Document Sample

K-5 Proficiency Statements Mathematical Processes: Solves problems using strategies related to reasoning, communication, connections and representation Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Determines relevant Uses direct modeling with Use reasoning and logic Demonstrates in words, Solves single- and Uses reasoning abilities to: information in order to solve objects, tally marks, or to: numbers and pictures an multiple- step problems, Identify relationships a problem pictures Perceive patterns understanding of multiple which include multiple Identify questions Identify relationships problem-solving strategies operations and/or money. Choose and justify Shows mathematical Counts forward or backward Formulate questions including algorithms strategies thinking using: from a number Pose problems Explain and demonstrate Check results Number lines Make conjectures Uses reasoning and logic how a problem was solved Physical objects Utilizes basic facts Justify strategies abilities to: (orally, visually or in Use all operations in Oral descriptions Test reasonableness Perceive patterns written form) with support everyday situations that Uses estimation to of results Identify relationship evidence solve single or multi-step Explains solution strategies determine reasonableness Formulate questions word problems and listens to others during of answers Communicate Pose problems Use reasoning and logic class discussions about mathematical ideas and Make conjectures to: Analyze the mathematical problem solving involving Represents problem reasoning using the Justify strategies Perceive patterns thinking and strategy joining, separating, situations with number vocabulary of Test reasonableness of Identify relationships grouping and portioning sentence (one-step mathematics in a variety results Formulate questions Explain and demonstrate through direct modeling. equation) of ways (e.g. using words, Pose problems how a problem was solved numbers, symbols, Communicate mathematical Make conjectures (orally, visually and in written Determines relevant pictures, charts, tables, ideas and reasoning using Justify strategies form) with support evidence information in order to solve diagrams, graphs, and the vocabulary of Test reasonableness problems models mathematics in a variety of of results Solve problems using basic ways (e.g. using words, multiplication and division Explains and demonstrates Connect mathematics to numbers, symbols, pictures, Communicate facts how a problem was solved the real world, as well as charts, tables, diagrams, mathematical ideas and (orally or in writing) within mathematics graphs, and models) reasoning using the vocabulary of Create and use Connect mathematics to the mathematics in a variety representations to real world, as well as within of ways (e.g. Using words, organize, record, and mathematics numbers, symbols, communicate pictures, charts, tables, mathematical ideas Create and use diagrams, graphs, and representations to organize, models) Solve and analyze routine record, and communicate and non-routine problems mathematical ideas Connect mathematics to the real world, as well as Demonstrates at least one Solve and analyze routine within mathematics strategy of solving single- and non-routine problems or double-digit addition Solve and analyze routine and subtraction (e.g. Solves single- and multiple- and non-routine problems Manipulative and pictures step problems with 1 operation using addition and subtraction Revised / Updated 10/08 1 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Analyze the mathematical thinking and strategy Solve double- and triple-digit + & – problems with regrouping in horizontal and vertical format Determine if answer is reasonable SBRC Mathematics: Mathematical Processes cont . . . Revised / Updated 10/08 2 K-5 Proficiency Statements Number Operations and Relationships-Concepts: Acquires and applies concepts Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Understand the Understand the Understand the Understand the Understand the Understand the meanings, uses, and meanings, uses, and meanings, uses, and meanings, uses, and meanings, uses, and meanings, uses, and representations of representations of representations of representations of representations of representations of numbers. numbers. numbers. numbers. numbers. numbers. Count on by 1’s to 100; Count on by 1’s, 2’s, Count on by 1’s, 2’s, Read and write whole Read and write whole Read and write whole count on by 2’s, 5’s, 5’s, and 10’s past 100 5’s, 10’s, 25’s, and numbers up to numbers up to numbers and decimals; and 10’s and count and back by 1’s from 100’s pas 1,000 and 1,000,000; read, write, 1,000,000,000 and identify places in such back by 1’s with any number less than back by 1’s from any and model with decimals through numbers and the number grids, number 100 with and without number less than 1,000 manipulatives decimals thousandths; identify values of the digits in lines, and calculators. number grids, number with and without through hundredths; places in such numbers those places; use lines, and calculators. number grids, number identify places in such and the values of the expanded notation to Count 20 or more lines, and calculators. numbers and the digits in those places; represent whole objects; estimate the Count collections of values of the digits in translate between numbers and decimals. number of objects in a objects accurately and Read, write, and model those places; translate whole numbers and collection. reliably; estimate the with manipulatives between whole decimals represented in Solve problems number of objects in a whole numbers up to numbers and decimals words and in base-10 involving percents and Model numbers with collection. 10,000; identify places represented in words, notation. discounts; describe and manipulatives; use in such numbers and in base-10 notation, explain strategies used; manipulatives to Read, write, and model the values of the digits and with manipulatives. Read, write, and model identify the unit whole exchange 1’s for 10’s with manipulatives in those places; read fractions; solve in situations involving and 10’s for 100’s; whole numbers up to and write money Read, write, and model problems involving fractions. recognize that digits 1,000; identify places in amounts in dollars-and- fractions; solve fractional parts of a can be used and such numbers and the cents notation. problems involving region or a collection; Identify prime and combined to read and values of the digits in fractional parts of a describe and explain composite numbers; write numbers; read those places. Use manipulatives and region or a collection; strategies used; given a factor numbers; find numbers up to 30. drawings to model describe strategies fractional part of a prime factorizations. Use manipulatives and fractions as equal parts Use manipulatives to used. region or a collection, drawings to model of a region or a model half of a region identify the unit whole. Understand equivalent halves, thirds, and collection; describe the or a collection; Find multiples of 2, 5, names for numbers. fourths as equal parts models and name the describe the model. and 10. Find multiples of whole of a region or a fractions. numbers less than 10; Use numerical Understand equivalent collection; describe the Understand equivalent find whole-number expressions involving Recognize numbers as names for numbers. model. names for numbers. factors of numbers. one or more of the odd or even. basic four arithmetic Use manipulatives, Understand equivalent Understand equivalent Use numerical Understand equivalent operations, grouping drawings, and numerical names for numbers. expressions involving names for numbers. symbols, and names for numbers. expressions involving one or more of the exponents to give addition and subtraction Use manipulatives, Use tally marks, arrays, basic four arithmetic Use numerical equivalent names for of 1-digit numbers to drawings, tally marks, and numerical operations to give expressions involving whole numbers; convert give equivalent names and numerical expressions involving equivalent names for one or more of the between base-10, for whole numbers up to expressions involving addition and subtraction whole numbers. basic four arithmetic exponential, and 20. addition and to give equivalent operations and repeated-factor Revised / Updated 10/08 3 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 subtraction of 1- or 2- names for whole Use manipulatives and grouping symbols to notations. digit numbers to give numbers. drawings to find and give equivalent names equivalent names for represent equivalent for whole numbers. Use numerical Understand common whole numbers up to Use manipulatives and names for fractions; expressions to find and numerical relations. 100. drawings to model use manipulatives to Use numerical represent equivalent equivalent names for generate equivalent expressions to find and names for fractions, Compare and order Understand common ½. fractions. represent equivalent decimals, and percents; whole numbers up to numerical relations. names for fractions and use and explain Understand common 20. Understand common decimals; use and multiplication and numerical relations. Compare and order numerical relations. explain a multiplication division rules to find whole numbers up to Compare and order rule to find equivalent equivalent fractions and 1,000. whole numbers up to Compare and order fractions; rename fractions in simplest 10,000; use area whole numbers up to fourths, fifths, tenths, form; convert between models to compare 1,000,000; use and hundredths as fractions and mixed fractions. manipulatives to order decimals and percents. numbers; convert decimals through between fractions, SBRC Mathematics: hundredths; use area Understand common decimals, and percents. Number and Numeration … models and benchmark numerical relations. fractions to compare Understand common and order fractions. Compare and order numerical relations. whole numbers up to 1,000,000,000 and Compare and order decimals through rational numbers; use thousandths; compare area models, and order integers benchmark fraction, between -100 and 0; and analyses of use area models, numerators and benchmark fractions, denominators to and analyses of compare and order numerators and fractions and mixed denominators to numbers; describe compare and order strategies used to fractions. compare fractions and mixed numbers. Revised / Updated 10/08 4 K-5 Proficiency Statements Number Operations and Relationships – Computation: Demonstrates computation accurately and efficiently Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Compute accurately. Compute accurately. Compute accurately. Compute accurately. Compute accurately. Compute accurately. Use manipulatives, Demonstrate proficiency Demonstrate Demonstrate Demonstrate Use mental arithmetic, number lines, and with +/ - 0, +/ -1, doubles, automaticity with +/ - 0, automaticity with basic paper-and-pencil automaticity with all mental arithmetic to and sum-equals-ten +/ -1, doubles, and addition and subtraction algorithms, and solve problems addition and subtraction sum-equals-ten facts, addition and facts and fact calculators to solve involving the addition facts such as 6 + 4 = 10 and proficiency with all subtraction facts extensions. problems involving the and subtraction of and 10 – 7 = 3. addition and through 10 + 10; use addition and single digit whole subtraction facts basic facts to compute Use manipulatives, subtraction of whole numbers. Use manipulatives, through 10 + 10. fact extensions such as mental arithmetic, numbers, decimals, number grids, tally paper-and-pencil and signed numbers; 80 + 70. Make reasonable marks, mental arithmetic, Use manipulatives, algorithms, and describe the strategies estimates. and calculators to solve number grids, tally calculators to solve used and explain how problems involving the marks, mental Use manipulatives, problems involving the they work. Understand meanings of addition and subtraction arithmetic, paper & mental arithmetic, addition and subtraction operations. of 1-digit whole numbers pencil, and calculators paper-and-pencil of whole numbers and Demonstrate with 1- or 2-digit whole to solve problems algorithms, and decimals through automaticity with Identify join and take- numbers; calculate and involving the addition calculators to solve hundredths; describe multiplication facts and away situations. compare the values of and subtraction of 2- the strategies used and proficiency with division problems involving the combinations of coins. digit whole numbers; explain how they work. facts and fact describe the strategies addition and extensions. Make reasonable used; calculate and subtraction of whole Demonstrate estimates. compare values of coin numbers and decimals automaticity with and bill combinations. multiplication facts Use mental arithmetic, in a money context; Estimate reasonableness through 10 X 10 and paper-and-pencil describe the strategies algorithms, and of answers to basic fact Make reasonable proficiency with related used and explain how calculators to solve problems (e.g., Will estimates. division facts; use basic 7 + 8 be more or less they work. facts to compute fact problems involving the than 10?). Make reasonable extensions such as 30 multiplication of whole estimates for whole Demonstrate X 60. numbers and decimals Understand meanings of number addition and and the division of automaticity with X 0, operations. subtraction problems; Use mental arithmetic, multidigit whole X 1, X 2, X 5, and X 10 numbers and decimals explain how the paper-and-pencil multiplication facts; use by whole numbers; Identify change-to-more, estimates were algorithms, and change-to-less, obtained. strategies to compute calculators to solve express remainders as comparison, and parts- remaining facts up to problems involving the whole numbers or and-total situations. Understand meanings of 10 X 10. multiplication of fractions as operations. mutidigit whole appropriate; describe numbers by 2-digit the strategies used and Use arrays, mental explain how they work. Identify and describe arithmetic, paper-and- whole numbers and the change, comparison, division of multidigit and parts-and-total pencil algorithms, and whole numbers by 1- situations; use calculators to solve digit whole numbers; Revised / Updated 10/08 5 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 repeated addition, problems involving the describe the strategies arrays, and skip multiplication of 2- and used and explain how Use mental arithmetic, counting to model they work. paper-and-pencil 3-digit whole numbers SBRC Mathematics: multiplication; use algorithms, and equal sharing and by 1-digit whole Use mainpulatives, Number and Numeration … calculators to solve equal grouping to numbers; describe the mental arithmetic, and problems involving the model division. strategies used. calculators to solve addition and problems involving the subtraction of fractions Make reasonable addition and subtraction and mixed numbers; of fractions with like and describe the strategies estimates. unlike denominators; used and explain how describe the strategies they work. Make reasonable used. estimates for whole Use area models, number addition and Make reasonable mental arithmetic, subtraction problems; estimates. paper-and-pencil explain how the algorithms, and Make reasonable calculators to solve estimates were estimates for whole problems involving the obtained. number and decimal multiplication of addition and subtraction fractions and mixed Understand meanings of problems and whole numbers; use operations. number multiplication diagrams, a common- and division problems; denominator method, explain how the and calculators to solve Recognize and estimates were problems involving the describe change, obtained. division of fractions; comparison, and parts- describe the strategies and-total situations; Understand meanings of used. use repeated addition, operations. arrays, and skip Make reasonable Use repeated addition, estimates. counting to model skip counting, arrays, multip0lication; use area, and scaling to Make reasonable equal sharing and model multiplication estimates for whole equal grouping to and division. number and decimal model division. addition, subtraction, multiplication, and division problems and fraction and mixed number addition and subtraction problems; explain how the estimates were obtained. Revised / Updated 10/08 6 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Understand meanings of operations. Use repeated addition, arrays, area, and scaling to model multiplication and division; use ratios SBRC Mathematics: expressed as words, Number and Numeration … fractions, percents, and with colons; solve problems involving ratios of parts of a set to the whole set. Revised / Updated 10/08 7 K-5 Proficiency Statements Geometry: Identifies and applies geometric concepts Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Investigate Investigate Investigate Investigate Investigate Investigate characteristics and characteristics and characteristics and characteristics and characteristics and characteristics and properties of 2- and 3- properties of 2- and 3- properties of 2- and 3- properties of 2- and 3- properties of 2- and 3- properties of 2- and 3- dimensional geometric dimensional geometric dimensional geometric dimensional geometric dimensional geometric dimensional geometric shapes. shapes. shapes. shapes. shapes. shapes. Identify and describe Identify and describe Draw line segments Identify and draw Identify, draw, and Identify, describe, plane and solid figures plane and solid figures and identify parallel line points, intersecting and describe points, compare, name, and including circles, including circles, segments. parallel line segments intersecting and parallel draw right, acute, triangles, squares, triangles, squares, and lines, rays, and line segments and obtuse, straight, and rectangles, spheres, rectangles, spheres, Identify, describe, and right angles. lines, rays, and right, reflex angles; determine and cubes. cylinders, rectangular model plane and solid acute, and obtuse angle measures in prisms, pyramids, figures including circles, Identify, describe, angles. vertical and Apply transformations cones, and cubes. triangles, squares, model, and compare supplementary angles and symmetry in rectangles, hexagons, plane and solid figures Describe, compare, and and by applying geometric situations. Apply transformations trapezoids, rhombuses, including circles, classify plane and solid properties of sums of and symmetry in spheres, cylinders, polygons, spheres, figures, including angle measures in Identify shapes having geometric situations. rectangular prisms, cylinders, rectangular polygons, circles, triangles and line symmetry. pyramids, cones, and prisms, pyramids, spheres, cylinders, quadrangles. Identify shapes having cubes. cones, and cubes using rectangular prisms, line symmetry; appropriate geometric cones, cubes, and Describe, compare, and complete line- Apply transformations terms including the pyramids, using classify plane and solid symmetric shapes or and symmetry in terms face, edge, appropriate geometric figures using designs. geometric situations. vertex, and base. terms including vertex, appropriate geometric base, face, edge, and terms; identify Create and complete 2- Apply transformations congruent. congruent figures and dimensional symmetric and symmetry in describe their shapes or designs. geometric situations. Apply transformations properties. and symmetry in Create and complete 2- geometric situations. Apply transformations dimensional symmetric and symmetry in shapes or designs; Identify, describe, and geometric situations. locate multiple lines of sketch examples of symmetry in a 2- reflections; identify and Identify, describe, and dimensional shape. describe examples of sketch examples of translations and reflections, translations, rotations. and rotations. Revised / Updated 10/08 8 K-5 Proficiency Statements Measurement: Identifies and applies measurement concepts Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Understand the systems Understand the systems Understand the systems Understand the systems Understand the systems Understand the systems and processes of and processes of and processes of and processes of and processes of and processes of measurement; use measurement; use measurement; use measurement; use measurement; use measurement; use appropriate techniques, appropriate techniques, appropriate techniques, appropriate techniques, appropriate techniques, appropriate techniques, tools, units, and formulas tools, units, and formulas tools, units, and formulas tools, units, and formulas tools, units, and formulas tools, units, and formulas in making measurements. in making measurements. in making measurements. in making measurements. in making measurements. in making measurements. Use nonstandard tools Use nonstandard tools Estimate length with Estimate length with Estimate length with Estimate length with and techniques to and techniques to and without tools; and without tools; and without tools; and without tools; estimate and compare estimate and compare measure length to the measure length to the measure length to the measure length with weight and length; weight and length; nearest inch and nearest ½ inch and ½ nearest ¼ inch and ½ tools to the nearest 1/8 identify standard measure length with centimeter; use centimeter; draw and centimeter; estimate the inch and millimeter; measuring tools. standard measuring standard and describe angles as size of angles without estimate the measure of Identify pennies, tools. nonstandard tools to records of rotations. tools. angles with and without tools; use tools to draw nickels, dimes, measure and estimate angles with given quarters, and dollar Know and compare the weight. Describe and use Describe and use measures. bills. value of pennies, strategies to measure strategies to measure nickels, dimes, Count unit squares to the perimeter of the perimeter and area Describe and use Use and understand quarters, and dollar bill; find the area of polygons; count unit of polygons, to estimate strategies to find the reference frames. make exchanges rectangles. squares to find the the area of irregular perimeter of polygons and between coins. areas of rectangles. shapes, and to find the the area of circles; choose Describe temperature Describe relationships volume of rectangular and use appropriate formulas to calculate the using appropriate Use and understand between days in a week Describe relationship prisms. areas of rectangles, vocabulary, such as reference frames. and hours in a day. among inches, feet, and parallelograms, and hot, warm, and cold; yards; describe Describe relationships triangles, and the volume identify a thermometer Identify a thermometer Make exchanges relationships between among U.S. customary of a prism; define pi as the as a tool for measuring as a tool for measuring between coins and bills. minutes in an hour, units of length and ratio of a circle s temperature. temperature; read hours in a day, days in among metric units of circumference to its Describe and use temperatures on Use and understand a week. length. diameter. measures of time Fahrenheit and Celsius reference frames. Describe relationships periods relative to a thermometers to the Use and understand Use and understand among U.S. customary day and week; identify nearest 10˚. Read temperature on reference frames. reference frames. units of length; among tools that measure both the Fahrenheit and metric units of length; and time. Use a calendar to Celsius scales. Tell and show time to Use ordered pairs of among U.S. customary identify days, weeks, the nearest minute on numbers to name, units of capacity. months, and dates; tell Tell and show time to an analog clock; tell locate, and plot points and show time to the the nearest five minutes and write time in digital in the first quadrant of a Use and understand nearest half and quarter on an analog clock; tell notation. coordinate grid. reference frames. hour on an analog and write time in digital Use ordered pairs of clock. notation. numbers to name, locate, and plot points in all four quadrants of a coordinate grid. Revised / Updated 10/08 9 K-5 Proficiency Statements Statistics and Probability: Collects, interprets and extends data – Predicts outcomes based on probability Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Select and create Select and create Select and create Select and create Select and create Select and create appropriate graphical appropriate graphical appropriate graphical appropriate graphical appropriate graphical appropriate graphical representations of representations of representations of representations of representations of representations of collected or given data. collected or given data. collected or given data. collected or given data. collected or given data. collected or given data. Collect and organize Collect and organize Collect and organize Collect and organize Collect and organize Collect and organize data to create class- data to create tally data or use given data data or use given data data or use given data data or use given data constructed displays charts, tables, bar to create tally charts, to create charts, tables, to create charts, tables, to create bar, line, and such as tally charts, graphs, and line plots. tables, bar graphs, and bar graphs, and line bar graphs, line plots, circle graphs with tables, and graphs line plots. plots. and line graphs. reasonable titles, using real objects or Analyze and interpret labels, keys, and pictures. data. Analyze and interpret Analyze and interpret Analyze and interpret intervals. data. data. data. Analyze and interpret Use graphs to answer Analyze and interpret data. simple questions and Use graphs to ask and Use graphs to ask and Use the maximum, data. draw conclusions; find answer simple answer simple minimum, range, Use graphs to answer the maximum and questions and draw questions and draw median, mode, and Use the maximum, simple questions. minimum of a data set. conclusions; find the conclusions; find the graphs to ask and minimum, range, maximum, minimum, maximum, minimum, answer questions, draw median, mode, and Understand and apply Understand and apply mode, and median of a range, mode, and conclusions, and make mean and graphs to basic concepts of basic concepts of data set. median or a data set. predictions. ask and answer probability. probability. questions, draw Understand and apply Understand and apply Understand and apply conclusions, and make Describe events using Describe events using basic concepts of basic concepts of basic concepts of predictions. certain, possible, certain, likely, unlikely, probability. probability. probability. impossible, and other impossible and other Understand and apply basic probability terms. basic probability terms. Describe events using Describe events using Describe events using basic concepts of certain, likely, unlikely, certain, very likely, certain, very likely, probability. impossible and other likely, unlikely, very likely, unlikely, very basic probability terms; unlikely, impossible, unlikely, impossible and Describe events using explain the choice of and other basic other basic probability certain, very likely, language. probability terms; terms; use more likely, likely, unlikely, very explain the choice of equally likely, same unlikely, impossible language. chance, 50-50, less and other basic likely, and other basic probability terms; use Predict the outcomes of probability terms to more likely, equally simple experiments and compare events; likely, same chance, test the predictions explain the choice of 50-50, less likely, and using manipulatives; language. other basic probability express the probability terms to compare of an event by using Predict the outcomes of events; explain the “_ out of _” language. experiments and test choice of language. the predictions using Revised / Updated 10/08 10 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 manipulatives; Predict the outcomes summarize the results of experiments, test and use them to predict the predictions using future events; express manipulatives, and the probability of an summarize the results; event as a fraction. compare predictions based on theoretical probability with experimental results; use summaries and comparisons to predict future events; express the probability of an event as a fraction, decimal, or percent. SBRC Mathematics: Statistics and Probability cont. . . Revised / Updated 10/08 11 K-5 Proficiency Statements Algebraic Relationships: Recognizes and uses patterns and relationships to extend algebraic relationships Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Understand patterns and Understand patterns and Understand patterns and Understand patterns and Understand patterns and Understand patterns and functions. functions. functions. functions. functions. functions. Extend, describe, and Extend, describe, and Extend, describe, and Extend, describe, and Extend, describe, and Extend, describe, and create visual, rhythmic, create numeric, visual, create numeric, visual, create numeric create numeric create numeric and movement and concrete patterns; and concrete patterns; patterns; describe rules patterns; describe rules patterns; describe rules patterns; use rules, solve problems describe rules for for patterns and use for patterns and use for patterns and use which will lead to involving function patterns and use them them to solve problems; them to solve problems; them to solve problems; functions, to sort, make machines, “What’s My to solve problems; use use words and symbols use words and symbols write rules for functions patterns, and play Rule?” tables, and words and symbols to to describe and write to describe and write involving the four basic “What’s My Rule?” and Frames-and-Arrows describe and write rules rules for functions rules for functions that arithmetic operations; other games. diagrams. for functions involving involving addition, involve the four basic represent functions addition and subtraction subtraction, and arithmetic operations using words, symbols, Use algebraic notation to Use algebraic notation to and use those rules to multiplication and use and use those rules to tables, and graphs and represent and analyze represent and analyze solve problems. those rules to solve solve problems. use those situations and structures. situations and structures. problems. representations to solve Use algebraic notation to Use algebraic notation to problems. Read and write Read, write, and represent and analyze Use algebraic notation to represent and analyze expressions and explain expressions situations and structures. represent and analyze situations and structures. Use algebraic notation to number sentences and number sentences situations and structures. represent and analyze using the symbols +, -, using the symbols +, -, Read, write, and Use conventional situations and structures. and =. and = and the symbols explain expressions Read, write, and notation to write > and < with cues; and number sentences explain number expressions and Determine whether solve equations using the symbols +, -, sentences using the number sentences number sentences are involving addition and =, >, and <; solve symbols +, -, X, ÷, =, >, using the four basic true or false; solve open subtraction. number sentences and <; solve number arithmetic operations; number sentences and involving addition and sentences; write determine whether explain the solutions; Apply the Commutative subtraction; write expressions and number sentences are use a letter variable to Property of Addition expressions and number sentences to true or false; solve open write an open sentence and the Additive Identity number sentences to model number stories. sentences and explain to model a number to basic addition fact model number stories. the solutions; write story; use a pan- problems. Recognize that numeric expressions and balance model to solve Describe the expressions can have number sentences to linear equations in one Commutative and different values model number stories. unknown. Associative Properties depending on the order of Addition and apply in which operations are Evaluate numeric Evaluate numeric them to mental carried out; understand expressions containing expressions containing arithmetic problems. that grouping symbols grouping symbols; grouping symbols and can be used to affect insert grouping symbols nested grouping the order in which to make number symbols; insert operations are carried sentences true. grouping symbols and out. nested grouping symbols to make Revised / Updated 10/08 12 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 number sentences true; Describe and apply the Apply the Distributive describe and use the Commutative and Property of precedence of Associative Properties Multiplication over multiplication and of Addition, the Addition to the partial- division over addition Commutative Property products multiplication and subtraction. of Multiplication, and algorithm. the Multiplicative Describe and apply Identity. properties of arithmetic. SBRC Mathematics: Algebraic relationships cont… Revised / Updated 10/08 13 K-5 Proficiency Statements SBRC Reading: Uses word-solving strategies and develops vocabulary Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Demonstrates concepts Defines the levels at which Defines the levels at Uses a variety of word- Uses a variety of word- Uses a variety of word- of print students read and which students read and solving strategies to solving strategies to solving strategies to Q2 Identify 6-7/10 concepts comprehend. comprehend. understand unfamiliar words understand unfamiliar understand unfamiliar words of print from observational Level is checked. End of Level is checked. End of such as: words such as: such as: survey year target = 16 year target = 24 Applying knowledge of Applying knowledge Applying knowledge of Q4 Identifies and uses letter-sound relationships of letter-sound letter-sound relationships 10/10 concepts of print Uses a variety of decoding Uses a variety of decoding Analyzing word relationships Analyzing word while reading. strategies: strategies: structures Analyzing word structures Blending Blending Identify analogies to structures Identify analogies to Identifies upper case Word patterns Word patterns Identify analogies to demonstrate demonstrate letters (26) Vowel patterns Vowel patterns demonstrate understanding understanding Q1 Identifies all 26 letters Endings Endings understanding Use knowledge of Use knowledge of Q2 Identifies all 26 letters Use knowledge of synonyms and antonyms synonyms and antonyms quickly and automatically Uses multiples strategies Uses multiples strategies synonyms and Recognize regular and Recognize regular and Q3 Recognizes and applies Rereading Rereading antonyms irregular plural forms irregular plural forms letters within text Cross checking cues Cross checking cues Recognize regular Recognize possessive Recognize possessive Q4 Recognizes and applies Word chunks Word chunks and irregular plural forms forms letters in their environment Letters and sound Letters and sound forms Recognize the meaning Recognize the meaning Identifies lower case letters combinations combinations of contractions Recognize of contractions (26) Self-corrects many error Self-corrects many Use knowledge of possessive forms Use knowledge of Q1 Identifies all 26-28 errors compound words Recognize the compound words letters Use knowledge of root meaning of Use knowledge of root Q2 Identifies all 26-28 Silent reading speed words and affixes contractions words and affixes letters quickly and exceeds oral reading Use knowledge of automatically speed by the end of compound words Q3 Recognizes and applies grade 2 Using context clues for Use knowledge of Using context clues for letters in their environment figurative and multiple root words and affixes figurative and multiple meaning words meaning words Identifies letter sounds Using context clues for Q1 Identifies 12 or more figurative and multiple sounds meaning words Q2 Identifies 15 or more sounds Q3 Identifies 19 or more sounds Q4 Identifies 26 or more sounds Recognizes and demonstrates rhyming Revised / Updated 10/08 14 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Q2 Demonstrates and pronounces rhymes. Q4 Applies knowledge of rhyming in a variety of texts. Demonstrates blending and beginning, middle, end sounds Q3 Begins to blend and stretch sounds Q4 Uses blending in their reading and writing SBRC Reading: Uses word-solving cont… Revised / Updated 10/08 15 K-5 Proficiency Statements SBRC Reading: Uses reading strategies to understand text Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Based on oral sharing of Defines the levels at which Using a variety of Using a variety of literature, Reads a variety of literature, Consistently reads a text, the student: students read and literature, informational informational texts and other informational texts and other variety of literature, Makes comprehend. texts and other print print sources, student: print sources, student: informational texts and other connections to Level is checked. sources, student: Summarizes main events / Summarizes main events print sources, student: Makes connections ideas and details / ideas and details Summarizes main events self Making predictions and Identifies cause-and – / ideas and details Makes predictions Based on oral sharing of (text-to-text, text-self-, inferences effect relationships Identifies cause-and- text, the student: text-world) Makes connections (text- Makes connections (text- effect relationships Makes connections Makes predictions to-text, text-self-, text- Visualizes to-text, text-self-, text- Makes connections (test- (text-to-text, text-self-, world) world) Asks questions to-text, text-self-, text- text-world) world) Makes predictions Recognizes and recalls Recognizes and recalls Visualizes Recognizes and recalls elements and details of story elements and details of story Recognizes and recalls Asks questions elements and details of structure, such as structure, such as sequence elements and details of story story structure, such as sequences of events, of events, character, pilot, structure, such as sequence of events, character, plot, and setting and setting in order to reflect sequences of events, character, main idea, and in order to reflect meaning. meaning. character, plot, and setting setting in order to reflect in order to reflect meaning. meaning. Analyzes story structure, Analyzes story structure, word choice, literacy devices word choice, literacy devices Analyzes story structure, and use of language toward and use of language toward word choice, literacy devices author’s purpose author’s purpose and use of language toward Identify and evaluate author’s purpose Identify and evaluate Author’s purpose, point of Author’s purpose, point of Identify and evaluate view and effectiveness view and effectiveness Author’s purpose, point of Understand how text and illustrations connect to Understand how text and view and effectiveness Understand how text and convey meaning illustrations connect to illustrations connect to Make inferences about convey meaning convey meaning author’s tone and style Identifies and uses organizational features of Identifies and uses Identifies and uses Understand how text and texts: organizational features of organizational features of illustrations connect to Index, captions, graphics, texts, such a headings, texts, such as headings, convey meaning headings and table of paragraphs, and format to paragraphs, and format to contents. improve understanding improve understanding Identifies and uses organizational features of Identifies organizational Identifies organizational texts, such as headings, Demonstrates structures: understanding through structures: paragraphs, and format to compare/contract, compare/contract, improve understanding sequential retellings cause/effect, persuasion cause/effect, persuasion Identifies organizational Summarizes key details of Summarizes key details of structures: informational texts, informational texts, compare/contract, connecting new information connecting new information cause/effect, persuasion to prior knowledge to prior knowledge Revised / Updated 10/08 16 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Uses primary dictionary Uses dictionary guide words Summarizes key details of guide words to locate to locate information informational texts, information connecting new information Responses (oral and Demonstrates to prior knowledge Oral and written response written), demonstrate comprehension of reading demonstrate strategy use strategy use and clear Uses dictionary guide words by using strategies such and clear understanding understanding to locate information as: Activating prior Comprehends by using Comprehends by using Responses (oral and written) knowledge strategies: strategies: consistently demonstrate SBRC Reading: Activate background Making predictions Activate background strategy use and clear Uses reading strategies cont … Developing visual knowledge / make knowledge / make understanding images connections connections Asking questions Establish purpose Comprehends by using Establish purpose Infer and predict Infer and predict strategies: Visualize Visualize Apply knowledge of text Activate background Apply knowledge of text structures knowledge / make Identifies beginning, structures for fiction and Ask questions connections middle, end and First, nonfiction Synthesize Establish purpose next, last Ask questions Determine importance Infer and predict Synthesize Visualize nd Determine importance Identifies stated and implied Apply knowledge of text 2 grade level books fall information structures in the range of titles like: Identifies beginning, middle, Ask questions Town Mouse / Country end and First, next, last Analyzes stated or implied Synthesize Mouse theme, message or main Determine importance Amedelia Bedelia Identifies stated and implied idea Leprechauns Don’t Play information Identifies stated and implied Basketball Demonstrates effective Analyzes stated or implied information behaviors: theme, message or main Analyzes stated or implied Self-correcting and self- idea theme, message or main monitoring Rereading idea Demonstrates effective Adjusting reading rate behaviors: Demonstrates effective according to purpose and behaviors: Self-correcting and self- difficulty monitoring Self-correcting and self- Rereading 4th grade level books fall in monitoring Adjusting reading rate the range of titles like: Rereading according to purpose and Bunniculua Adjusting reading rate difficulty Charlotte’s Web according to purpose and Charlie and the Chocolate difficulty rd Factory 3 grade level books fall in the range of titles like: 5th grade level books fall in Boxcar Children the range of titles like: Pippi Longstocking Great Brain Stone Fox Harriet the Spy Park’s Quest Revised / Updated 10/08 17 K-5 Proficiency Statements SBRC Reading: Analyzes, extends and evaluates text Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Defines the levels at which Defines the levels at Identifies a purpose for Identifies a purpose for Consistently identifies a students read and which students read and reading such as: reading such as: purpose for reading such as: comprehend. comprehend. Gaining information Gaining information Gaining information Level is checked. End of Level is checked. End of Appreciate literature Learning about a Learning about a Year Target = 16 Year Target = 24 Learning about a viewpoint viewpoint viewpoint Appreciate literature Appreciate literature Discovery Discovery Enjoyment Discovery Enjoyment Enjoyment Reads from and Reads from and distinguishes among Reads from and distinguishes among different genres choosing distinguishes among different genres choosing books by author, topic or different genres choosing books by author, topic or specific information books by author, topic or specific information specific information Extends concepts and Extends concepts and themes to other situations Extends concepts and themes to other situations themes to other situations Distinguishes between Distinguishes between fact fact and opinion Distinguishes between fact and opinion and opinion Evaluates accuracy, currency and credibility of Evaluates accuracy, information currency and credibility of information SBRC Reading: Practices independent reading Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Practices reading from a Reads for 20-25 minutes Reads for 30-40 minutes Reads for 35-45 minutes Reads for 45-50 minutes variety of materials. Attends (developing reading (developing reading stamina (developing reading (developing reading stamina to text for 15-20 minutes. stamina and skill) and skill) stamina and skill) and skill) Chooses appropriately Chooses appropriately Chooses appropriately Chooses appropriately leveled materials for leveled materials for leveled materials for leveled materials for independent reading independent reading independent reading independent reading Revised / Updated 10/08 18 K-5 Proficiency Statements SBRC Writing: Participates in the writing process Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Verbalizes to partner or Begins to choose from a Attempts to choose from a Plans in a variety of ways: Brainstorm topics, choose Independently chooses teacher about a picture variety of tools for use in variety of tools for use in Graphic organizers an appropriate topic, and taught strategies to organize story in their head planning a writing piece: planning a writing piece: Maps organize structure/ ideas writing: Think aloud Think alouds Think alouds Webs Webs Labeling Story mapping Story mapping Lists, etc. Writes text that follows a Timelines Lists Labeling Labeling logical sequence and Pictures Lists Lists Uses prewriting plan to write utilizes the plan as a tool Lists Represents story on paper Webs Webs a draft and see it as a work for organization Bullets through pictures, labels, Brainstorming Brainstorming in progress Story boards approximation of words, Visualize a draft as a work Oral processing and begins to use Attempts to write a minimum Verbalizes with a partner, Clarifies purpose of writing in progress sentences of 3 sentences on a topic, story map, stretches by focusing on voice, word Independently uses uses his or her plan and across the pages choice and audience Attempts to make prewriting plan to generate Re-reads and thinks “does sees it as a work in progress Uses his or her plan to changes during the at least one draft of writing it say what I want it to say” write a draft and sees it as Develops independent drafting process to ensure Begins to add details to a a work in progress editing skills by using third writing makes sense to Visualize a draft as a work in Begins to add to the piece grade conventions other readers. progress picture/words Re-reads his or her draft Begins to make necessary to ensure that it makes Begins to show evidence of Add, delete and modify Independently uses taught Re-reads with teacher changes to ensure that the sense editing the language, content and strategies to change the prompts and asks: story makes sense tone of writing. content of the piece and What other sounds Re-reads his or her draft Begins to use taught editing improve the effectiveness for do you hear in that Re-reads and checks for and attempts to elaborate marks Re-reads text to make the reader. word? spelling and conventions important parts and grammatical and Did you check for eliminate unnecessary Produce a legible, polished, conventional changes Independently uses taught finger spaces? Shares finished piece with parts. final piece of writing that is strategies to fix-up the other readers: Capitalizes, uses correct ready to share with an Attempts to show conventions of writing Student shares writing by: Visual classroom spelling and punctuation intended audience evidence of editing Visual classroom displays as referred to in the green Uses taught editing marks displays Sharing with a partner Primary Guidelines for Attempts to use taught Sharing with a Sharing as a class Literacy handbook. editing marks Produce a legible, polished, partner Various other final piece of writing that is Sharing as a class methods of sharing Shares finished piece with Produce a legible, ready to share with an other readers polished, final piece of intended audience. Visual classroom writing that is ready to displays share with an intended Sharing with a audience. partner Sharing as a class Various other methods of sharing Revised / Updated 10/08 19 K-5 Proficiency Statements SBRC Writing: Communicates effectively in Writing Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Communicates their story Begins to introduce Begins to introduce Attempts to write a Writes a beginning that Uses beginning leads to through pictures and writing characters and attempts to characters and attempts beginning that may include: may include: setting with make the reader want to Begins to write a use setting to use setting setting with time elements or time elements or read more beginning introduction of character introduction of character Begins to write a Begins to use dialogue Begins to use dialogue Introduces characters, middle Attempts to write a middle Writes a middle that builds setting and problem Begins to write an Begins to have a clear Their story has a clear that builds and increases and increases tension or ending ending that connects to rest ending that connects to tension or apparent problem apparent problem Uses details to keep reader of story the rest of the story reading and develop Attempts to write an ending Writes an ending that sequence of story Begins to organize a piece that leaves the reader with a and keep on topic Attempts to organize piece The writing piece is leaves the reader with a lesson or feeling (something lesson or feeling Develop a climax and keep on topic organized and on a topic to think about) Begins to add details to (something to think about) Writes clear, logical solution pictures and/or writing Attempts to add detail to Begins to use dialogue, Writes a paragraph with one / answers to readers’ create a picture in the character action, Writes a piece that follows main idea and several a logical sequence and questions Orally begins to identify the reader’s mind character thoughts and related sentences purpose of their writing adjectives to add details to structure for that genre Stays in the moment independently Begins to use transitions in writing writing Organizes writing into Stretches appropriate, Begins to weave a balance paragraphs with main Begins to use transitions of dialogue, internal thought, meaningfully parts (what Begins to identify a purpose to make writing flow ideas and supporting story is really about) and character action details – if appropriate. and an audience for their writing Attempts to identify a Removes or moves swiftly Begins new, more Attempts to weave a through unimportant parts purpose and an audience sophisticated language for their writing balance of dialogue, internal thought, and Weaves a balance of Begins to use words that character action dialogue, internal thought, evoke visuals and/or and character action feelings Attempts new, more sophisticated language Uses new, more Begins to use precise verbs sophisticated language and nouns Attempts words that evoke visuals and/or feelings Uses words that evoke Attempts to use transitions visuals and/or feelings to make writing flow Attempts precise verbs and nouns Uses precise verbs and nouns Attempts to identify the Attempts a variety of audience and/or purpose transitions to make writing Uses variety transitions to before writing flow make writing flow Decisions made while Identifies the audience Identifies the audience writing are directly related to and/or purpose before and/or purpose before the purpose or audience writing writing Revised / Updated 10/08 20 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Decisions made while Decisions made while writing are directly related writing are directly related to to the purpose or the purpose or audience audience SBRC Writing: Communicates cont. . . Revised / Updated 10/08 21 K-5 Proficiency Statements SBRC Writing: Uses Writing Conventions Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Writes first name with Uses upper and lowercase Uses capitalization rules Capitalize proper nouns, Capitalize the beginning of Uses correct capitalization of beginning letter capitalized letters accurately for beginning of sentences titles, and initial words in a sentence, the work I, proper nouns, beginning sentences proper nouns, and book words in sentences, the Begins to use capital letters Attempts to use capital Attempts proper nouns titles across all content word I, and main words in at the beginning of a letters at the beginning of a and titles Uses ending punctuation areas titles across all content sentence sentence correctly areas in everyday writing Uses punctuation marks ( Uses appropriate ending Begins to use punctuation Begins proper nouns and ?.!) Attempts apostrophe, punctuation marks Uses appropriate ending marks ( ? . ! ) titles contractions, possessives punctuation marks Student begins to use Attempts proper use of Uses correct letter Attempts to use punctuation other forms of punctuation Uses commas in a series, quotation marks and Uses quotation marks formation for most upper marks ( ? . ! ) (‘“) date, greeting, and closing apostrophes correctly to indicate dialogue and lower case letters on a letter Uses correct letter Uses comma in a series, Uses commas in a series, Uses commas appropriately Begins to put spaces formation and spacing date, greeting / closing of Attempts subject / verb date, greeting, closing on between words a letter agreement a letter and city and state Attempts to use commas with conjunctions and Uses left to right Begins the use of Begins to indent in all forms Begins to use commas, appositives directionality in single line appropriate subject / verb of writing appropriately in writing agreement within a conjunctions and Begins to correctly use the sentence appositives colon, semi-colon, and more complex punctuation Attempts subject / verb agreement Uses correct subject / verb agreement Attempts to indent in all forms of writing Begins to write using consistent tense (past or present) throughout the piece Uses correct paragraph indentation (main idea, dialogue, setting changes, time passing) Revised / Updated 10/08 22 K-5 Proficiency Statements SBRC Writing: Demonstrates correct spelling Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 st nd Attempts the dominate Independently and Will spell 1 and 2 grade Uses taught spelling Generally uses correct Independently uses a variety known letter sound (s) of a consistently spells 30 core core words (word wall strategies in everyday spelling with common of sources to ensure word in a sequence word wall words in daily words) correctly (List on p. writing words accurate spelling while spelling (List on p. 97 of 97 of Primary Guidelines editing and proofreading Attempts to write some Primary Guidelines to to Literacy) Uses taught strategies and Uses taught strategies writing that will be published. conventional spelling words Literacy) resources to spell more and resources to spell (mom, dad, the, it) Attempt to use difficult words more difficult words Independently uses taught Begins to use taught word conventional spelling for spelling strategies in daily Begins to use word wall patterns in their daily writing most words Uses taught spelling writing words in daily writing (List (word families, blends, etc.) strategies in everyday st on p. 97 of Primary Attempt to apply 1 and writing nd Guidelines to Literacy) 2 grade letter patterns in writing Revised / Updated 10/08 23 K-5 Proficiency Statements SBRC Science: Kindergarten – Explore science and social studies topics throughout their day in literacy, math and center work. During studies of community and seasonal events, children are encouraged to ask questions, observe and share their ideas with others. SBRC Science: Grade 1 & 2 Demonstrates scientific curiosity by asking questions, making predictions and sharing observations while exploring. Uses data and observations to construct reasonable explanations. Demonstrates and communicates effectively an understanding of key unit concepts. SBRC Science: Grade 3 – 5 Asks scientific questions and makes predictions when conducting investigations. Makes observations and uses appropriate tools to gather data. Uses data and observations to construct reasonable explanations. Effectively communicates the results of scientific investigations. Demonstrates and communicates effectively an understanding of key unit concepts. Revised / Updated 10/08 24 K-5 Proficiency Statements SBRC Social Studies: Geography – Demonstrates an understanding of local, regional and global geography through interactions of people, places and environments Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Demonstrates an Demonstrates Demonstrates an Demonstrates ability to Demonstrates Demonstrates ability to awareness of taught map understanding of taught understanding of apply taught skills related application of map and read, interpret, and and globe concepts. map and globe concepts. community through the to using maps, charts, globe skills relating to analyze various types of use of maps and globes. grids, and graphs to Wisconsin and the maps. Identifies the globe as a Locates North America, gather information about world. model of the earth United States, Identifies cardinal global communities. Reads maps of the Wisconsin, Sun Prairie directions Uses a variety of sources: United States identifying Recognizes the on a map and globe Labels a map using Internet the major regions, differences between a Recognizes the cardinal directions, Primary sources geographic features, and map and a globe Constructs a map using common symbols intermediate directions, Media information political regions basic map symbols used on maps; uses symbols and a map key Other references Distinguishes between map key. Reads and interprets Explains latitude and Recognizes and land and water on a Uses maps, globes and various types of maps longitude and locates locates Sun Prairie in globe atlases to gain Distinguishes between and explains how and hemispheres relation to the world information about our bodies of water why they would be used (including county, Understands there are community, Wisconsin, (oceans, lakes, rivers) Uses and interprets state, country, different kinds of maps United States and the and land physical and political Uses various maps to continent, and world maps identify sites, routes, and hemisphere) Understands the Uses maps, globes, develops understanding purpose of a map Creates and uses simple and atlases to gain Recognizes of the areas explored in Uses maps, charts, maps to identify the information about characteristics of a the New World grids, and graphs to Describes their location of places in North America, United desert, plain, river, lake, gather information neighborhood classroom/home States, Wisconsin, ocean, coast, island, Compares and evaluates the about Wisconsin Sun Prairie peninsula, and mountain validity of a variety of communities Identify and describe the range sources: physical characteristics Gathers information Internet through use of maps, Locates the seven Recognized of places such as Biographies charts and grids continents and five characteristics of WI: landforms and bodies of Diaries oceans of the world Boundaries of water on a map and Journals Identifies connections surrounding states globe Uses maps, charts, Artifacts between local Major cities grids, and graphs to Media sources community and the Great Lakes Demonstrates the gather information about Primary sources United States Counties purposes of maps and global communities Other references Rivers globes Compares and Five Regions of WI contrasts major Uses a variety of sources: changes in the local Internet community that has Primary sources been caused by Media information human beings Other references Revised / Updated 10/08 25 K-5 Proficiency Statements SBRC Social Studies: History - Understands how change and continuity over time gives a historical perspective and allows for analysis of issues that affect present and future Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Demonstrates awareness Demonstrates Demonstrates an Demonstrates an Demonstrates an Demonstrates an of time-related understanding of taught understanding of taught understanding of present understanding of how understanding of the vocabulary, special days, U.S. and Wisconsin concepts related to the and past: symbols, historical events have developments and events and people. symbols and historical history of Sun Prairie. social, political, and will influence changes in America and events and people. economic, and cultural Wisconsin. how they affect the past, Identify how things Relate important events roles of various groups present, and future. change over time Compare and contrast in the early history of of people. Discusses and life in America past and Sun Prairie and the compares the various Discusses and Demonstrate an present impact history has on Compares and groups that settled in compares the various understanding of the the present contrasts present and Wisconsin groups that settled the concept of history Identify a historical past social, political, New World, i.e. Spanish, event and demonstrate Demonstrate economic, and cultural Understands the English, French, Dutch, Places events in understanding that knowledge of life in Sun roles of various groups historical significance of Portuguese and Native sequence and uses events occur in Prairie years ago of people the Wisconsin flag and Americans. time related vocabulary sequence symbols (ex. Then, now, Identify important Understands the Understands daily life in present, future) Identify contributions of people in the history of historical significance of Demonstrates Colonial America and historical figures who Sun Prairie and how American signs and knowledge of significant how the colonies grew Develop awareness have influenced the they have contributed symbols Wisconsin historical and prospered nation to the community events that special days Demonstrates commemorate a Compares and knowledge of events special event or Explain the significance Uses a variety of sources: Uses a variety of sources: contrasts North that lead to the Amer. of national and state Primary sources Internet person holidays Other references Primary sources American tribes Revolutionary War Media information Other references Understands conflicts Demonstrates an under- Compare and contrast Media information and consequences of standing of the points of Native Americans in interactions among WI view held by the Wisconsin past and tribes, Europeans, and colonists and English present U.S. Government prior to and during the Revolutionary War Identify United States Uses a variety of sources: and Wisconsin symbols Compares and evaluates Internet and tell what they stand the validity of a variety of Primary sources for sources: Other references Media information Internet Uses a variety of sources: Biographies Primary sources Diaries Other references Journals Media information Artifacts Primary sources Other references Media sources Revised / Updated 10/08 26 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Explains how and why events may be interpreted differently Reads and interprets Social Studies: various types of maps, History cont. . . . and explains how and why they would be used Revised / Updated 10/08 27 K-5 Proficiency Statements SBRC Social Studies: Political Science - Demonstrates individual civic responsibility. Understands how local, state, national governments and international organizations function and interact Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Identifies community Demonstrates Demonstrates an Gathers information and Demonstrates an Demonstrates an helpers. Names school understanding of understanding of understands the different understanding of understanding of the and community rules. characteristics and personal responsibilities viewpoints of political Wisconsin government. growth of the American responsibilities of as a member of the organizations. Can government over time. Identify community citizenship. classroom, school, and assess an issue and Identifies the three helpers and know what community. possibly solve a problem. branches of Identifies and explains they do to help us Identifies characteristics government and democracy’s basic of good citizenship in the Identify why Identifies individual’s describes the principles Name and show classroom, home, and communities need responsibilities in a responsibilities of Uses historical evidence respect for rules at community laws and rules family and school these branches to determine and support school community in various a position about Explains the need for Recognize the rights cultures Explains how a bill important political Identify voting as a way rules and laws in the and responsibilities of becomes a law principles to express ideas and classroom, school, citizenship Identifies a classroom or help make choices home, and community school issue that is of Understands how Analyzes important Identify responsibilities concern Wisconsin participates political values such as Identifies the United Identifies the that individuals have in in the U.S. freedom, democracy, States flag responsibilities of their community and Gathers information and Government equality, and justice leaders of school, home, school understands different embodied in documents community, state and viewpoints to assess an Demonstrates such as the Declaration nation Identify how freedom, issue and possibly solve examples of good of Independence, the democracy, and a problem citizenship as part of a U.S. Constitution, and Demonstrates an justice takes place in school community the Bill of Rights understanding of voting Sun Prairie Compares as a way to make responsibilities to those Demonstrates a Explains how the decisions Describe the city of students in another knowledge of current Mayflower Compact, council form of country or culture events Articles of Uses problem-solving government in Sun Confederation, and the process to identify Prairie Uses a variety of sources: Uses a variety of sources: Constitution function(ed) problem, consider Internet Internet to serve the people options, choose and Recognize the natural Primary sources Artifacts Compares and evaluates the implement a solution resources of Sun Other references Primary sources validity of a variety of Prairie Media information Other references sources: Media information Internet Uses a variety of sources: Biographies Primary sources Diaries Other references Journals Media information Artifacts Primary sources Other references Media sources Revised / Updated 10/08 28 K-5 Proficiency Statements SBRC Social Studies: Economics - Understands production, distribution, exchange, and consumption so that informed economic decisions can be made Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Demonstrates an Demonstrates Demonstrates an Demonstrates taught Demonstrates an Demonstrates an awareness of taught understanding of understanding of concepts related to the understanding of how understanding of basic economic concepts economic concepts economic concepts exchange of goods, industry, government economic principles and related to wants and related to wants and related to goods and services, and the role of and history impact how they impact needs, goods and needs, goods and services, purchasing money. Wisconsin economics. Americans. services, and money. services, and money. and products in our community. Explains the role of Demonstrates a basic Demonstrates a basic Understands the Recognizes money has money, banking, and understanding of the understanding of the role difference between value and can be saved, Recognize that money saving in everyday life, role of the industries of of trade in exploration of needs and wants spent or donated can be saved, spent or i.e. trade, barter, Wisconsin past and the world, the donated import/export balance present development of the Understand that people Describes ways that colonies, and the exchange money for families fulfill basic Identify natural Understands Understands that advancement of the goods and services wants and needs resources “opportunity costs” government has a role United States in protecting the Discusses the Defines the differences Recognize the variety Recognizes that using environment Demonstrates a basic difference between between goods and of job opportunities in money instead of barter understanding of the Gives examples of spending and saving services Sun Prairie makes trading easier economic problems natural and human experienced during the resources Determine local Determine local Understands that people development of early resources and jobs that natural resources can exchange goods and Explains how America can be used to produce be used to produce services voluntarily productivity can be goods and services goods and services because they expect to increased through Understands basic within the home, school, be better off specialization economic principles and and community Describe ways that how they relate to their consumers use money Concludes that money is Demonstrates a basic role as a consumer Describe ways that to obtain goods and a good that can be used understanding of the consumers use money services to buy all other goods role of fur trade in the Compares and evaluates the to obtain goods and and services exploration of validity of a variety of services Recognize the Wisconsin sources: products that are Considers alternatives Internet Compare and contrast produced in Sun when making economic Demonstrates the Biographies alternatives when Prairie decisions industries of Diaries making economic Wisconsin past and Journals decisions Consider alternatives Explains that money can present Artifacts when making be earned, saved, spent Primary sources economic decisions of donated Demonstrates a basic Other references understanding of the Media sources Compares and contrasts impact immigration the use of money versus has on the Wisconsin Explains how and why barter economic community events may be interpreted differently Revised / Updated 10/08 29 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Uses a variety of sources: Uses a variety of sources: Reads and interprets Internet Internet various types of maps, Primary sources Artifacts and explains how and Other references Primary sources why they would be used Media information Other references Social Studies: Media information Economics cont. . . . Revised / Updated 10/08 30 K-5 Proficiency Statements SBRC Social Studies: Behavioral Science - Demonstrates an understanding that individuals in various groups of influence, and are influenced by, a broader cultural experience Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Identifies likenesses and Demonstrates Demonstrates an Demonstrates an Demonstrates an Demonstrates a basic differences in people, understanding of taught understanding of urban, understanding of cultural understanding of the understanding of how a families, and cultures. concepts related to: suburban, and rural differences and history and culture of the person’s way of life family, community, communities. similarities. different people in changed during various Identifies and describes institutions, and cultures. Wisconsin. times in early American feelings children have Describe Sun Prairie’s Compares and history. Explain how people are contribution to the well- contrasts families of Demonstrates a basic Explain the different influenced by factors being of the community different cultures understanding of the Demonstrates a basic characteristics that such as family, and state including their reasons why people understanding of the make each child unique neighborhood, personal celebrations, location, decided to move to reasons why people interest, language, Compare and contrast and educational Wisconsin decided to move to the Identify likenesses and likes/dislikes and urban, suburban, and systems New World and move differences in people accomplishments rural communities Demonstrates a basic from place to place in and families worldwide Describes values and understanding of the New World Recognize people in beliefs of different attitudes and prejudices Identify the celebrations Identify and describe communities and groups of people displayed by people Demonstrates a basic and holidays of various social groups and neighborhoods are understanding of how a situations Explains how language, cultures interdependent Gives examples of person’s way of life stories, folk tales, music important contributions changed prior to, Describe likes and and other artistic Tell what it means to be Identify/describe social made by Wisconsin during, and following differences in the way creations are a friend institutions in Sun citizens the development of people/cultures live expressions of different Prairie early America cultures and people Demonstrates an Identify and describe understanding of Demonstrates a basic institutions such as Gives examples of individual differences understanding of school, church, police, important contributions attitudes and prejudices and family made by world citizens Describes examples of displayed by people Understands how cooperation and toward each other at Recognize that the arts different cultures interdependence various times in early are an expression of address the same basic among individuals, American history cultural heritage needs such as housing, groups, and nations Compares and evaluates Uses a variety of sources: food and education Demonstrates an the validity of a variety of Primary sources Demonstrates an understanding of Native sources: Community members (ex. Firefighters, understanding of American culture Internet police officers, individual differences Biographies mayor) Demonstrates an Diaries Other references Describes examples of understanding of Journals Media information cooperation and customs of different Artifact interdependence groups of people living Primary sources among individuals, in Wisconsin Other references groups, and nations Media sources Revised / Updated 10/08 31 K-5 Proficiency Statements Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Uses a variety of sources: Understands how Explains how and why Internet different cultures events may be Primary sources address basic needs interpreted differently Other references such as housing, food, Social Studies: Media information or education Reads and interprets Behavioral Science various types of maps, Uses a variety of sources: and explains how and cont. . . . Internet why they would be used Artifacts Primary sources Other references Media information Revised / Updated 10/08 32

DOCUMENT INFO

Shared By:

Categories:

Tags:
Vertical Alignment of Social Studies Proficiency Statements, Course of Study, North Carolina Standard, VERTICAL ALIGNMENT, Grade 1, to the North, from the North, SOCIAL STUDIES, Grade 8, Grade 5

Stats:

views: | 130 |

posted: | 8/14/2009 |

language: | English |

pages: | 32 |

OTHER DOCS BY NeilYounger

How are you planning on using Docstoc?
BUSINESS
PERSONAL

By registering with docstoc.com you agree to our
privacy policy and
terms of service, and to receive content and offer notifications.

Docstoc is the premier online destination to start and grow small businesses. It hosts the best quality and widest selection of professional documents (over 20 million) and resources including expert videos, articles and productivity tools to make every small business better.

Search or Browse for any specific document or resource you need for your business. Or explore our curated resources for Starting a Business, Growing a Business or for Professional Development.

Feel free to Contact Us with any questions you might have.