examples of community changes that result from individual or group decisions;
(B) identify examples of actions individuals and groups can take to improve the community; and
(C) identify examples of nonprofit and/or civic organizations such as the Red Cross and explain
how they serve the common good.

(13) Culture. The student understands ethnic and/or cultural celebrations of the local community and
other communities. The student is expected to:
(A) explain the significance of various ethnic and/or cultural celebrations in the local community and
other communities; and
(B) compare ethnic and/or cultural celebrations in the local community with other communities.
(14) Culture. The student understands the role of heroes in shaping the culture of communities, the
state, and the nation. The student is expected to:
(A) identify and compare the heroic deeds of state and national heroes, including Hector P. Garcia
and James A. Lovell, and other individuals such as Harriet Tubman, Juliette Gordon Low, Todd Beamer,
Ellen Ochoa, John "Danny" Olivas, and other contemporary heroes; and
(B) identify and analyze the heroic deeds of individuals, including military and first responders such
as the Four Chaplains.
(15) Culture. The student understands the importance of writers and artists to the cultural heritage
of communities. The student is expected to:
(A) identify various individual writers and artists such as Kadir Nelson, Tomie dePaola, and Phillis
Wheatley and their stories, poems, statues, and paintings and other examples of cultural heritage
from various communities; and
(B) explain the significance of various individual writers and artists such as Carmen Lomas Garza,
Laura Ingalls Wilder, and Bill Martin Jr. and their stories, poems, statues, and paintings and other
examples of cultural heritage to various communities.
(16) Science, technology, and society. The student understands how individuals have created or
invented new technology and affected life in various communities, past and present. The student is
expected to:
(A) identify scientists and inventors, including Jonas Salk, Maria Mitchell, and others who have
discovered scientific breakthroughs or created or invented new technology such as Cyrus
McCormick, Bill Gates, and Louis Pasteur; and
(B) identify the impact of scientific breakthroughs and new technology in computers, pasteurization,
and medical vaccines on various communities.

(A) research information, including historical and current events, and geographic data, about the
community and world, using a variety of valid print, oral, visual, and Internet resources;
(B) sequence and categorize information;
(C) interpret oral, visual, and print material by identifying the main idea, distinguishing between fact
and opinion, identifying cause and effect, and comparing and contrasting;
(D) use various parts of a source, including the table of contents, glossary, and index as well as
keyword Internet searches, to locate information;
(E) interpret and create visuals, including graphs, charts, tables, timelines, illustrations, and maps; and
(F) use appropriate mathematical skills to interpret social studies information such as maps and
graphs.
expected to:
(A) express ideas orally based on knowledge and experiences;
(B) use technology to create written and visual material such as stories, poems, pictures, maps, and
graphic organizers to express ideas; and
(C) use standard grammar, spelling, sentence structure, and punctuation.
information, identify options, predict consequences, and take action to implement a decision.
4th Grade English

expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other
linguistic roots and affixes;
(B) use the context of the sentence (e.g., in-sentence example or definition) to determine the
meaning of unfamiliar words or multiple meaning words;
(C) complete analogies using knowledge of antonyms and synonyms (e.g., boy:girl as male:____ or
girl:woman as boy:_____);
(D) identify the meaning of common idioms; and
(E) use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of
unknown words.
to:
(A) summarize and explain the lesson or message of a work of fiction as its theme; and
(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional
and classical literature.
support their understanding. Students are expected to explain how the structural elements of poetry
(e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
support their understanding. Students are expected to describe the structural elements particular to
dramatic literature.
4th Grade English

(A) sequence and summarize the plot's main events and explain their influence on future events;
(B) describe the interaction of characters including their relationships and the changes they
undergo; and
(C) identify whether the narrator or speaker of a story is first or third person.
nonfiction and provide evidence from text to support their understanding. Students are expected to
identify similarities and differences between the events and characters' experiences in a fictional
work and the actual events and experiences described in an author's biography or autobiography.
to identify the author's use of similes and metaphors to produce imagery.
maintaining meaning and logical order (e.g., generate a reading log or journal; participate in book talks).
to explain the difference between a stated and an implied purpose for an expository text.
4th Grade English

(A) summarize the main idea and supporting details in text in ways that maintain meaning;
(B) distinguish fact from opinion in a text and explain how to verify what is a fact;
(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect,
sequence, or comparison; and
(D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview
of the contents of text and to locate information.
their analysis. Students are expected to explain how an author uses language to present
information to influence what the reader thinks or does.

(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe);
and
(B) explain factual information presented graphically (e.g., charts, diagrams, graphs, illustrations).
(A) explain the positive and negative impacts of advertisement techniques used in various genres
of media to impact consumer behavior;
(B) explain how various design techniques used in media influence the message (e.g., pacing, closeups, sound effects); and
(C) compare various written conventions used for digital media (e.g. language in an informal e-mail vs.
language in a web-based news article).
4th Grade English

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers,
logs, journals);
(B) develop drafts by categorizing ideas and organizing them into paragraphs;
(C) revise drafts for coherence, organization, use of simple and compound sentences, and
audience;
(D) edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for
a specific audience.
(A) write imaginative stories that build the plot to a climax and contain details about the characters
and setting; and
(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter,
patterns of verse).
(17) Writing. Students write about their own experiences. Students are expected to write about
important personal experiences.
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations; and
(iii) contain a concluding statement;
(B) write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a
friend) and that use appropriate conventions (e.g., date, salutation, closing); and
(C) write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
4th Grade English

appropriate audiences that establish a position and use supporting details.
(i) verbs (irregular verbs);
(iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative
and superlative forms (e.g., fast, faster, fastest);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;
(vi) reflexive pronouns (e.g., myself, ourselves);
(vii) correlative conjunctions (e.g., either/or, neither/nor); and
(viii) use time-order transition words and transitions that indicate a conclusion;
expected to:
(A) write legibly by selecting cursive script or manuscript printing as appropriate;
(i) historical events and documents;
(ii) titles of books, stories, and essays; and
(iii) languages, races, and nationalities; and
(C) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) quotation marks.
4th Grade English

(A) spell words with more advanced orthographic patterns and rules:
(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es);
(ii) irregular plurals (e.g., man/men, foot/feet, child/children);
(iii) double consonants in middle of words;
(iv) other ways to spell sh (e.g., -sion, -tion, -cian); and
(v) silent letters (e.g., knee, wring);
(B) spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre-);
(C) spell commonly used homophones (e.g., there, they're, their; two, too, to); and
(D) use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
(A) generate research topics from personal interests or by brainstorming with others, narrow to
one topic, and formulate open-ended questions about the major research topic; and
(B) generate a research plan for gathering relevant information (e.g., surveys, interviews,
encyclopedias) about the major research question.
(A) follow the research plan to collect information from multiple sources of information both oral
and written, including:
(i) student-initiated surveys, on-site inspections, and interviews;
(ii) data from experts, reference texts, and online searches; and
(iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate;
(B) use skimming and scanning techniques to identify data by looking at text features (e.g., bold print,
italics);
(C) take simple notes and sort evidence into provided categories or an organizer;
(D) identify the author, title, publisher, and publication year of sources; and
4th Grade English

synthesize collected information. Students are expected to improve the focus of research as a
result of consulting expert sources (e.g., reference librarians and local experts on the topic).
draw conclusions through a brief written explanation and create a works-cited page from notes,
including the author, title, publisher, and publication year for each source used.
(A) listen attentively to speakers, ask relevant questions, and make pertinent comments; and
(B) follow, restate, and give oral instructions that involve a series of related sequences of action.
expected to express an opinion supported by accurate information, employing eye contact, speaking
rate, volume, and enunciation, and the conventions of language to communicate ideas effectively.
teacher- and student-led discussions by posing and answering questions with appropriate detail and
by providing suggestions that build upon the ideas of others.
4th Grade Math

to solve problems;
(2) Number and operations. The student applies mathematical process standards to represent,
compare, and order whole numbers and decimals and understand relationships related to place
value. The student is expected to:
(A) interpret the value of each place-value position as 10 times the position to the right and as onetenth of the value of the place to its left;
(B) represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the
hundredths using expanded notation and numerals;
(C) compare and order whole numbers to 1,000,000,000 and represent comparisons using the
symbols >, <, or =;
(D) round whole numbers to a given place value through the hundred thousands place;
(E) represent decimals, including tenths and hundredths, using concrete and visual models and money;
(F) compare and order decimals using concrete and visual models to the hundredths;
(G) relate decimals to fractions that name tenths and hundredths; and
(H) determine the corresponding decimal to the tenths or hundredths place of a specified point on
a number line.
4th Grade Math

generate fractions to solve problems. The student is expected to:
(A) represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0,
including when a > b;
(B) decompose a fraction in more than one way into a sum of fractions with the same denominator
using concrete and pictorial models and recording results with symbolic representations;
(C) determine if two given fractions are equivalent using a variety of methods;
(D) compare two fractions with different numerators and different denominators and represent
the comparison using the symbols >, =, or <;
(E) represent and solve addition and subtraction of fractions with equal denominators using objects
and pictorial models that build to the number line and properties of operations;
(F) evaluate the reasonableness of sums and differences of fractions using benchmark fractions
0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and
(G) represent fractions and decimals to the tenths or hundredths as distances from zero on a
number line.
strategies and methods for whole number computations and decimal sums and differences in order
to solve problems with efficiency and accuracy. The student is expected to:
(A) add and subtract whole numbers and decimals to the hundredths place using the standard
algorithm;
(B) determine products of a number and 10 or 100 using properties of operations and place value
understandings;
(C) represent the product of 2 two-digit numbers using arrays, area models, or equations, including
perfect squares through 15 by 15;
(D) use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit
number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies
may include mental math, partial products, and the commutative, associative, and distributive
properties;
(E) represent the quotient of up to a four-digit whole number divided by a one-digit whole number
using arrays, area models, or equations;
(F) use strategies and algorithms, including the standard algorithm, to divide up to a four-digit
dividend by a one-digit divisor;
(G) round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving
whole numbers; and
(H) solve with fluency one- and two-step problems involving multiplication and division, including
interpreting remainders.
4th Grade Math

(5) Algebraic reasoning. The student applies mathematical process standards to develop concepts
of expressions and equations. The student is expected to:
(A) represent multi-step problems involving the four operations with whole numbers using strip
diagrams and equations with a letter standing for the unknown quantity;
(B) represent problems using an input-output table and numerical expressions to generate a number
pattern that follows a given rule representing the relationship of the values in the resulting
sequence and their position in the sequence;
(C) use models to determine the formulas for the perimeter of a rectangle ( l + w + l + w or 2l + 2w),
including the special form for perimeter of a square (4 s) and the area of a rectangle (l x w); and
(D) solve problems related to perimeter and area of rectangles where dimensions are whole
numbers.
geometric attributes in order to develop generalizations about their properties. The student is
expected to:
(A) identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;
(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;
(C) apply knowledge of right angles to identify acute, right, and obtuse triangles; and
(D) classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines or the presence or absence of angles of a specified size.
(7) Geometry and measurement. The student applies mathematical process standards to solve
problems involving angles less than or equal to 180 degrees. The student is expected to:
(A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the
angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers;
(B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree
and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure
of n degrees. Angle measures are limited to whole numbers;
(C) determine the approximate measures of angles in degrees to the nearest whole number using a
protractor;
(D) draw an angle with a given measure; and
(E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles
given one or both angle measures.
4th Grade Math

appropriate customary and metric units, strategies, and tools to solve problems involving
measurement. The student is expected to:
(A) identify relative sizes of measurement units within the customary and metric systems;
(B) convert measurements within the same measurement system, customary or metric, from a
smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures
represented in a table; and
(C) solve problems that deal with measurements of length, intervals of time, liquid volumes, mass,
and money using addition, subtraction, multiplication, or division as appropriate.
(A) represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers
and fractions; and
(B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a
frequency table, dot plot, or stem-and-leaf plot.
(A) distinguish between fixed and variable expenses;
(B) calculate profit in a given situation;
(C) compare the advantages and disadvantages of various savings options;
(D) describe how to allocate a weekly allowance among spending; saving, including for college; and
sharing; and
(E) describe the basic purpose of financial institutions, including keeping money safe, borrowing
money, and lending.
4th Grade Science

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations,
following home and school safety procedures and environmentally appropriate and ethical practices.
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety
Standards during classroom and outdoor investigations; and
(B) make informed choices in the use and conservation of natural resources and reusing and
recycling of materials such as paper, aluminum, glass, cans, and plastic.
(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during
laboratory and outdoor investigations. The student is expected to:
(A) plan and implement descriptive investigations, including asking well-defined questions, making
inferences, and selecting and using appropriate equipment or technology to answer his/her
questions;
(B) collect and record data by observing and measuring, using the metric system, and using
descriptive words and numerals such as labeled drawings, writing, and concept maps;
(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to
organize, examine, and evaluate data;
(D) analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured;
(E) perform repeated investigations to increase the reliability of results; and
(F) communicate valid, oral, and written results supported by data.
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected to:
student;
(B) draw inferences and evaluate accuracy of services and product claims found in advertisements
and labels such as for toys, food, and sunscreen;
(C) represent the natural world using models such as rivers, stream tables, or fossils and identify
their limitations, including accuracy and size; and
4th Grade Science

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials,
equipment, and models to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras,
computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances,
triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets,
collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to
support observation of habitats of organisms such as terrariums and aquariums; and
(B) use safety equipment as appropriate, including safety goggles and gloves.
(A) measure, compare, and contrast physical properties of matter, including size, mass, volume,
states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;
(B) predict the changes caused by heating and cooling such as ice becoming liquid water and
condensation forming on the outside of a glass of ice water; and
(C) compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water,
or sugar in water.
(6) Force, motion, and energy. The student knows that energy exists in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and
heat/thermal;
(B) differentiate between conductors and insulators;
(C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an
electromagnetic field; and
(D) design an experiment to test the effect of force on an object such as a push or a pull, gravity,
friction, or magnetism.
(7) Earth and space. The students know that Earth consists of useful resources and its surface is
constantly changing. The student is expected to:
(A) examine properties of soils, including color and texture, capacity to retain water, and ability to
support the growth of plants;
(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and
deposition from water, wind, and ice; and
(C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and
nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.
4th Grade Science

and among the Sun, Earth, and Moon system. The student is expected to:
(A) measure and record changes in weather and make predictions using weather maps, weather
symbols, and a map key;
(B) describe and illustrate the continuous movement of water above and on the surface of Earth
through the water cycle and explain the role of the Sun as a major source of energy in this
process; and
(C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides,
seasons, and the observable appearance of the Moon over time.
(9) Organisms and environments. The student knows and understands that living organisms within an
ecosystem interact with one another and with their environment. The student is expected to:
(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food,
while consumers are dependent on other organisms for food; and
(B) describe the flow of energy through food webs, beginning with the Sun, and predict how
changes in the ecosystem affect the food web such as a fire in a forest.
and have structures that help them survive within their environment. The student is expected to:
(A) explore how adaptations enable organisms to survive in their environment such as comparing
birds' beaks and leaves on plants;
(B) demonstrate that some likenesses between parents and offspring are inherited, passed from
generation to generation such as eye color in humans or shapes of leaves in plants. Other
likenesses are learned such as table manners or reading a book and seals balancing balls on their
noses; and
(C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles,
radishes, or lima beans.
.
4th Grade Social Studies

(1) History. The student understands the origins, similarities, and differences of American Indian
groups in Texas and North America before European exploration. The student is expected to:
(A) explain the possible origins of American Indian groups in Texas and North America;
(B) identify American Indian groups in Texas and North America before European exploration such
as the Lipan Apache, Karankawa, Caddo, and Jumano;
(C) describe the regions in which American Indians lived and identify American Indian groups
remaining in Texas such as the Ysleta Del Sur Pueblo, Alabama-Coushatta, and Kickapoo; and
(D) compare the ways of life of American Indian groups in Texas and North America before
European exploration.
(2) History. The student understands the causes and effects of European exploration and
colonization of Texas and North America. The student is expected to:
(A) summarize motivations for European exploration and settlement of Texas, including economic
opportunity, competition, and the desire for expansion;
(B) identify the accomplishments and explain the impact of significant explorers, including Cabeza de
Vaca; Francisco Coronado; and Ren Robert Cavelier, Sieur de la Salle, on the settlement of Texas;
(C) explain when, where, and why the Spanish established settlements and Catholic missions in
Texas as well as important individuals such as Jos de Escandn;
(D) identify Texas' role in the Mexican War of Independence and the war's impact on the
development of Texas; and
(E) identify the accomplishments and explain the economic motivations and impact of significant
empresarios, including Stephen F. Austin and Martn de Len, on the settlement of Texas.
(3) History. The student understands the importance of the Texas Revolution, the Republic of Texas,
and the annexation of Texas to the United States. The student is expected to:
(A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of
the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San
Jacinto;
(B) summarize the significant contributions of individuals such as Texians William B. Travis, James
Bowie, David Crockett, George Childress, and Sidney Sherman; Tejanos Juan Antonio Padilla, Carlos
Espalier, Juan N. Segun, Plcido Benavides, and Jos Francisco Ruiz; Mexicans Antonio Lpez de Santa
Anna and Vicente Filisola; and non-combatants Susanna Dickinson and Enrique Esparza;
(C) identify leaders important to the founding of Texas as a republic and state, including Jos
Antonio Navarro, Sam Houston, Mirabeau Lamar, and Anson Jones;
(D) describe the successes, problems, and organizations of the Republic of Texas such as the
establishment of a constitution, economic struggles, relations with American Indians, and the Texas
Rangers; and
(E) explain the events that led to the annexation of Texas to the United States, including the impact
of the U.S.-Mexican War.
.

(4) History. The student understands the political, economic, and social changes in Texas during the
last half of the 19th century. The student is expected to:
(A) describe the impact of the Civil War and Reconstruction on Texas;
(B) explain the growth, development, and impact of the cattle industry, including contributions made
by Charles Goodnight, Richard King, and Lizzie Johnson;
(C) identify the impact of railroads on life in Texas, including changes to cities and major industries;
and
(D) examine the effects upon American Indian life resulting from changes in Texas, including the
Red River War, building of U.S. forts and railroads, and loss of buffalo.
(5) History. The student understands important issues, events, and individuals of the 20th century in
Texas. The student is expected to:
(A) identify the impact of various issues and events on life in Texas such as urbanization, increased
use of oil and gas, the Great Depression, the Dust Bowl, and World War II;
(B) explain the development and impact of the oil and gas industry upon industrialization and
urbanization in Texas, including important places and people such as Spindletop and Pattillo Higgins;
and
(C) identify the accomplishments of notable individuals such as John Tower, Scott Joplin, Audie
Murphy, Cleto Rodrguez, Stanley Marcus, Bessie Coleman, Raul A. Gonzalez Jr., and other local notable
individuals.
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student
is expected to:
(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to
construct and interpret maps; and
(B) translate geographic data, population distribution, and natural resources into a variety of
formats such as graphs and maps.
(7) Geography. The student understands the concept of regions. The student is expected to:
(A) describe a variety of regions in Texas and the United States such as political, population, and
economic regions that result from patterns of human activity;
(B) identify, locate, and compare the geographic regions of Texas (Mountains and Basins, Great
Plains, North Central Plains, Coastal Plains), including their landforms, climate, and vegetation; and
(C) compare the geographic regions of Texas (Mountains and Basins, Great Plains, North Central
Plains, Coastal Plains) with regions of the United States and other parts of the world.

(8) Geography. The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected to:
(A) identify and explain clusters and patterns of settlement in Texas at different time periods such
as prior to the Texas Revolution, after the building of the railroads, and following World War II;
(B) describe and explain the location and distribution of various towns and cities in Texas, past and
present; and
(C) explain the geographic factors such as landforms and climate that influence patterns of
settlement and the distribution of population in Texas, past and present.
(9) Geography. The student understands how people adapt to and modify their environment. The
student is
expected to:
(A) describe ways people have adapted to and modified their environment in Texas, past and
present, such as timber clearing, agricultural production, wetlands drainage, energy production, and
construction of dams;
(B) identify reasons why people have adapted to and modified their environment in Texas, past and
present, such as the use of natural resources to meet basic needs, facilitate transportation, and
enhance recreational activities; and
(C) compare the positive and negative consequences of human modification of the environment in
Texas, past and present, both governmental and private, such as economic development and the
impact on habitats and wildlife as well as air and water quality.
(10) Economics. The student understands the basic economic activities of early societies in Texas and
North America. The student is expected to:
(A) explain the economic activities various early American Indian groups in Texas and North
America used to meet their needs and wants such as farming, trading, and hunting; and
(B) explain the economic activities early immigrants to Texas used to meet their needs and wants.
(11) Economics. The student understands the characteristics and benefits of the free enterprise
system in Texas. The student is expected to:
(A) describe the development of the free enterprise system in Texas;
(B) describe how the free enterprise system works, including supply and demand; and
(C) give examples of the benefits of the free enterprise system such as choice and opportunity.

(12) Economics. The student understands patterns of work and economic activities in Texas. The
(A) explain how people in different regions of Texas earn their living, past and present, through a
subsistence economy and providing goods and services;
(B) explain how geographic factors such as climate, transportation, and natural resources have
influenced the location of economic activities in Texas;
(C) analyze the effects of exploration, immigration, migration, and limited resources on the
economic development and growth of Texas;
(D) describe the impact of mass production, specialization, and division of labor on the economic
growth of Texas;
(E) explain how developments in transportation and communication have influenced economic
activities in Texas; and
(F) explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of Texas.
(13) Economics. The student understands how Texas, the United States, and other parts of the world
are economically interdependent. The student is expected to:
(A) identify ways in which technological changes in areas such as transportation and communication
have resulted in increased interdependence among Texas, the United States, and the world;
(B) identify oil and gas, agricultural, and technological products of Texas that are purchased to meet
needs in the United States and around the world; and
(C) explain how Texans meet some of their needs through the purchase of products from the
United States and the rest of the world.
(14) Government. The student understands how people organized governments in different ways
during the early development of Texas. The student is expected to:
(A) compare how various American Indian groups such as the Caddo and the Comanche governed
themselves; and
(B) identify and compare characteristics of the Spanish colonial government and the early Mexican
governments and their influence on inhabitants of Texas.

(15) Government. The student understands important ideas in historical documents of Texas and the
United States. The student is expected to:
(A) identify the purposes and explain the importance of the Texas Declaration of Independence,
the Texas Constitution, and other documents such as the Meusebach-Comanche Treaty;
(B) identify and explain the basic functions of the three branches of government according to the
Texas Constitution; and
(C) identify the intent, meaning, and importance of the Declaration of Independence, the U.S.
Constitution, and the Bill of Rights (Celebrate Freedom Week).
(16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The
(A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags
that flew over Texas, the San Jacinto Monument, the Alamo, and various missions;
(B) sing or recite "Texas, Our Texas";
(C) recite and explain the meaning of the Pledge to the Texas Flag; and
(D) describe the origins and significance of state celebrations such as Texas Independence Day
and Juneteenth.
(17) Citizenship. The student understands the importance of active individual participation in the
democratic process. The student is expected to:
(A) identify important individuals who have participated voluntarily in civic affairs at state and local
levels such as Adina de Zavala and Clara Driscoll;
(B) explain how individuals can participate voluntarily in civic affairs at state and local levels through
activities such as holding public officials to their word, writing letters, and participating in historic
preservation and service projects;
(C) explain the duty of the individual in state and local elections such as being informed and voting;
(D) identify the importance of historical figures and important individuals who modeled active
participation in the democratic process such as Sam Houston, Barbara Jordan, Lorenzo de Zavala,
Ann Richards, Sam Rayburn, Henry B. Gonzlez, James A. Baker III, Wallace Jefferson, and other
local individuals; and
(E) explain how to contact elected and appointed leaders in state and local governments.
(18) Citizenship. The student understands the importance of effective leadership in a constitutional
republic. The student is expected to:
(A) identify leaders in state, local, and national governments, including the governor, local members of
the Texas Legislature, the local mayor, U.S. senators, local U.S. representatives, and Texans who have
been president of the United States; and
(B) identify leadership qualities of state and local leaders, past and present.

(19) Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to Texas. The student is expected to:
(A) identify the similarities and differences among various racial, ethnic, and religious groups in
Texas;
(B) identify customs, celebrations, and traditions of various cultural, regional, and local groups in
Texas such as Cinco de Mayo, Oktoberfest, the Strawberry Festival, and Fiesta San Antonio; and
(C) summarize the contributions of people of various racial, ethnic, and religious groups in the
development of Texas such as Lydia Mendoza, Chelo Silva, and Julius Lorenzo Cobb Bledsoe.
(20) Science, technology, and society. The student understands the impact of science and
technology on life in Texas. The student is expected to:
(A) identify famous inventors and scientists such as Gail Borden, Joseph Glidden, Michael DeBakey,
and Millie Hughes-Fulford and their contributions;
(B) describe how scientific discoveries and innovations such as in aerospace, agriculture, energy,
and technology have benefited individuals, businesses, and society in Texas; and
(C) predict how future scientific discoveries and technological innovations might affect life in Texas.
(A) differentiate between, locate, and use valid primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire
information about the United States and Texas;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps;
(D) identify different points of view about an issue, topic, historical event, or current event; and
(E) use appropriate mathematical skills to interpret social studies information such as maps and
graphs.

expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines,
and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
5th Grade English

expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other
linguistic roots and affixes;
(B) use context (e.g., in-sentence restatement) to determine or clarify the meaning of unfamiliar or
multiple meaning words;
(C) produce analogies with known antonyms and synonyms;
(D) identify and explain the meaning of common idioms, adages, and other sayings; and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings,
syllabication, pronunciations, alternate word choices, and parts of speech of words.
to:
(A) compare and contrast the themes or moral lessons of several works of fiction from various
cultures;
(B) describe the phenomena explained in origin myths from various cultures; and
(C) explain the effect of a historical event or movement on the theme of a work of literature.
support their understanding. Students are expected to analyze how poets use sound effects (e.g.,
alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
support their understanding. Students are expected to analyze the similarities and differences
between an original text and its dramatic adaptation.
5th Grade English

(A) describe incidents that advance the story or novel, explaining how each incident gives rise to or
foreshadows future events;
(B) explain the roles and functions of characters in various plots, including their relationships and
conflicts; and
(C) explain different forms of third-person points of view in stories.
nonfiction and provide evidence from text to support their understanding. Students are expected to
identify the literary language and devices used in biographies and autobiographies, including how
authors present major events in a person's life.

to evaluate the impact of sensory details, imagery, and figurative language in literary text.
independently for a sustained period of time and summarize or paraphrase what the reading was
about, maintaining meaning and logical order (e.g., generate a reading log or journal; participate in
book talks).
to draw conclusions from the information presented by an author and evaluate how well the
author's purpose was achieved.
5th Grade English

(A) summarize the main ideas and supporting details in a text in ways that maintain meaning and
logical order;
(B) determine the facts in text and verify them through established methods;
(C) analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast,
sequential order, logical order, classification schemes) influences the relationships among the ideas;
(D) use multiple text features and graphics to gain an overview of the contents of text and to
locate information; and
(E) synthesize and make logical connections between ideas within a text and across two or three
texts representing similar or different genres.
their analysis. Students are expected to:
(A) identify the author's viewpoint or position and explain the basic relationships among ideas (e.g.,
parallelism, comparison, causality) in the argument; and
(B) recognize exaggerated, contradictory, or misleading statements in text.
(A) interpret details from procedural text to complete a task, solve a problem, or perform
procedures; and
(B) interpret factual or quantitative information presented in maps, charts, illustrations, graphs,
timelines, tables, and diagrams.
(A) explain how messages conveyed in various forms of media are presented differently (e.g.,
documentaries, online information, televised news);
(B) consider the difference in techniques used in media (e.g., commercials, documentaries, news);
(C) identify the point of view of media presentations; and
(D) analyze various digital media venues for levels of formality and informality.
5th Grade English

(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an
audience, determining appropriate topics through a range of strategies (e.g., discussion, background
reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events,
cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent
piece of writing;
(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and
improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text
after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for
appropriate audiences.
(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of view;
(ii) a specific, believable setting created through the use of sensory details; and
(iii) dialogue that develops the story; and
(B) write poems using:
(i) poetic techniques (e.g., alliteration, onomatopoeia);
(ii) figurative language (e.g., similes, metaphors); and
(iii) graphic elements (e.g., capital letters, line length).
(17) Writing. Students write about their own experiences. Students are expected to write a personal
narrative that conveys thoughts and feelings about an experience.
5th Grade English

(A) create multi-paragraph essays to convey information about the topic that:
(i) present effective introductions and concluding paragraphs;
(ii) guide and inform the reader's understanding of key ideas and evidence;
(iii) include specific facts, details, and examples in an appropriately organized structure; and
(iv) use a variety of sentence structures and transitions to link paragraphs;
(B) write formal and informal letters that convey ideas, include important information, demonstrate a
sense of closure, and use appropriate conventions (e.g., date, salutation, closing); and
(C) write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
appropriate audiences that establish a position and include sound reasoning, detailed and relevant
evidence, and consideration of alternatives.
(i) verbs (irregular verbs and active voice);
(ii) collective nouns (e.g., class, public);
(iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and their
comparative and superlative forms (e.g., good, better, best);
(iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot);
(v) prepositions and prepositional phrases to convey location, time, direction, or to provide details;
(vi) indefinite pronouns (e.g., all, both, nothing, anything);
(vii) subordinating conjunctions (e.g., while, because, although, if); and
(viii) transitional words (e.g., also, therefore);
5th Grade English

expected to:
(A) use capitalization for:
(i) abbreviations;
(ii) initials and acronyms; and
(iii) organizations;
(B) recognize and use punctuation marks including:
(i) commas in compound sentences; and
(ii) proper punctuation and spacing for quotations; and
(C) use proper mechanics including italics and underlining for titles and emphasis.
(A) spell words with more advanced orthographic patterns and rules:
(i) consonant changes (e.g.,/t/ to/sh/ in select, selection;/k/ to/sh/ in music, musician);
(ii) vowel changes (e.g., long to short in crime, criminal; long to schwa in define, definition; short to
schwa in legality, legal); and
(iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; condemn, condemnation);
(B) spell words with:
(i) Greek Roots (e.g., tele, photo, graph, meter);
(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict);
(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist); and
(iv) Latin derived suffixes (e.g., -able, -ible; -ance, -ence);
(C) differentiate between commonly confused terms (e.g., its, it's; affect, effect);
(D) use spelling patterns and rules and print and electronic resources to determine and check
correct spellings; and
(E) know how to use the spell-check function in word processing while understanding its limitations.
5th Grade English

(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to
address the major research topic; and
(B) generate a research plan for gathering relevant information about the major research question.
(A) follow the research plan to collect data from a range of print and electronic resources (e.g.,
reference texts, periodicals, web pages, online sources) and data from experts;
(B) differentiate between primary and secondary sources;
(C) record data, utilizing available technology (e.g., word processors) in order to see the
relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into
written notes;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information
concerning those sources according to a standard format; and
synthesize collected information. Students are expected to:
(A) refine the major research question, if necessary, guided by the answers to a secondary set of
questions; and
(B) evaluate the relevance, validity, and reliability of sources for the research.
synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
(C) presents the findings in a consistent format; and
(D) uses quotations to support ideas and an appropriate form of documentation to acknowledge
sources (e.g., bibliography, works cited).
5th Grade English

(A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to
clarify the speaker's purpose or perspective;
(B) follow, restate, and give oral instructions that include multiple action steps; and
(C) determine both main and supporting ideas in the speaker's message.
expected to give organized presentations employing eye contact, speaking rate, volume, enunciation,
natural gestures, and conventions of language to communicate ideas effectively.
student-led discussions by eliciting and considering suggestions from other group members and by
identifying points of agreement and disagreement.
5th Grade Math

to solve problems;
(2) Number and operations. The student applies mathematical process standards to represent,
compare, and order positive rational numbers and understand relationships as related to place value.
(A) represent the value of the digit in decimals through the thousandths using expanded notation
and numerals;
(B) compare and order two decimals to thousandths and represent comparisons using the symbols
>, <, or =; and
(C) round decimals to tenths or hundredths.
5th Grade Math

strategies and methods for positive rational number computations in order to solve problems with
efficiency and accuracy. The student is expected to:
(A) estimate to determine solutions to mathematical and real-world problems involving addition,
subtraction, multiplication, or division;
(B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm;
(C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using
strategies and the standard algorithm;
(D) represent multiplication of decimals with products to the hundredths using objects and pictorial
models, including area models;
(E) solve for products of decimals to the hundredths, including situations involving money, using
strategies based on place-value understandings, properties of operations, and the relationship to
the multiplication of whole numbers;
(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole
number divisors, using objects and pictorial models, including area models;
(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole
number divisors, using strategies and algorithms, including the standard algorithm;
(H) represent and solve addition and subtraction of fractions with unequal denominators referring
to the same whole using objects and pictorial models and properties of operations;
(I) represent and solve multiplication of a whole number and a fraction that refers to the same
whole using objects and pictorial models, including area models;
(J) represent division of a unit fraction by a whole number and the division of a whole number by a
unit fraction such as 1/3 7 and 7 1/3 using objects and pictorial models, including area models;
(K) add and subtract positive rational numbers fluently; and
(L) divide whole numbers by unit fractions and unit fractions by whole numbers.
5th Grade Math

(4) Algebraic reasoning. The student applies mathematical process standards to develop concepts
of expressions and equations. The student is expected to:
(A) identify prime and composite numbers;
(B) represent and solve multi-step problems involving the four operations with whole numbers using
equations with a letter standing for the unknown quantity;
(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph;
(D) recognize the difference between additive and multiplicative numerical patterns given in a table
or graph;
(E) describe the meaning of parentheses and brackets in a numeric expression;
(F) simplify numerical expressions that do not involve exponents, including up to two levels of
grouping;
(G) use concrete objects and pictorial models to develop the formulas for the volume of a
rectangular prism, including the special form for a cube ( V = l x w x h, V = s x s x s, and V = Bh); and
(H) represent and solve problems related to perimeter and/or area and related to volume.
(5) Geometry and measurement. The student applies mathematical process standards to classify
two-dimensional figures by attributes and properties. The student is expected to classify twodimensional figures in a hierarchy of sets and subsets using graphic organizers based on their
attributes and properties.
(6) Geometry and measurement. The student applies mathematical process standards to understand,
recognize, and quantify volume. The student is expected to:
(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and
the volume of a three-dimensional figure as the number of unit cubes ( n cubic units) needed to fill it
with no gaps or overlaps if possible; and
(B) determine the volume of a rectangular prism with whole number side lengths in problems related
to the number of layers times the number of unit cubes in the area of the base.
appropriate units, strategies, and tools to solve problems involving measurement. The student is
expected to solve problems by calculating conversions within a measurement system, customary or
metric.
5th Grade Math

(8) Geometry and measurement. The student applies mathematical process standards to identify
locations on a coordinate plane. The student is expected to:
(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes)
where the intersection (origin) of the two lines coincides with zero on each number line and the
given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to
the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel
to the y-axis starting at the origin;
(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the
coordinate plane; and
(C) graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from
mathematical and real-world problems, including those generated by number patterns or found in an
input-output table.
(A) represent categorical data with bar graphs or frequency tables and numerical data, including
data sets of measurements in fractions or decimals, with dot plots or stem-and-leaf plots;
(B) represent discrete paired data on a scatterplot; and
(C) solve one- and two-step problems using data from a frequency table, dot plot, bar graph, stemand-leaf plot, or scatterplot.
(A) define income tax, payroll tax, sales tax, and property tax;
(B) explain the difference between gross income and net income;
(C) identify the advantages and disadvantages of different methods of payment, including check,
credit card, debit card, and electronic payments;
(D) develop a system for keeping and using financial records;
(E) describe actions that might be taken to balance a budget when expenses exceed income; and
(F) balance a simple budget.
5th Grade Science

following home and school safety procedures and environmentally appropriate and ethical practices.
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety
Standards during classroom and outdoor investigations; and
(B) make informed choices in the conservation, disposal, and recycling of materials.
(2) Scientific investigation and reasoning. The student uses scientific methods during laboratory and
outdoor investigations. The student is expected to:
(A) describe, plan, and implement simple experimental investigations testing one variable;
(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate
equipment and technology;
(C) collect information by detailed observations and accurate measuring;
(D) analyze and interpret information to construct reasonable explanations from direct (observable)
and indirect (inferred) evidence;
(E) demonstrate that repeated investigations may increase the reliability of results;
(F) communicate valid conclusions in both written and verbal forms; and
(G) construct appropriate simple graphs, tables, maps, and charts using technology, including
computers, to organize, examine, and evaluate information.
(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected to:
student;
(B) evaluate the accuracy of the information related to promotional materials for products and
services such as nutritional labels;
(C) draw or develop a model that represents how something works or looks that cannot be seen
such as how a soda dispensing machine works; and
5th Grade Science

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and
methods to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras,
computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple
beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets,
collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to
support observations of habitats or organisms such as terrariums and aquariums; and
(B) use safety equipment, including safety goggles and gloves.
(A) classify matter based on physical properties, including mass, magnetism, physical state (solid,
liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or
insulate thermal energy or electric energy;
(B) identify the boiling and freezing/melting points of water on the Celsius scale;
(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron
filings and sand; and
(D) identify changes that can occur in the physical properties of the ingredients of solutions such
as dissolving salt in water or adding lemon juice to water.
(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be
observed in cycles, patterns, and systems. The student is expected to:
(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;
(B) demonstrate that the flow of electricity in circuits requires a complete path through which an
electric current can pass and can produce light, heat, and sound;
(C) demonstrate that light travels in a straight line until it strikes an object or travels through one
medium to another and demonstrate that light can be reflected such as the use of mirrors or other
shiny surfaces and refracted such as the appearance of an object when observed through water;
and
(D) design an experiment that tests the effect of force on an object.
(7) Earth and space. The student knows Earth's surface is constantly changing and consists of
useful resources. The student is expected to:
(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;
(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to
Earth's surface by wind, water, and ice;
(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels;
and
(D) identify fossils as evidence of past living organisms and the nature of the environments at the
time using models.
5th Grade Science

and among the Sun, Earth, and Moon system. The student is expected to:
(A) differentiate between weather and climate;
(B) explain how the Sun and the ocean interact in the water cycle;
(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the
day/night cycle and the apparent movement of the Sun across the sky; and
(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.
(9) Organisms and environments. The student knows that there are relationships, systems, and
cycles within environments. The student is expected to:
(A) observe the way organisms live and survive in their ecosystem by interacting with the living and
non-living elements;
(B) describe how the flow of energy derived from the Sun, used by producers to create their own
food, is transferred through a food chain and food web to consumers and decomposers;
(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such
as the overpopulation of grazers or the building of highways; and
(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and
animals.
and have structures that help them survive within their environments. The student is expected to:
(A) compare the structures and functions of different species that help them live and survive such
as hooves on prairie animals or webbed feet in aquatic animals;
(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape
of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
(C) describe the differences between complete and incomplete metamorphosis of insects.

(1) History. The student understands the causes and effects of European colonization in the United
States beginning in 1565, the founding of St. Augustine. The student is expected to:
(A) explain when, where, and why groups of people explored, colonized, and settled in the United
States, including the search for religious freedom and economic gain; and
(B) describe the accomplishments of significant individuals during the colonial period, including William
Bradford, Anne Hutchinson, William Penn, John Smith, John Wise, and Roger Williams.
(2) History. The student understands how conflict between the American colonies and Great Britain
led to American independence. The student is expected to:
(A) identify and analyze the causes and effects of events prior to and during the American
Revolution, including the French and Indian War and the Boston Tea Party;
(B) identify the Founding Fathers and Patriot heroes, including John Adams, Samuel Adams, Benjamin
Franklin, Nathan Hale, Thomas Jefferson, the Sons of Liberty, and George Washington, and their
motivations and contributions during the revolutionary period; and
(C) summarize the results of the American Revolution, including the establishment of the United
States and the development of the U.S. military.
(3) History. The student understands the events that led from the Articles of Confederation to the
creation of the U.S. Constitution and the government it established. The student is expected to:
(A) identify the issues that led to the creation of the U.S. Constitution, including the weaknesses of
the Articles of Confederation; and
(B) identify the contributions of individuals, including James Madison, and others such as George
Mason, Charles Pinckney, and Roger Sherman who helped create the U.S. Constitution.
(4) History. The student understands political, economic, and social changes that occurred in the
United States during the 19th century. The student is expected to:
(A) describe the causes and effects of the War of 1812;
(B) identify and explain how changes resulting from the Industrial Revolution led to conflict among
sections of the United States;
(C) identify reasons people moved west;
(D) identify significant events and concepts associated with U.S. territorial expansion, including the
Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;
(E) identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the
effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S.
Constitution;
(F) explain how industry and the mechanization of agriculture changed the American way of life;
and
(G) identify the challenges, opportunities, and contributions of people from various American Indian
and immigrant groups.

(5) History. The student understands important issues, events, and individuals in the United States
during the 20th and 21st centuries. The student is expected to:
(A) analyze various issues and events of the 20th century such as industrialization, urbanization,
increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and
military actions;
(B) analyze various issues and events of the 21st century such as the War on Terror and the 2008
presidential election; and
(C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony,
Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald
Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made
contributions to society in the areas of civil rights, women's rights, military actions, and politics.
(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student
is expected to:
(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to
construct and interpret maps; and
(B) translate geographic data into a variety of formats such as raw data to graphs and maps.
(7) Geography. The student understands the concept of regions in the United States. The student is
expected to:
(A) describe a variety of regions in the United States such as political, population, and economic
regions that result from patterns of human activity;
(B) describe a variety of regions in the United States such as landform, climate, and vegetation
regions that result from physical characteristics such as the Great Plains, Rocky Mountains, and
Coastal Plains;
(C) locate on a map important political features such as the ten largest urban areas in the United
States, the 50 states and their capitals, and regions such as the Northeast, the Midwest, and the
Southwest; and
(D) locate on a map important physical features such as the Rocky Mountains, Mississippi River, and
Great Plains.
(8) Geography. The student understands the location and patterns of settlement and the
geographic factors that influence where people live. The student is expected to:
(A) identify and describe the types of settlement and patterns of land use in the United States;
(B) explain the geographic factors that influence patterns of settlement and the distribution of
population in the United States, past and present; and
(C) analyze the reasons for the location of cities in the United States, including capital cities, and
explain their distribution, past and present.

(9) Geography. The student understands how people adapt to and modify their environment. The
(A) describe how and why people have adapted to and modified their environment in the United
States, past and present, such as the use of human resources to meet basic needs; and
(B) analyze the positive and negative consequences of human modification of the environment in
the United States, past and present.
(10) Economics. The student understands the basic economic patterns of early societies in the United
States. The student is expected to:
(A) explain the economic patterns of early European colonists; and
(B) identify major industries of colonial America.
(11) Economics. The student understands the development, characteristics, and benefits of the free
enterprise system in the United States. The student is expected to:
(A) describe the development of the free enterprise system in colonial America and the United
States;
(B) describe how the free enterprise system works in the United States; and
(C) give examples of the benefits of the free enterprise system in the United States.
(12) Economics. The student understands the impact of supply and demand on consumers and
producers in a free enterprise system. The student is expected to:
(A) explain how supply and demand affects consumers in the United States; and
(B) evaluate the effects of supply and demand on business, industry, and agriculture, including the
plantation system, in the United States.
(13) Economics. The student understands patterns of work and economic activities in the United
States. The student is expected to:
(A) compare how people in different parts of the United States earn a living, past and present;
(B) identify and explain how geographic factors have influenced the location of economic activities
in the United States;
(C) analyze the effects of immigration, migration, and limited resources on the economic
development and growth of the United States;
(D) describe the impact of mass production, specialization, and division of labor on the economic
growth of the United States; and
(E) explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of the United States.

(14) Government. The student understands the organization of governments in colonial America. The
(A) identify and compare the systems of government of early European colonists, including
representative government and monarchy; and
(B) identify examples of representative government in the American colonies, including the
Mayflower Compact and the Virginia House of Burgesses.
(15) Government. The student understands important ideas in the Declaration of Independence, the
U.S. Constitution, and the Bill of Rights. The student is expected to:
(A) identify the key elements and the purposes and explain the importance of the Declaration of
Independence;
(B) explain the purposes of the U.S. Constitution as identified in the Preamble; and
(C) explain the reasons for the creation of the Bill of Rights and its importance.
(16) Government. The student understands the framework of government created by the U.S.
Constitution of 1787. The student is expected to:
(A) identify and explain the basic functions of the three branches of government;
(B) identify the reasons for and describe the system of checks and balances outlined in the U.S.
Constitution; and
(C) distinguish between national and state governments and compare their responsibilities in the U.S.
federal system.
(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks
that represent American beliefs and principles and contribute to our national identity. The student is
expected to:
(A) explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey
and elephant;
(B) sing or recite "The Star-Spangled Banner" and explain its history;
(C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag;
(D) describe the origins and significance of national celebrations such as Memorial Day,
Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day; and
(E) explain the significance of important landmarks, including the White House, the Statue of Liberty,
and Mount Rushmore.

(18) Citizenship. The student understands the importance of individual participation in the democratic
process at the local, state, and national levels. The student is expected to:
(A) explain the duty individuals have to participate in civic affairs at the local, state, and national
levels; and
(B) explain how to contact elected and appointed leaders in local, state, and national governments.
(19) Citizenship. The student understands the importance of effective leadership in a constitutional
republic. The student is expected to:
(A) explain the contributions of the Founding Fathers to the development of the national
government;
(B) identify past and present leaders in the national government, including the president
and various members of Congress, and their political parties; and
(C) identify and compare leadership qualities of national leaders, past and present.
(20) Citizenship. The student understands the fundamental rights of American citizens guaranteed in
the Bill of Rights and other amendments to the U.S. Constitution. The student is expected to:
(A) describe the fundamental rights guaranteed by each amendment in the Bill of Rights, including
freedom of religion, speech, and press; the right to assemble and petition the government; the right
to keep and bear arms; the right to trial by jury; and the right to an attorney; and
(B) describe various amendments to the U.S. Constitution such as those that extended voting rights
of U.S. citizens.
(21) Culture. The student understands the relationship between the arts and the times during which
they were created. The student is expected to:
(A) identify significant examples of art, music, and literature from various periods in U.S. history such
as the painting American Progress, "Yankee Doodle," and "Paul Revere's Ride"; and
(B) explain how examples of art, music, and literature reflect the times during which they were
created.
(22) Culture. The student understands the contributions of people of various racial, ethnic, and
religious groups to the United States. The student is expected to:
(A) identify the similarities and differences within and among various racial, ethnic, and religious
groups in the United States;
(B) describe customs and traditions of various racial, ethnic, and religious groups in the United States;
and
(C) summarize the contributions of people of various racial, ethnic, and religious groups to our
national identity.

(23) Science, technology, and society. The student understands the impact of science and technology
on society in the United States. The student is expected to:
(A) identify the accomplishments of notable individuals in the fields of science and technology,
including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George
Washington Carver, the Wright Brothers, and Neil Armstrong;
(B) identify how scientific discoveries, technological innovations, and the rapid growth of technology
industries have advanced the economic development of the United States, including the
transcontinental railroad and the space program;
(C) explain how scientific discoveries and technological innovations in the fields of medicine,
communication, and transportation have benefited individuals and society in the United States; and
(D) predict how future scientific discoveries and technological innovations could affect society in the
United States.
(A) differentiate between, locate, and use valid primary and secondary sources such as computer
software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire
information about the United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;
(C) organize and interpret information in outlines, reports, databases, and visuals, including graphs,
charts, timelines, and maps;
(D) identify different points of view about an issue, topic, or current event; and
(E) identify the historical context of an event.

expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers, outlines,
and bibliographies; and
(E) use standard grammar, spelling, sentence structure, and punctuation.
Student
Information Sheet
Student Name
Birthday
Address
Parent Information
Parent Information
Best Way to Contact
Best Time to Contact
Other Emergency Contact

Transportation Before
School
Strengths
Allergies or Health Concerns
Foods to Avoid
Anything else I should know
Transportation After School
Meet the Teacher

Student
Pa rent
Contact
1st Day
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Rest of Year
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Best Way to Contact

Best Time to Contact

Other Emergency Contact

Allergies or Health Concerns

Transportation After School

Day and Time

Parent Contact Log

Parent Contact Log

Parent Phone Numbers

Parent Name and Number

Parent Name and Number

Parent Name and Email

Parent Name and Email

How We Can Help You

Please Help Me Make Good Choices

How You Can Help Me

Lesson Plan Materials

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Guided Reading Plans

Guided Reading Plans

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Field Trip Checklist

Field Trip Checklist

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Student Health Concerns

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3rd Grade Dolch

Frys First 100

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Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Production and Distribution of Writing

Research to Build and Present Knowledge

SL.K.1b Continue a conversation through multiple exchanges.

Presentation of Knowledge and Ideas

L.K.1a Print many upper- and lowercase letters.

L.K.2a Capitalize the first word in a sentence and the pronoun I

Count to tell the number of objects

Kindergarten Math: Number

Classify objects and count the number of

Analyze, compare, create, and compose

K.G.B.6 Compose simple shapes to form larger shapes. For example,

Craft and Structure

RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Production and Distribution of Writing

Research to Build and Present Knowledge

Presentation of Knowledge and Ideas