Vertical Articulation Sample and Activity

One consideration for curriculum planning is how content is distributed over the K-12 career of a student. Vertical
alignment is a spatial reference to the transition of students through each grade level. We need to consider how
concepts are developed throughout the career of a student, and how a particular topic content builds from grade level
to grade level. This articulation activity helps to determine what students should know before coming to a grade level
and what students will be expected to know as they leave that grade level and advance to the next level.

You will need to choose at least two of the following subjects to examine; 1) Literacy, 2) Math, 3) Science or 4)Social
Studies for completion of this assignment.

The Vertical Articulation Activity on page 2 is a chart that allows you to examine and record the content of a grade
level while making a comparison to the content that comes before and after a grade level. Use the directions below to
complete the assignment.
Instructions:
Go to iowacore.gov/iowa-core

1. Choose a subject. (Literacy, Math, Science or Social Studies)

2. Click a grade between 1-11.
3. Choose a topic (in a solid blue bar)
4. Choose one standard. (some may only have 1) (also in a solid blue bar) Click on it.
5. Choose one specific standard. EX: 1.G.A.1 (1st grade. Geometry. A.1)
6. In the middle column of page 2 of this document, record the following information:
7. Subject/Topic – Grade EX: Math/Geometry – 1st grade
Standard EX: Reason with shapes and their attributes.
Specific Standard EX: 1.G.A.1 (1st grade. Geometry. A.1)
Explanation EX: Distinguish between…
8. You will then look at that standard from the grade before and the grade after and record the that grade’s
information in the first and last column following the same format.
9. Keep in mind, that the Standard may change slightly between grades (see example below)
10. You will need to examine 3 standards across 3 grades for at least 2 different subject areas. (don’t do all math)

Example: Math (This is 1 standard for 1 subject)

Students’ Prior Knowledge as Expected Student Knowledge as
Identified in Standards Identified by Standards for next
grade level
1. Math/Geometry – Kindergarten Math/Geometry – 1st grade Math/Geometry – 2nd grade
*Identify and describe shapes Reason with shapes and their Reason with shapes and their
(squares, circles, triangles, attributes. attributes.
rectangles, hexagons, cubes, 1.G.A.1(1st grade. Geometry. A.1) 2.G.A.1(2nd grade. Geometry. A.1)
cones, cylinders, and spheres). Distinguish between defining Recognize and draw shapes having
K.G.A.1(kindergarten. Geometry. A.1) attributes (e.g., triangles are specified attributes, such as a given
Describe objects in the environment closed and three–sided) versus number of angles or a given number
using names of shapes, and describe non–defining attributes (e.g., of equal faces. Identify triangles,
the relative positions of these objects color, orientation, overall size); quadrilaterals, pentagons, hexagons,
using terms such as above, below, build and draw shapes to and cubes.
beside, in front of, behind, and next to. possess defining attributes.

* Not an exact match but still dealing with shapes.

 Vertical Articulation Activity
You will need to choose at least two of the areas to examine: Literacy, Math, Science or Social Studies for completion
of this assignment. (For example, don’t do ALL math)

Students’ Prior Knowledge as Expected Student Knowledge as

Identified in Standards Identified by Standards for next
grade level
Science/Life Science 4th Grade Science/Life Sciences 5th Grade Science/Life Science 6th Grade
From Molecules to Organisms: From Molecules to Organisms: From Molecules to Organisms:
Structures and Processes Structures and Processes Structures and Processes
4-LS1-1 (4th Grade. Life sciences 1-1) 5-LS1-1 (5th grade. Life sciences 1-1) MS-LS1-1 (middle School. Life sciences 1-1)
Construct an argument that plants and Support an argument that plants Conduct an investigation to provide evidence
animals have internal and external get the materials they need for that living things are made of cells; either one
structures that function to support survival, growth chiefly from air and water. cell or many different numbers and types of
cells.
growth, behavior, and reproduction.
Mathematics/Operations and Algebraic Mathematics/Operations and Mathematics/Expressions and Equations
Thinking 4th Grade Algebraic Thinking 5th Grade 6th Grade
Gain familiarity with factors and Write and interpret numerical Apply and extend previous
multiples expressions understanding of arithmetic to
4.OA.B.4 (4th grade. Operations and Algebra. 5.OA.A.A.2 (5th grade. Operations and algebraic expressions
B.4) Algebra. A.2) 6.EE.A.1 (6th grade. Exponential
Find all factor pairs for a whole number in Write simple expressions that Expressions A.1)
the range 1–100. Recognize that a whole record calculations with numbers, Write and evaluate numerical
number is a multiple of each of its factors. and interpret numerical expressions involving whole-number
Determine whether a given whole number expressions without evaluating exponents.
in the range 1–100 is a multiple of a given them.
one-digit number. Determine whether a
given whole number in the range 1–100 is
prime or composite.
Literacy/Writing Standards 4th Grade Literacy/Writing Standards 5th Literacy/Writing Standards 6th Grade
Text types and purposes Grade Text types and purposes
W.4.1 (Writing. 4th grade. 1) Text types and purposes W.6.1 (Writing. 6th grade. 1)
Write opinion pieces on topics or texts, W.5.1 (Writing. 5th grade. 1) Write arguments to support claims with
supporting a point of view with reasons and Write opinion pieces on topics or clear reasons and relevant evidence.
information. texts, supporting a point of view with
reasons and information. Introduce claim(s) and organize the
Introduce a topic or text clearly, state an
opinion, and create an organizational Introduce a topic clearly, provide a reasons and evidence clearly.
structure in which related ideas are general observation and focus, and
grouped to support the writer's purpose. group related information logically; Support claim(s) with clear reasons and
include formatting (e.g., headings), relevant evidence, using credible
Provide reasons that are supported by facts illustrations, and multimedia when sources and demonstrating an
and details. useful to aiding comprehension.
understanding of the topic or text.
Link opinion and reasons using words and Provide logically ordered reasons
Use words, phrases, and clauses to
phrases (e.g., for instance, in order to, in that are supported by facts and
addition). details. clarify the relationships among claim(s)
and reasons.
Provide a concluding statement or section Link opinion and reasons using
related to the opinion presented words, phrases, and clauses (e.g., Establish and maintain a formal style.
consequently, specifically).
Provide a concluding statement or
 Provide a concluding statement or section that follows from the argument
section related to the opinion presented.
presented.

In 3-4 sentences, EXPLAIN what you think THE PURPOSE of this assignment is.
(This answer will also help your reflection on our portfolio)

The purpose of this assignment was to see how the core curriculum’s standards evolve from grade to grade.
For teachers, it is important to see where their students will start at the beginning of the year, what they
need to learn, and where they should be in order to be prepared for their next year. By looking at three
different subject standards, I can see where some standards continue on or where some stop and turn into a
different standard that used the building blocks from a past standard.