Kindergarten Teachers

Mrs. Bulley, Ms. Foster, Ms. Randolph, and Ms. Smith

Kindergarten Curriculum at a Glance:

Reading

The student ...

• recognizes letters of the alphabet
• associates sounds with letters of the alphabet
• understands basic phonological/phonetic principles (ex., knows rhyming words, knows words that have the same initial and final sounds and blends individual sounds into words
• understands how print is organized and read (ex., locating print on a page, matching print to speech, knowing parts of a book, reading from top-to-bottom and left-to-right and sweeping back to left for the next line
• uses a variety of sources to build vocabulary (ex., word walls, other people and life experiences
• develops vocabulary by discussing characters and events from a story
• uses strategies to comprehend text (ex., retelling, discussing, asking questions, using illustrations and sequences of events)
• knows the main idea or essential message from a read-aloud story or informational piece
• selects materials to read for pleasure

Mathematics

Number Sense

The student…

• counts, reads and writes numerals to 10 or more and counts backwards from 10 to 1
• knows that cardinal numbers indicate quantity and ordinal numbers indicate position
• uses language such as before or after to describe relative position in a sequence of whole numbers
• compares 2 or more sets (up to 10) and identifies which set is equal to, more than or less than.
• uses concrete materials to represent whole number and fractional parts of a whole (ex., one-half and one-fourth
• counts orally by 1s, 2s, 5s, and 10s using concrete materials, pictures and hundred chart to show the concept of numbers
• demonstrates and describes the effect of putting together and taking apart sets of objects
• creates, acts out with objects, and solves number problems
• estimates the number in a set and verifies by counting
• builds models to show that numbers are odd or even

Measurement

The student...

• measures and communicates length, distance and weight of objects using nonstandard, concrete materials
• describes the concepts of time, temperature and capacity
• uses direct and indirect comparison to sort and order objects
• uses uniform, nonstandard units to estimate and verify by measuring length and width of common classroom objects
• knows and compares the value of a penny, nickel, dime, and quarter
• knows measurement tools and uses them for length, weight, capacity and time

Geometry

The student…

• knows and sorts 2-dimensional shapes (ex., circles, squares and triangles) and 3-dimensional objects (ex., cubes and cones)
• recognizes and creates symmetrical figures
• knows the attributes of circles, squares, triangles and rectangles

Algebraic Thinking

The student…

• identifies simple patterns of sounds, physical movement and concrete objects
• classifies and sorts objects by color, shape, size, kind and which do not belong in a group
• predicts, extends and creates patterns
• knows that symbols can be used to represent missing or unknown quantities (ex., fill in the missing number in 5, 6, _, 8)

Data Analysis and Probability

The student…

• knows how to display answers to simple questions involving two categories or choices using concrete materials or pictures on a graph or chart
• interprets data in pictorial or concrete materials (ex., pictures on a graph or chart)
• interprets data in pictorial or concrete graphs
• uses concrete materials, pictures or graphs to show range and mode
• knows if a given event is more likely, equally likely, or less likely to occur

Science

The Nature of Matter

The student…

• knows that objects have many different observable properties:
• color
• shapes (circle, triangle, square) The student…
• forms (flexible, stiff, straight, curved)
• textures (rough, smooth, hard, soft)
• sizes and weights (big, little, large, small, heavy, light, wide, thin, long, short)
• positions & speeds (over, under, in, out, above, below, left, right, fast, slow)
• knows that matter exists in different states (solid, liquid, gas).
• knows that materials can be changed by cutting, folding, bending, and mixing.
• knows that some objects are made up of many different materials.

Energy

The student…

• knows the effects of sun and shade on the same object (for example, crayons, ice, chocolate).
• knows that light can pass through some objects, but cannot pass through other objects.
• understands that a terrarium or an aquarium is a model of a system.
• knows some processes where heat can be released (for example, playing a radio, burning a candle).
• understands that people eat food to survive.

Force and Motion

The student…

• understands that different things move at different speeds (bicycle/motorcycle, car/plane, tortoise/hare).
• knows the names of objects that roll, slide, or fly.
• knows that the motion of an object (for example, toy truck, toy car, ball, marble) can be changed by a push or a pull.
• knows that vibrations caused by sound waves can be felt (for example, on a speaker when music is played, the head of a drum when it is hit, or a tuning fork).

Processes that Shape the Earth

The student…

• knows that the surface of the Earth is composed of different types of solid materials (for example, sand, pebbles, rocks, clumps of dirt).
• knows that life occurs on or near the surface of the Earth in land, water, and air.
• uses charts to display daily changes in the weather.
• knows ways to care for the Earth at home and in school (for example, limiting use of paper towels, turning off water while brushing teeth, turning off lights when no one will be in the room).

Earth and Space

The student…

• knows that the sky looks different during the day than it does at night.
• knows that the position of the Sun in the sky appears to change during the day.
• knows some of the objects seen in the night sky (for example, stars, Moon).

Processes of Life

The student…

• knows some of the basic needs of living things (for example, food, water, space).
• knows ways living things change and grow over time (for example, seed to flowering plant, tadpole to frog).
• knows that plants and animals are found in different kinds of environments and are often hidden.
• knows selected characteristics of plants and animals (for example, shape, size, color).
• knows names for animal offspring (for example, puppies, kittens, cubs, calves, chicks, children).
• knows that plants and animals may live in different habitats.

How Living Things Interact with Their Environments.

The student…

• understands ways that animals obtain food from plants and other animals.
• knows that if living things do not get food, water, shelter, and space, they will die.

The Nature of Science

The student…

• knows that learning can come from careful observation.
• repeats events several times and compares the findings.
• works with a partner or small group to collect information.
• shares findings about scientific investigations with others.
• poses questions, seeks answers, draws pictures of observations, and makes decisions using information.
• knows that the five senses (taste, touch, smell, hearing, sight) allow us to take in and respond to information in order to learn about our surroundings.
• understands that continuous patterns occur in nature (for example, seasons, phases of the Moon, blooming flowers).

Ideas for helping your child at home:

Language Arts

• Make flash cards for upper and lower case letters and practice them daily OUT OF ORDER.
• Take your child to the library to get a library card and choose books.
• Talk, sing, listen and read to your child every day.
• Put letters in a bag and have your child reach for a letter and say the sound. Have him/her reach in for another letter. If your child does not know a sound, say the sound and put it back in the bag. Count how many sounds they can do in a minute.
• Write a note each day to put in your child’s lunch box or on your child’s pillow.
• Read a nursery rhyme. Reread leaving out the last word of every other line of the rhyme for your child to say.

Mathematics

• Allow your child to help you sort the groceries before putting them away (canned goods, boxes or items that need refrigeration).
• Have a bag of various objects. Have your child sort by size, then shape, color, texture, etc.
• Practice counting orally to 100 by 1s, 2s, 5s and 10s using a hundred chart

First Grade Teachers 

Ms.Ellin, Ms. Levon, Ms. Scott, and Ms. Torres

First Grade Curriculum at a Glance:

Reading

The student…

• Uses basic elements of phonetic analysis (ex. Hears, segments, substitutes and blends sounds in words)
• Uses sound/symbol relations and beginning letters (onsets) and patterns (rimes) as visual cues for decoding
• Uses context clues to construct meaning (ex. illustrations, knowledge of the story and topic)
• Uses information from a variety of sources (letters, sounds, pictures, background information, grammar) to figure out unknown words.
• Develops vocabulary by using references (ex. Illustrations, knowledge of the story and topic) to build upon prior knowledge
• Uses knowledge of word endings (including s, ing, ed, er, est, ful) to determine word meanings
• Uses a variety of strategies to comprehend text (ex. Inference, self-monitoring, predicting, retelling, discussing, restating ideas)
• Knows the main idea or theme and supporting details of a story or information piece
• Makes inferences based on text and prior knowledge (ex. Regarding traits, feelings, actions of characters)
• Reads for information used in performing tasks (ex. Directions, graphs, charts, signs, captions)
• Identifies fiction and non-fiction writing

Writing

Fluent writer…

• uses pre-writing strategies independently ( such as brainstorming, webs, etc)
• uses beginning, middle and end organizational formats in their stories
• uses word wall words, sensory words,
• uses conventional spelling with most frequently used words
• consistent use of spacing, capitalization and punctuation
• writes for a variety of purposes on their own
• able to plan, draft, conference, revise, edit, publish

Mathematics

Number sense

The student…

• counts, reads and writes numerals to 100 or more
• uses ordinal numbers 1st – 10th or higher
• compares and orders whole numbers to 100 or more (<,=,>) and compares two or more sets
• represents whole and fractional numbers using concrete materials and drawings (one-half, one-fourth, and three-fourths)
• represents equivalent forms of the same number up to 10 or more, through the use of concrete materials (including coins) diagrams and number expressions
• counts orally to 100 or more by 2s, 5s, 10s with and without a hundred chart
• uses concrete materials, pictures and symbols to show the grouping and place value of numbers to 100 or more
• demonstrates knowledge of addition (counting up, increasing) and subtraction (taking away, comparing, finding the difference) using manipulatives, drawings, symbols and story problems

Measurement

The student…

• measures length, weight or capacity of an object using standard and nonstandard units
• estimates the passage of time using before or after, yesterday, today or tomorrow; day or night; morning, afternoon or evening; hour or half-hour
• knows and compares money values to one dollar

Geometry

The student…

• knows and sorts 2 dimensional figures according to their attributes (ex. Vertices, edges, curves and faces)

Algebra

The student…

• predicts and extends existing patterns that are concrete or pictorial
• uses concrete objects to solve number sentences with equalities and inequalities (using the symbols >,=,<)
• solves addition and subtraction sentences where an unknown number is represented by a geometric shape (ex. 2 ˇ =9)

Data analysis and probability

The student…

• uses mathematical language to read and interpret data on a simple concrete graph, pictorial graph or chart
• knows if a given event is more likely, equally likely, or less likely to occur (ex. six blue marbles and two green marbles in a bag

Science

The Nature of Matter

The student…

• knows that objects can be grouped according to their physical characteristics (for example, shape, color, texture, form, size).
• knows the effects of heating and cooling on solids, liquids and gases.
• knows the physical properties of ice, water, and steam.
• knows that objects are composed of parts that are too small to be seen without magnification (for example, rocks, cookies, string, paper).

Energy

The student…

• knows that heat from the Sun has varying effects depending on the surface it strikes.
• predicts which materials will allow light to pass through and which ones will not.
• understands that models (for example, terrarium or aquarium) can be used to observe processes and changes over time.
• knows ways that human activities require and release energy.
• understands that people need food for energy.
• knows nutritional value of various foods (for example, fruit, cereals, dairy, meat).

Force and Motion

The student…

• knows the relative order of speeds of various objects (for example, snails, turtles tricycles, bicycles, cars, jets, rockets).
• knows that various things move at different speeds when different forces are applied.
• understands various ways gravity affects the motion of objects (for example, an object on a ramp, an object that is dropped).
• knows that vibrations of objects (for example, strings, drumheads, rubber bands) cause sounds.

Processes that Shape the Earth

The student…

• extends and refines knowledge that the surface of the Earth is composed of different types of solid materials.
• knows some kinds of organisms that live on or near the surface of the Earth in land, water, and air.
• uses graphic organizers to display weather data and show weather patterns.
• extends and refines knowledge of ways to care for the Earth at home and in school.

Earth and Space

The student…

• knows that the amount of light reflected by the Moon is a little different every day but the Moon appears the same again about every 28 days.
• knows that night and day are caused by the rotation of the Earth.
• knows and differentiates objects seen in the day and night sky (for example, clouds, Sun, stars, Moon, planets).

Processes of Life

The student…

• understands that living things need food, water, space, and shelter to survive.
• knows how to classify things as living and nonliving.
• knows ways organisms change as they grow and mature (for example, as people grow up their size changes).
• knows that living things grow and change in different ways and in different lengths of time (for example, butterfly, frog, daisy, pine tree).
• knows that plants and animals have adaptations that help them survive in their environment (camouflage, teeth, spines).
• understands different ways in which living things can be grouped (for example, plants/animals, edible plants/non-edible plants).
• knows that plants and animals are similar but not identical to their parents.
• knows plants and animals that live in a particular habitat (for example, black bears in the forest, whales in the ocean, camels in the desert, ducks in the wetlands).
• knows the characteristics of the climate in different habitats (for example, sunlight, moisture, temperature).
• knows some ways in which animals and plants are adapted to living in different environments.

How Living Things Interact with Their Environments

The student…

• knows that environments have living and nonliving parts.
• knows that plants produce oxygen and food for animals.
• understands that animals can be grouped according to what they eat.
• understands that living things are part of a food chain.
• knows some characteristics of different environments and some plants and animals found there.
• understands why living things must have food, water, shelter, and space to survive.
• understands that there are limited resources available for all living things to use.

The Nature of Science

The student…

• knows that scientific investigations generally work the same way in different places.
• understands the importance of accuracy and repetition in conducting scientific inquiries.
• works with others to complete an experiment or to solve a problem.
• listens, records, and compares the ideas and observations of others.
• uses simple graphs, pictures, written statements, and numbers to observe, describe, record, and compare data.
• uses a variety of tools (for example, thermometers, magnifiers, rulers, scales, computers) to identify characteristics of objects.
• uses standard (for example, centimeters) and nonstandard units (for example, paper clips, hands, pencils) to measure organisms and objects and parts of organisms and objects.
• uses information gathered to identify patterns in nature to make predictions (for example, shapes of leaves, petals on flowers, rings on seashells).
• knows that scientists and technologists use a variety of tools (e.g., thermometers, magnifiers, rulers, and scales) to obtain information in more detail and to make work easier.

Second Grade Teachers 

Mrs. Boutwell, Ms. Cardona, Ms. Davis, and Mrs. Sweeney

Second Grade Curriculum at a Glance:

Reading 

• Blends sound components into words and applies knowledge of beginning letter (onsets) and spelling patterns (rimes) in single and multi-syllable words
• Uses a variety of structural cues to decode unfamiliar words.
• Uses a variety of context clues (ex., illustrations, diagrams, information in the story, titles and heading, sequence) to construct meaning (meaning cues).
• Uses context cues to define multiple meaning words
• Uses a variety of strategies to comprehend text (ex., inference, self-monitoring, predicting, retelling, discussing, and restating ideas).
• Uses knowledge of contractions, base words, prefixes and suffixes, compound words to determine meaning of words.
• Uses resources and references to build upon word meanings (ex., dictionaries and glossaries)

Uses a variety of strategies to comprehend text (ex., self-monitoring, predicting, retelling, discussing, restating ideas).

• Summarizes information in texts (including, but not limited to, central idea, supporting details, connections between texts).
• Uses specific ideas, details, and information from text to answer literal questions.
• Makes connections and inferences based on text and prior knowledge (ex., order of events, possible outcomes).
• Understands similarities and differences across texts
• Reads informational text for specific purposes.
• Alphabetizes words according to first and second letter.
• Locates information in simple reference materials.
• Understands the difference between fact and opinion
• Knows comprehension strategies and can apply while reading

The student…

• Uses knowledge of sentence composing to be able to start a sentence with a capital letter and end a sentence with the correct punctuation mark.
• Beginning to use the 6 traits of the writing process.
• Can compose a complete sentence using sentence expanding skills.
• Can write a paragraph to go along with a given topic idea and or prompt.

Mathematics

 The student…

• Can count by 2s, 5s, and 10s & describes patterns
• Make tallies and give the total for tallies
• Can solve addition number stories
• Finds equivalent names for numbers
• Knows addition and subtraction facts
• Can identify 2-dimensional shapes
• Can add three 1 digit numbers mentally
• Knows what the complements of 10 are
• Find missing addends for the next multiple of 10.
• Can solve number grid puzzles
• Can plot on a bar graph.
• Uses equivalent coins to show money amounts in different ways.
• Exchanges pennies, nickels, dimes and quarters
• Can multiply numbers with a 0 or 1 as a factor.
• Can tell time to five-minute intervals.

Science

The Nature of Matter

The student…

• knows ways objects can be grouped according to similarities or differences of their physical characteristics.
• knows examples of solids, liquids, and gases.
• knows the observable properties of solids, liquids, and gases.
• knows that not all objects or materials respond to change in the same way (for example, a plastic object in the freezer compared with water in a freezer).
• knows that common objects are composed of parts that are too small to be seen without magnification (for example, hair, cloth, paper).
• knows that a variety of tools can be used to examine objects at differing degrees of magnification (for example, a hand lens, layered hand lenses, a microscope).

Energy

The student…

• knows that a thermometer measures the amount of heat absorbed by an object.
• understands that some materials will allow light to pass and others will not.
• understands that models (for example, terrarium or aquarium) can be used to illustrate how energy flows through a system.
• knows how model energy systems change throughout the year (for example, collecting data and recording changes in a terrarium or aquarium that models an energy system).
• knows different heat sources (for example, friction, solar, nuclear, electric).
• uses graphic organizers to classify food groups.
• understands the relationship of food to the need for energy for daily activities.
• understands ways energy and matter interact (for example, sunlight to affect plant growth, heat to boil water).

Force and Motion

The student…

• knows that objects exhibit different kinds of motion (for example, straight, circular, back and forth).
• knows that the amount and direction of the force exerted on an object (for example, push, pull, friction, gravity) determines how much the object will move.
• knows that objects may be moved by being pushed and pulled with magnets.
• compares the amount of pushing and pulling required to move objects of various sizes across the floor.
• demonstrates that some vibrations may be heard.
• understands that sound travels differently through different media (for example, wood, water, air).
• knows that properties of sound such as pitch and loudness can be altered by changing the properties of the sound source.

Processes that Shape the Earth

The student…

• extends and refines knowledge that the surface of the Earth is composed of different types of solid materials that come in all sizes.
• compares the characteristics of things that live on land, in the water, and in the air.
• knows that some organisms have adaptations that enable them to move from one medium to another (for example, dragonflies begin life in water, move to land, and then fly in the air).
• knows that weather conditions occur in patterns over time.
• knows ways that human activity affects the environment (for example, land fills for disposal of wastes, land development for homes and industry, dams to control rivers or generate electricity).

Earth and Space

• knows that the Moon moves around the Earth, the Earth moves around the Sun, and the Moon is visible when it reflects the light from the Sun.
• knows that each time the Earth completes one rotation, one day has passed and that this takes 24 hours.
• knows that stars and planets are always in the sky.

Processes of Life

The student…

• understands that the amount of food, water, space, and shelter needed is dependent on the size and kind of living things.
• understands that living things can reproduce, and nonliving things cannot reproduce.
• knows some factors that influence the growth of living things (for example, amount of water, amount of light, amount and type of food, type of soil).
• understands that structures of living things are adapted to their function in specific environments.
• knows some characteristics of the vertebrate groups (mammals, reptiles, birds, amphibians, fish).
• knows the main parts of plants (stems, leaves, roots, flowers).
• knows that the structural characteristics of plants and animals are used to group them.
• understands that plants and animals produce offspring with similar characteristics, but individual differences (for example, kittens in a litter may be colored differently).
• knows that plants and animals are adapted to different ranges of temperature and moisture.

How Living Things Interact with Their Environments.

The student…

• understands that there is an interdependency of plants and animals that can be shown in a food web.
• understands that living organisms need to be adapted to their environment to survive.
• knows that animals and plants can be associated with their environment by an examination of their structural characteristics (for example, physical structures are adaptations that allow plants and animals to survive, such as gills in fish, lungs in mammals).
• knows selected resources used by people for water, food, and shelter are limited and necessary for their survival.
• knows that human beings cause changes in their environment, and these changes can be positive (for example, creating refuges, replanting deforested regions, creating laws to restrict burning) or negative (for example, introducing exotic organisms, deforestation, littering, contaminating water and air).

The Nature of Science

The student…

• knows the difference between verified observation and personal interpretation.
• knows that when tests are repeated under the same condition, similar results are usually obtained.
• participates in groups to conduct experiments and solve problems.
• understands that one can gain confidence in scientific methods by comparing and verifying scientific results with others.
• understands that, through the use of science processes, people can solve problems and make decisions.
• analyzes information to make predictions, makes sketches and diagrams to explain ideas, draws conclusions using information and prior knowledge.
• keeps science records.
• uses a variety of tools to observe, measure, analyze and predict changes in size, mass, temperature, color, position, quantity, sound, and movement.
• uses metric and standard English units to measure distance, volume, mass, and temperature.
• knows how to sort organisms, objects, and events based on patterns.
• knows ways in which tools are used by scientists (for example, to gather information, to analyze, to calculate).

Third Grade Teachers

Ms. Cortes, Ms. Feliciano, Ms. Ord, Ms. Snyder, and Mr. Stull

Third Grade Curriculum at a Glance:

Reading

The student:

• predicts using prior knowledge, captions, and headings

• uses strategies to determine meaning and increase vocabulary

• develops vocabulary, monitors reading on or above grade level by rereading, self- correcting, summarizing, and questioning

• identifies main idea, details, makes inferences and identifies the sequence of events, author’s purpose, examples of fact, fiction or opinion, and recognizes and understands comparison and contrast, cause/effect and sequence of events

Writing

The student:

• writes using the writing process and the six writing traits of ideas, organization, word choice, sentence fluency, voice, and conventions

Social Studies

The student:

•  studies communities and Ancient Civilization

Science

• investigates several science units using scientific observations and skills

• explores different science topics including life science, earth science, physical science, and space and technology

The Nature of Matter

The student:

• determines the physical properties of matter using metric measurements that incorporate tools such as rulers, thermometers, balances.
• understands that physical changes in the states of matter can be produced by heating and cooling.
• knows that the weight of an object is equal to the sum of the weights of its parts.
• uses a tool to observe and study minute details of objects (for example, hand lens).

Energy

The student:

• knows objects that emit heat and light.
• knows different forms of energy (for example, heat, light, sound).
• knows that the Sun provides energy for the Earth in the form of heat and light.
• knows that heat can be produced by chemical reactions, electrical machines, and friction.
• uses a variety of tools to measure the gain or loss of energy.
• knows that when a warmer object comes in contact with a cooler one, the warm object loses heat and the cool one gains it until they are both at the same temperature.
• knows that some source of energy is needed for organisms to stay alive and grow.
• knows ways natural resources are important.
• classifies resources as renewable or nonrenewable.
• knows that alternate energy sources (for example, synthetic fuels, geothermal energy) are being explored using natural and mechanical processes.

Force and Motion

The student:

• describes the motion of various objects (for example, forward, circular, wave).
• understands the characteristics of waves (for example, crest, trough, length).
• knows the six types of simple machines (screw, inclined plane, wedge, pulley, lever, and wheel and axle).
• knows that an object may move in a straight line at a constant speed, speed up, slow down, or change direction dependent on net force acting on the object.

Processes that Shape the Earth

The student:

• knows that smaller rocks come from the breaking and weathering of bedrock and larger rocks.

• knows that approximately 75 percent of the surface of the Earth is covered by water.

• understands the stages of the water cycle (for example, evaporation, condensation, precipitation).

• understands the processes of weathering and erosion.

• knows that land forms change over time (for example, earthquakes, volcanoes).

• knows that reusing, recycling, and reducing the use of natural resources improve and protect the quality of life.

Earth and Space

The student:

• knows that days and nights change in length throughout the year.

• knows the patterns of average temperatures throughout the year.

• knows the frequency of the lunar cycle is approximately 28 days.

• knows the Sun is a star that is much nearer to the Earth than the other stars.

• knows characteristics of Mercury, Venus, Earth, and Mars.

• knows the relative positions of all the planets

• knows that, in addition to the Sun, there are many other stars that are far away.

Processes of Life

The student:

• understands the various ways that animals depend on plants for survival (for example, food, shelter, oxygen).

• knows the common and distinguishing characteristics of groups of vertebrate animals (mammals, birds, fish, reptiles, amphibians).

• understands similarities and differences among plants.

• understands that although plants and animals are different, they also share common characteristics (for example, they both have structures for reproduction, respiration, and growth).

How Living Things Interact with Their Environment

The student:

• knows how organisms with similar needs in a climatic region compete with one another for resources such as food, water, oxygen, or space.

• knows behavioral and structural adaptations that allow plants and animals to survive in an environment.

• understands that energy is transferred to living organisms through the food they eat.

• knows examples of living things that are classified as producers, consumers, carnivores, herbivores, and omnivores. 

• understands that plants and animals share and compete for limited resources such as oxygen, water, food, and space. 

knows that the size of a population is dependent upon the available resources within its community.

The Nature of Science

The student:

• knows that it is important to keep accurate records and descriptions to provide information and clues on causes of discrepancies in repeated experiments.

• plans and investigates an experiment that defines a problem, proposes a solution, identifies variables, collects and organizes data, interprets data in tables, charts and graphs, analyzes information, makes predictions, and presents and supports findings.

• uses various kinds of instruments to collect and analyze information (for example, meter sticks, timing devices, graduated cylinders, force meters, pan balances, calipers, microscopes, cameras, sound recorders, hot plates, magnets, collecting nets).

• knows that to work collaboratively, all team members should be free to reach, explain, and justify their own individual conclusions.

• knows that to compare and contrast observations and results is an essential skill in science.

• uses sketches, diagrams and models to understand scientific ideas.

• makes predictions and inferences based on observations.

• uses charts and graphs to understand patterns of change.

• understands the relationships between science concepts and the history of science and the contributions of scientists.

• uses reference materials to obtain information related to science concepts.

• knows that data are collected and interpreted in order to explain an event or concept.

• understands that scientific information can be presented in several ways (for example, using numbers and mathematics, drawings, words, graphs, tables).

• understands how scientific discoveries have helped or hindered progress regarding human health and lifestyles.

• knows that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.

Mathematics

The student:

• uses number sense to master all basic facts, read, write, compare numbers

• knows the value of a given digit to hundred thousand

• explains and demonstrates the meaning of multiplication and division with remainders

• uses measurement to measure length, weight, capacity, area, perimeter, volume, time and temperature

• calculates and compares types of measurement

• estimates area, perimeter, and volume of rectangular shape

• selects the appropriate unit and tool of measurement for a solution

• uses geometry and spatial sense to understand symmetry, congruency and reflections in geometric shapes

• explores flip, slides, tessellations and 180 degree turns

• compares area and perimeter using concrete and graphic materials

• knows how to identify, locate and plot ordered pairs of whole numbers

• uses algebraic thinking to describe, extend and create visual geometric patterns

• analyzes, explains and states the rule for number patterns

• uses models and graphs to solve equations and inequalities

• know that an equation is a number sentence stating that two quantities are equal

• uses data analysis and probability to identify parts of a graph and interprets displays of data

• interprets and compares information from pictographs and bar graphs

• identifies the mean, median, mode and range in a set

• uses technology to compare data and to construct and discuss patterns

• determines the number of possible combinations of items

• calculates the probability of an event and represents all possible outcomes

• designs questions for a survey, depicts the data in a graph and explains the results

• uses statistical data to recognize trends

Fourth Grade Teachers

 Mrs. Baer, Mrs. Minaya, Mrs. Rogalski, and Ms. Waitzman

Fourth Grade Curriculum at a Glance:

Reading

The student…

• Predicts using prior knowledge, captions and headings

• uses strategies to determine meaning and increase vocabulary (ex., multiple meaning words, antonyms, root words)

• develops vocabulary, monitors reading on or above grade level by rereading, self-correcting, summarizing & questioning

• identifies main idea, details, makes inferences and identifies the sequence of events, author’s purpose, examples of fact, fiction or opinion, and recognizes and understands comparison and contrast, cause/effect & sequence of events

Writing

The student…

• scores 3.5 or above on the Florida Writes exam

• writes using the writing process and the six writing traits of ideas, organization, word choice, sentence fluency, voice, and conventions.

Mathematics

The student…

• uses number sense to masters all basic facts, read, write, compare, and identify whole numbers, fractions, mixed numbers and decimals to the hundredths

• locates numbers on the number line, and identifies equivalent and non-equivalent forms of numbers

• uses estimation to solve problems and determines the operations needed to solve one-step and two-step problems

• knows factors and multiples of numbers to 100

• uses measurement to measure length, area, volume and perimeter

• knows time intervals and common angle measures, and uses schedules, calendars and elapsed time to solve problems

• compares length, weight and capacity using standard and non standard units

• solves problems with estimated length, width, time, temperature and money

• estimates the area and perimeter of a polygon and the volume of a rectangular prism

• uses geometry and spatial sense to describe the attributes of two-dimensional and three-dimensional figures

• performs flips, slides, 90 and 180 degree turns and tessellations

• knows how area and perimeter are affected when geometric figures are combined

• knows how to identify, locate and plot ordered pairs of whole numbers

• uses algebraic thinking to describe and creates numerical and geometric patterns, and

• analyzes number patterns

• solves problems with equations or inequalities using models or graphs

• uses data analysis and probability to choose a title, labels and interprets information on a graph

• interprets and completes circle graphs using common fractions

• identifies the mean, median, mode and range

• records the possible outcomes of an experiment using common fractions

• determines the statistical measures for data and explains the results

Social Studies

The student…

• studies Florida History from pre-historic times to the present.

Science

The Nature of Matter

The student....

• uses a variety of measurements to compare and contrast the physical properties of matter.
• understands that heating or cooling of matter will speed up or slow down, respectively, the motion of the small particles within matter and that this is what causes a phase change.
• uses a variety of tools (hand lens, microscope) to observe and study minute details of objects.

Energy

The student…

• knows that most living things use energy from the Sun to live and grow.
• knows how to trace the flow of energy in a system (for example, in an ecosystem).
• knows that there are a variety of sources for electricity (for example, hydroelectric, geothermal, windmills).
• knows the relationship between attributes of all waves (for example, wavelength, frequency) and attributes of sound waves (for example, pitch, intensity).
• knows that most objects that emit light also emit heat.
• knows ways that energy can be transformed (for example, electricity to light, light to heat, mechanical to heat).
• knows that moving electric charges produce magnetic forces and moving magnets produce electric currents.
• extends and refines use of a variety of tools to measure the gain or loss of energy.
• understands the reasons for energy conservation.
• knows the risk factors associated with the use of nonrenewable energy sources (for example, economic factors and health factors).
• understands the processes that created fossil fuels and why they are nonrenewable. \

Force and Motion

The student…

• knows that velocity describes a change in distance over time
• understands that waves behave differently in different media (for example, water, a wall, the atmosphere, a vacuum).
• understands how simple machines are used to make tasks possible.
• uses tools to measure changes in position, direction, and speed of an object after a push or pull has been applied.

Processes that Shape the Earth

The student…

• understands the stages of the rock cycle.

• knows the properties of different types of soil.

• understands how the water cycle is influenced by temperature and land features.

• understands how processes of weathering and erosion constantly change the surface of the Earth.

• knows ways in which people can conserve natural resources.

• knows ways misuse of natural resources affects the quality of life for all species.

Earth and Space

The student…

• knows that the tilt of the Earth causes the change of seasons, length of day, and the amount of energy available.

• understands the cause of the phases of the Moon (for example, the movement patterns of the Earth and Moon relative to the Sun).

• knows how the energy of the Sun can be captured as a source of heat and light on Earth (for example, plants, solar panels).

• knows characteristics of Jupiter, Saturn, Uranus, Neptune, and Pluto.

• knows that gravity is the one of the forces that keeps planets arranged in orbits around the Sun and the Moon in orbit around the Earth.

• understands that the Sun is a medium-sized star located near the edge of a galaxy containing billions of other stars, which in turn is one of innumerable galaxies in the Universe.  

Processes of Life

The student…

• knows that complex animals have specialized organs to carry out life processes.

• knows the major organ systems of the human body.

• understands the functions of various body systems.

• knows that living things are composed of cells.

• knows that processes needed for life are carried out by the cells.

How Living Things Interact with Their Environment

The student…

• knows how plants and animals interact with one another in an ecosystem (for example, organization of communities, flow of energy through food webs).

• understands the relationship among organisms in aquatic and terrestrial food chains (for example, the role of producers, consumers, and decomposers).

• knows organisms that act as decomposers.

• understands the need for nutrients and minerals for living organisms.

• understands the process of decay (for example, the stages of decay, the organisms that help the decay process, the nonliving factors that influence the rate of decay, the products of decay).

• knows that organisms are growing, dying, and decaying and that new organisms are being produced.

• knows that variations in light, water, temperature, and soil content are largely responsible for the existence of different kinds of organisms and population densities in an ecosystem.

• knows the kinds of organisms that lived in the past and compares them to existing species.

• knows characteristics that allow members within a species to survive and reproduce.

• understands patterns of interdependency in ecological systems.

• understands that what benefits one organism may be harmful to other organisms.

• understands that changes in an ecological system usually affect the whole system.  

The Nature of Science

The student…

• knows that scientists make the results of their investigations public, and they describe the investigations in ways that enable others to repeat the investigation.

• plans and investigates experiments in which hypotheses are formulated based on cause and effect relationships; distinctions are made among observations, conclusions/inferences and predictions; a limited number of variables are controlled; and numerical data that are contradictory or unusual in experimental results are recognized.

• uses metric tools to measure, record, and interpret data.

• works collaboratively to collect, share, and record information for a scientific investigation.

• knows that comparisons between experiments can be made when conditions are the same.

• knows that a model of something is different from the real thing, but can be used to learn something about the real thing.

• makes predictions based on data from picture graphs, bar graphs, and line graphs. 

• knows basic patterns, sequences, and cycles occurring in nature. 

• knows that technologies often have costs, as well as benefits, and can have an enormous effect on people and other living things. 

• researches and reports on a science topic. 

• constructs and analyzes graphs, tables, maps, and charts to organize, examine, and evaluate information. 

• uses criteria to understand and analyze the impact of scientific discoveries (for example, determines whether or not scientific claims are backed by sufficient evidence and logical arguments). 

• knows ways that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas. 

Fifth Grade Teachers

Mrs. Corey, Ms. Donadelle, and Ms. Sanchez

Reading 

The student… 

•  decodes words to clarify pronunciation, uses context clues and predicting to construct meaning
• develops vocabulary by reading independently and using resources and references
• monitors reading on or above grade level by adjusting reading rate summarizing and checking other sources
• identifies examples of fact, fiction or opinion
• reads and organizes information from reference materials to write a research report or perform other tasks
• demonstrates knowledge of and supply use of graphic organizers/thinking maps to organize information in all
• content areas
• uses strategies to determine meaning and increase vocabulary (ex. Homonyms, prefixes, suffixes, word-origins, multiple meanings, antonyms, and synonyms)
• identifies, classifies and demonstrates knowledge of words from a variety of categories an or above grade level
• determines the main idea and connects ideas with relevant supporting details
• describes how the author’s purpose and perspective influence the text
• knows characteristics of persuasive text
• understands comparison and contrast, cause-and-effect and sequence of events 

Writing 

The student will… 

• write a 5 paragraph essay (Narrative and Expository) with correct punctuation and proper sentence structure
• write using the writing process consisting of six traits; ideas, organization, word choice, sentence fluency, voice, and conventions 

Mathematics 

Number Sense, Concepts, and Operations 

The student…

• reads, writes and identifies decimals through thousandths
• reads, writes and identifies whole numbers, fractions and mixed numbers
• uses symbols to compare and order whole numbers, fractions, percents and decimals
• explains the relationship between the decimal number system and other number systems
• demonstrates the inverse feature of multiplication and division
• uses strategies to estimate quantities of one thousand or more
• expresses a whole number as a product of its prime factors
• knows that place value relates to powers of 10
• translates problem situations into diagrams, models or numerals
• multiplies common fractions and decimals to hundredths
• determines the operations needed to solve one and two step problems
• finds factors of numbers to determine if they are prime or composite
• determines the greatest common factor and the least common multiple of two numbers
• applies rules of divisibility and identifies perfect squares to 144 

Algebraic Thinking

The student… 

• describes, extends, creates, predicts and generalizes or eliminates the numerical and geometric patterns
• analyzes number patterns and states the rule
• uses a variable to represent a given verbal expression
• identifies and explains numerical relationships and patterns using algebraic symbols
• models and solves a number sentence with a missing addend
• translates equations into verbal and written problems 

Measurement 

The student… 

• develops formulas for determining perimeter, area and volume
• classifies and measures (ex., acute, obtuse, right or straight) and measures circumference
• compares length, weight and capacity using customary and metric units
• measures dimensions, weight, mass and capacity using correct units
• estimates length, weight, time, temperature and money for solving problems
• solves problems for determining perimeter, area and volume
• determines whether a solution needs an accurate or estimated measurement
• uses multiplication and division to convert units to measure
• uses schedules, calendars and elapsed time to solve problems
• estimates area, perimeter and volume of a rectangular prism
• selects appropriate unit and tool for measuring

Geometry and Spatial Sense 

The student… 

• knows and identifies symmetry, congruency and reflections in geometric figures
• describes properties of and draws two and three dimensional figures
• applies and compares the concept of area, perimeter and volume
• knows how to identify, locate and plot ordered pairs of whole numbers on a graph
• knows the relationship between points, lines, line segments, rays and planes
• knows the effect of a flip, slide or turn on a geometric figure
• knows the effect on area and perimeter when figures are combined, rearranged, enlarged or reduced 

Data Analysis and Probability

The student… 

• selects the appropriate graph for data
• chooses titles, labels, scales and intervals for organizing data on a graph
• completes and interprets circle graphs using common fractions or percents
• uses technology to examine data and construct labeled graphs
• uses a model to represent all possible outcomes for a probability situation
• explains and predicts outcomes that are most likely to occur and tests the predictions
• interprets and compares information from different types of graphs
• generates questions, collects responses and displays data on a graph
• identifies range, median, mean and mode
• uses computer-generated spreadsheets to record and display data
• uses a model to represent all possible outcomes for a probability situation
• designs a survey to collect and display data on a complete graph
• uses statistical data to predict trends and make generalizations

Science

The Nature of Science 

The student…

• understands that although the same scientific investigation may give slightly different results when it is carried out by different persons or at different times or places, the general evidence collected from the investigation should be replicable by others.
• understands that scientists use different kinds of investigations (for example, observations of events in nature, controlled experiments) depending on the questions they are trying to answer.

• understands the importance of accuracy in conducting measurements, and uses estimation when exact measurements are not possible.

• understands the importance of communication among scientists (for example, informing and becoming informed about scientific investigations in progress and the work of others; exposing ideas to the criticism of others).
• uses strategies to review, compare and contrast, and critique scientific investigations.
• knows that an experiment must be repeated many times and yield consistent results before the results are accepted.
• uses sketches and diagrams to propose scientific solutions to problems.
• constructs models to compare objects in science.
• makes a prediction for a new investigation using the data from a previous investigation.
• understands that change is constantly occurring and uses strategies to analyze different patterns of change.
• knows areas in which technology has improved human lives (for example, transportation, communication, nutrition, sanitation, health care, entertainment).
• knows that new inventions often lead to other new inventions and ways of doing things.
• selects appropriate graphical representations (for example, graphs, charts, diagrams) to collect, record, and report data.
• understands how a solution to one scientific problem can create another problem.
• extends and refines knowledge of ways that, through the use of science processes and knowledge, people can solve problems, make decisions, and form new ideas.  

Processes that Shape the Earth

The student…

• knows that rocks are constantly being formed and worn away.
• understands how atmospheric pressure affects the water cycle.
• understands how eroded materials are transported and deposited over time in new areas to form new features (for example, deltas, beaches, dunes).
• understands that geological features result from the movement of the crust of the Earth (for example, mountains, volcanic islands).
• understands how the surface of the Earth is shaped by both slow processes (for example, weathering, erosion, deposition) and rapid, cataclysmic events (for example, earthquakes, tsunamis, volcanoes).
• extends and refines knowledge of ways people can reuse, recycle, and reduce the use of resources to improve and protect the quality of life.  

The Nature of Matter

The student… 

• uses metric tools to determine the density and volume of materials.
• knows that matter is conserved during heating and cooling. 
• knows that different materials can be physically combined to produce different substances.
• knows the differences and similarities between mixtures and solutions. 
• knows that materials made by chemically combining two or more substances have properties that differ from the original materials. 
• knows the difference between physical and chemical changes.
• knows that materials may be made of parts too small to be seen without magnification.  

Force and Motion

The student… 

• uses scientific tools (for example, stopwatch, meter stick, compass) to measure speed, distance, and direction of an object.
• knows that waves travel at different speeds through different materials.
• understands the relationship between force and distance as it relates to simple machines (for example, levers and fulcrums working to lift objects).
• knows that objects do not change their motion unless acted upon by an outside force.
• understands how friction affects an object in motion.
• knows the relationship between the strength of a force and its effect on an object (for example, the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force).
• knows that motion in space is different from motion on Earth due to changes in gravitational force and friction.
• understands how inertia, gravity, friction, mass, and force affect motion.  

Energy

The student…

• knows how to trace the flow of energy in a system (for example, electricity in a circuit to produce heat, light, sound, or magnetic fields).
• knows that energy can be described as stored energy (potential) or energy of motion (kinetic).
• extends and refines use of a variety of tools to measure the gain or loss of energy.
• knows that some materials conduct heat better than others.
• understands that convection, radiation, and conduction are methods of heat transfer.
• knows that the limited supply of usable energy sources (for example, fuels such as coal or oil) places great significance on the development of renewable energy sources.

Earth and Space

The student…

• knows the orbit of the Earth is slightly elliptical and the Earth is closest to the Sun in the Northern Hemisphere in winter.

Processes of Life

The student…

• understands how body systems interact (for example, how bones and muscles work together for movement).
• uses magnifying tools to identify similar cells and different kinds of structures.
• knows the parts of plants and animal cells.
• understands how similar cells are organized to form structures (for example, tissue, organs) in plants and animals.
• knows that many characteristics of an organism are inherited from the genetic ancestors of the organism (for example, eye color, flower color).
• knows that some characteristics result from the organism’s interactions with the environment (for example, flamingos eat a certain crustacean that causes their feathers to be pink).

Social Studies

The student… 

• study United States History through 1865, starting with the human migration to North America and ending with the conclusion for the Civil War

Mrs. Weir

Students at Riverside will have year-round opportunities to develop and express their creativity while they experiment with different artistic mediums and techniques. They will be exposed to prominent art from multiple eras and cultures. They will also learn to thoughtfully consider artworks by considering their employment of the elements of art and principles of design. 

The art room is always in need of traditional and even non-traditional art supplies. Please contact Mrs. Weir if you would like to donate to the Art Program.

Ms. Linn

​​​​​​​ 

Students will be able to learn, explore and create music through a variety of fun hands-on activities. In almost every class, students will get the chance to explore music through movement, song, instruments and games and will be a part of an environment to help cultivate their successes. Students will also have the chance throughout the year to perform for their friends and community in various musical productions put on by the school.

Coach Fuller

Students will be able to learn a wide variety of information related to Physical Education including movement patterns, the benefits of staying healthy, nutrition, sportsmanship, and setting realistic goals and achieving them. The curriculum for PE will be organized in units throughout the year. Each unit will include a learning goal, vocabulary, essential question, and the activity to match the unit. Each student will have an opportunity to participate in a multitude of activities that may not have been exposed to in the hopes that they will pursue that activity further outside of the school environment if they are interested. The daily goal of PE is to have students learn information along with developing healthy exercise habits that will benefit them now and in the future.