Elementary Academics
–Basic math concepts (addition, subtraction, more/less) and number recognition –Count objects with one-to-one correspondence –Sort and classify groups of objects by attributes (color, size, etc.) –Grasp concepts of object positioning (up/down, back/front, above, below, next to) –Identify and draw basic shapes (circle, triangle, square, rectangle, and oval) –Recognize and create simple patterns –Verbalize time concepts using calendar and clock
Mathematics
Mathematics
Number Sense –Count to 100 by 1, 2, 5, 10 –Read and write numbers to 30 –Represent objects with written numbers –Count objects by one-to-one correspondence –Compare groups of objects –Place value for numbers 0–19 –Compare written numbers Algebraic Thinking –Addition and subtraction –Solve word problems –Multiple representations –Grouping by 10 –Mental addition and subtraction up to 5 –Identify and create patterns Measurement and Data –Measure with Imperial and Metric units –Classify and sort objects –Tell time to the hour, Name days of the week –Identify values of coins –Introduce graphs Geometry –Identify, describe, and create 2-D shapes –Describe objects using positional words –Recognize and identify angles
Mathematics
Number Sense –Count to 120 by 1, 2, 5, 10 –Read and write numbers to 120 –Place value –Add to and Subtract from 100 without regrouping –Mentally find 10 more or 10 less than a number –Compare numbers Algebraic Thinking –Addition and subtraction development –Addition and subtraction word problems –Subtraction as inverse of addition –True/False number sentences –Fluency in addition and subtraction to 10 –Missing numbers in addition and subtraction equations –Problem solving strategies Measurement and Data –Measure with standard and non-standard units –Tell time to ¼ hour –Identify and add coin values –Use graphs to represent data Geometry –Identify, describe, and create 2-D and 3-D shapes –Halves and fourths conceptual development
Mathematics
Number Sense and Arithmetic Understands and uses the relationship between: –addition and multiplication (conceptual) –subtraction and division (conceptual) –addition and subtraction –multiplication and division Algebraic Thinking –Automatic recall of arithmetic facts (add., sub., mult.) –Constructs and interprets line, bar, and circle graphs –Solves real-world problems using elapsed time –Solves real-world problems using calendars and schedules –Estimates quantities of objects 500 or more –Justifies and explains reasoning for conjectures –Fluency with order of operations –Generates and analyzes number patterns –Completes function tables –Solves one-step equations in one variable –Regroups to solve addition and subtraction –Estimates and measures length, Empirical and Metric Geometry Names and constructs: –Points –Lines –Line segments –Parallel lines –Rays –Angles –Right angles –Polygons –Quadrilaterals –Area and Perimeter of polygons
–Learn parts of a book (e.g., front cover, title, author, illustrator) –Follow pictures from left to right –Identify, recognize, and name some letters –Identify and produce some rhyming words –Begin to recognize print in the environment, including one's name –Use pictures and context to discuss story content, gain meaning, and sequence events –Begin to write letters, symbols, and one's own name –Begin to develop correct pencil grip
Language
–Skills and strategies –Small group reading –Independent reading –"Read Aloud" to develop vocabulary and comprehension Phonics –Word study –Spelling Recognizes: –words in sentences –syllables in words –phonemes in words –letters –letter sounds –letter/sound relationship Vocabulary –Development of rich vocabulary –Comprehension Fluency –Automatic recall of letters, sounds, and sight –Begin to practice reading with expression –Recognize, read, and write high-frequency words Comprehension –Understand, remember, and communicate with others about text –Strategies for self-assessment –Generate and answer questions about texts –Recognize and understand various text structures –Synthesize and summarize information within/across texts
Reading
–Skills and strategies –Explicit instruction for reading –Small group reading –Independent reading –"Read Aloud" to develop vocabulary and comprehension Phonics –Word study –Spelling –letter/sound relationship Vocabulary –Development of rich vocabulary –Comprehension Fluency –Automatic recall of letters, sounds, and sight –Begin to practice reading with expression –Recognize, read, and write high-frequency words Comprehension –Understand, remember, and communicate with others about text –Strategies for self-assessment –Generate and answer questions about texts –Recognize and understand various text structures –Synthesize and summarize information within/across texts
Reading
Reading
–Alphabetizes a list of words –Utilizes dictionary, thesaurus, table of contents, index –Combines information from multiple sources –Intrinsic appreciation for reading –Reads a variety of literature –Reads longer fictional selections and chapter books independently –Speaking and listening skills Comprehension –Reads developmentally appropriate text aloud with fluency and comprehension –Summarizes major points from fiction and nonfiction texts –Interprets underlying theme or message in fiction –Ask how, why, what-if questions in interpreting nonfiction texts –Locates textual information to support opinions, predictions, and conclusions –Distinguishes between cause and effects, fact and opinion, main idea and supporting detail –Develop strategies for self-assessment
Cognitive
–Use artistic media –Express feelings and ideas –Learn to listen to others –Learn to discuss with others –Ask questions and play
Writing
–Teacher and students compose writing together –Small group writing –Interactive writing –Independent writing Handwriting –Top to bottom, left to right –Upper and lower case letters Speaking and Listening –Choral reading –Retelling –Conversation –Class discussion –Oral sharing
Writing
–Explicit instruction –Teacher and students compose writing together –Small group writing –Interactive writing –Independent writing Handwriting –Top to bottom, left to right –Upper and lower case letters –Continuous stroke, vertical manuscript Speaking and Listening –Choral reading –Retelling –Conversation –Class discussion –Oral sharing
Writing
Process –Writes legibly –Begins practicing cursive –Writes a well-organized paragraph of at least five sentences with appropriate punctuation and capitalization –Uses all aspects of the writing process in producing original compositions –Edits and revises to clarify and refine original writing –Uses figurative language orally and in writing –Presents and discusses own writing with other students –Responds helpfully to other students' compositions –Independently reviews work for spelling, mechanics, and presentation –Produces and distinguishes between different types of writing such as narrative, expository, persuasive, and descriptive Word Analysis –Compound words, contractions, possessives, plurals –Synonyms, antonyms, homonyms –Letter-sound correspondence and structural analysis to decode words –Infers word meaning from roots, prefixes, suffixes –Correctly spells previously studied words and spelling patterns –Uses literacy words and language patterns in own writing
Science
–Identify and recognize the seasons –Identify weather daily –Use the five senses to explore and gather information –Properties of common objects (hard/soft, rough/smooth, etc.) –Develop science vocabulary (guess, predict, investigate, data) –Identify that plants and animals have life cycles –Identify and explore natural elements (rocks, sticks, building in sand)
Science
Observation and Problem Solving –Scientific investigations –Reasoning and logic –Developing scientific vocabulary Natural Science –Animals, plants, space, weather & earth science Physical Science –Magnets, properties of solids Health and Safety –Nutrition –Using and identifying five senses –Fire safety
Science
Scientific Investigation –Reasoning and logic –Scientific method of inquiry –Identification of and use of scientific tools –Develop science vocabulary Environmental Science –Living and non-living natural cycles –Environmental impacts and conservation –Renewable and non-renewable resources
Science
Scientific Investigation, Reasoning, and Logic –Scientific method of inquiry –Identification of use of scientific tools Force, Motion, and Energy –Energy sources –Magnetism –Simple machines Matter –States of matter –Chemical reactions and solutions Life Processes –Plants –Adaptations Living Systems –Life cycles and processes –Life needs of plants and animals –Environmental impact on organisms –Ecosystems of terrestrial and aquatic animals Interrelationships in Earth/Space Systems –Weather patterns and climate –Soil Earth Patterns, Cycles, and Change –Seasonal changes and their causes –Solar system –Moon phases –Water cycle –Natural cycles Earth Resources –Geology –Renewable and nonrenewable resources –Conservation and environmental impact on organisms Engineering Process and Design –Ask –Imagine –Plan –Create –Improve
Social Studies
–Learn about customs and people from different cultures –Understand relationship between place and location through maps –Identify various jobs within our community –Good citizen behaviors, such as following rules and taking turns –Learn about symbols that represent our nation, like the American flag
Social Studies
Home –Self/Family/Friends History –Holidays and Their Importance –Current and historical events Government –Respecting the rules and rights of others –Citizenship wants and needs –Service projects & opportunities to give back to the community
Social Studies
Citizenship –Rights and responsibilities of community members –Multi-cultural awareness and appreciation Geography –Introduction to maps and map symbols –Geographic landforms History –Current and historic events
Social Studies
Citizenship –Multicultural awareness and appreciation –Interaction between rights and responsibilities –Importance of current events Geography –Geographic landforms –Maps and map symbols –Latitude and longitude History –Interaction between social, political, and economic life in areas studied –Historical perspective on everyday life –Historical representation using timelines Two-Year Loop of Virginia and US Studies –American Revolution –Westward Expansion
Social-Emotional
–Participate in cooperative and interactive play –Collaborate with others –Solve differences with respectful dialogue –Learn to follow directions –Independence with self-help skills –Kindness to friends, nature, and classroom
Social-Emotional
Interpersonal –Supportive of classmates –Is a positive role model –Respects others' property –Works and plays cooperatively with peers –Articulates needs and wants in polite manner –Accepts new challenges –Accepts being corrected –Follows school and classroom rules –Speaks in appropriate voice in a given situation –Interacts appropriately with children of different ages during buddy programs and on playground –Understands back-and-forth, give-and-take rules of conversation –Forms friendships –Shows empathy –Transitions easily –Understands and respects rules of games –Distinguishes between fantasy and reality –Respects personal space of others –Expresses emotions in an appropriate way Work Habits –Follows 3-5 step oral directions –Follows written directions –Asks for help when needed –Completes task within a given time frame –Has age-appropriate attention span –Listens without interrupting –Participates in classroom discussions –Does his/her best work –Organizes material necessary for class work –Takes responsibility for classroom chores –Takes care of his/her belongings
Social-Emotional
Interpersonal –Supportive of classmates –Is a positive role model –Respects others' property –Works and plays cooperatively with peers –Articulates needs and wants in polite manner –Accepts new challenges –Accepts being corrected –Follows school and classroom rules –Speaks in appropriate voice in a given situation –Interacts appropriately with children of different ages during buddy programs and on playground –Understands back-and-forth, give-and-take rules of conversation –Forms friendships –Shows empathy –Transitions easily –Understands and respects rules of games –Distinguishes between fantasy and reality –Respects personal space of others –Expresses emotions in an appropriate way Work Habits –Follows 3-5 step oral directions –Follows written directions –Asks for help when needed –Completes task within a given time frame –Has age-appropriate attention span –Listens without interrupting –Participates in classroom discussions –Does his/her best work –Organizes material necessary for class work –Takes responsibility for classroom chores –Takes care of his/her belongings
Social-Emotional
Interpersonal –Supportive of classmates –Is a positive role model –Respects others' property –Works and plays cooperatively with peers –Articulates needs and wants in polite manner –Accepts new challenges –Accepts being corrected –Follows school and classroom rules –Speaks in appropriate voice in a given situation –Understands consequences for breaking rules –Interacts appropriately with children of different ages during buddy programs and on playground –Understands back-and-forth, give-and-take rules of conversation –Works independently and in small or large groups –Accepts constructive criticism –Forms friendships –Shows empathy –Transitions easily –Understands and respects rules of games –Distinguishes between fantasy and reality –Respects personal space of others –Expresses emotions in an appropriate way Work Habits –Follows 3-5 step oral directions –Follows written directions –Asks for help when needed –Completes task within a given time frame –Has age-appropriate attention span –Listens without interrupting –Participates in classroom discussions –Does his/her best work –Organizes material necessary for class work and homework –Takes responsibility for classroom chores –Takes care of his/her belongings
Physical
–Self-confidence –Develop individual body skills –Cooperation and fair play –Fine motor skills –Create games, dances, and plays –Use body for fun and learning –Dressing for outside play
Physical
Fine Motor Skills –Grips pencil correctly –Traces letters –Copies or writes own name –Holds scissors correctly –Cuts out simple shapes –Uses eating utensils –Plans and executes spacial awareness –Pastes and glues correctly –Copies and shape –Dresses herself/himself Gross Motor Skills –Skips/gallops –Walks backwards –Aware of left and right periphery –Jumps rope –Runs with arms swinging in opposite directions –Catches a ball –Walks on balance beam –Pumps swings –Traverses monkey bars
Physical
Fine Motor Skills –Grips pencil correctly –Traces letters –Copies or writes own name –Holds scissors correctly –Cuts out simple shapes –Uses eating utensils –Plans and executes spacial awareness –Pastes and glues correctly –Copies and shape –Dresses herself/himself Gross Motor Skills –Skips/gallops –Walks backwards –Aware of left and right periphery –Jumps rope –Runs with arms swinging in opposite directions –Catches a ball –Walks on balance beam –Pumps swings –Traverses monkey bars
Physical
Fine Motor Skills –Print many words automatically and with fluidity –Display increased writing speed –Demonstrate consistent sizing and spacing of letters –Draw detailed pictures and three-dimensional shapes, build models, make jewelry –Manage any task requiring dexterity (play the piano, string small beads, fasten necklaces) Sensory and Motor Skills –Enjoy active play, ball sports and running games (such as “tag”) –Become increasingly interested in team sports –Get dressed, brush hair, brush teeth, and get ready by oneself –Use simple tools by oneself –Participate with confidence in movement activities in the classroom and on the playground –Throw a ball with accuracy –Touch and work with a variety of textures
Middle School Academics
Numbers –Basic arithmetic operations –Automatic recall of arithmetic facts –Rounding and comparing values –Fractions, decimals, and percentages –Patterns –Even/odd, prime/composite Algebraic Thinking –Order of operations –Simplifying expressions –Ratios and proportions –Solving equations Geometry –Classification of angles and triangles –Coordinate graphing –Parallel and perpendicular lines –Quadrilaterals and polygons –Perimeter, area, and circumference –Volume Statistics and Probability –Identify statistical landmarks –construct and interpret data graphs –Independent events –Sample spaces, possible outcomes
Mathematics
Mathematics
Numbers –Basic arithmetic operations –Automatic recall of arithmetic facts –Rounding and comparing values –Fractions, decimals, and percentages –Patterns –Even/odd, prime/composite Algebraic Thinking –Order of operations –Simplifying expressions –Ratios and proportions –Solving equations Geometry –Classification of angles and triangles –Coordinate graphing –Parallel and perpendicular lines –Quadrilaterals and polygons –Perimeter, area, and circumference –Volume Statistics and Probability –Identify statistical landmarks –construct and interpret data graphs –Independent events –Sample spaces, possible outcomes
Algebra Readiness
Same as 1st/2nd year math, plus: –Set up and solve equations –Applied graphing –Mathematical reasoning
Algebra I
Foundations –Algebraic properties –Algebraic manipulation –Sets –Ratios and Proportions Applications of Algebra –Percent change –Discounts –Word problems Linear Equations and Inequalities –Solving –Writing –Manipulating –Graphing –Techniques for solving systems Polynomials –Operations –Solving –Factoring –Techniques and tricks –Quadratics –Radical equations –Rational equations Statistics and Probability –Standard deviation –Mean absolute deviation –z-scores –Direct and inverse variation –Box and whisker plots
Algebra Readiness
(Same as 3rd year)
Algebra I
Geometry
(Same as 3rd year)
Foundations –Euclid's propositions –Objects, figures, and solids –Mathematical logic –Deductive reasoning –Direct and Indirect Proof Triangles –Congruent triangles –Similarity –Relationships within triangles –Proportional parts and parallel lines –Points of concurrency –Trigonometry –Special right triangles Polygons and Quadrilaterals –Definitions and classification –Transformations Other Topics –Area, surface area, volume –Circles –Tangents and secants –Constructions
Science
–Metric measurement –Magnets –Electricity –Construction –Simple chemistry –Matter –Physics Scientific Method –Observing, inferring, identifying, and manipulating variables –Predicting and hypothesizing outcomes –Investigating experiments using surveys Experimentation –Using the scientific method –Recording observations –Working independently and in groups Written Communication –Maintain a legible lab book to record all experimental information –Date, title, hypothesis, purpose, results, and conclusion
Science
–Metric measurement –Magnets –Electricity –Construction –Simple chemistry –Matter –Physics Scientific Method –Observing, inferring, identifying, and manipulating variables –Predicting and hypothesizing outcomes –Organizing, graphing, and interpreting data –Designing experiments and surveys Experimentation –Using the scientific method –Recording observations –Working independently and in groups Written Communication –Maintain a legible lab book to record all experimental information –Date, title, hypothesis, purpose, results, and conclusion
Science
Earth Science –Planetary science –Formation of the solar system –Plate tectonics –Physiographic regions of Virginia –Classification of rocks –Historical geology –Paleontology –Meterology –Oceanography Life Science –Taxonomy and classification –Allopatric speciation –The species concept –Survey of the animal kingdom –Biology of flowering plants –Energy flow of ecosystems –Population biology –Biomes and ecosystems –Animal behavior
Science
Earth Science –Planetary science –Formation of the solar system –Plate tectonics –Physiographic regions of Virginia –Classification of rocks –Historical geology –Paleontology –Meterology –Oceanography Life Science –Taxonomy and classification –Allopatric speciation –The species concept –Survey of the animal kingdom –Biology of flowering plants –Energy flow of ecosystems –Population biology –Biomes and ecosystems –Animal behavior
Language Arts
Reading –Develop an appreciation for reading –Read a variety of literature –Analyze literature to understand plot structure, character development, underlying meanings, conflict, theme, motif, metaphor, descriptive language –Analyze literature using support from texts to generate opinions, predictions, and conclusions –Compare and contrasts various works of literature Writing –Recognize that writing is a multi-step process –Organize ideas in writing –Create a rough draft –Proofread –Rewrite and critique ("workshop") –Knowledge of grammar and writing mechanics –Write in a variety of expository styles including literary critique, historical essay, persuasive essay, and personal essay Literacy Skills and Work Habits –Give oral presentations and create other projects to demonstrate material knowledge –Understand poetic techniques and devices –Utilize a library system to find resources –Utilize the Internet for research purposes –Research independently and write a report –Skim material for overview –Develop notes that include concepts, paraphrases, and summaries –Organize informational charts, maps, and graphs –Reference and cite materials appropriately –Reflect on writing and reading progress; sets appropriate goals –View and participate in dramatic performances –Recognize that the English language is an amalgam of multiple languages and that spelling reflects these multicultural influences
Language Arts
Reading –Develop an appreciation for reading –Read a variety of literature –Analyze literature to understand plot structure, character development, underlying meanings, conflict, theme, motif, metaphor, descriptive language –Analyze literature using support from texts to generate opinions, predictions, and conclusions –Compare and contrasts various works of literature Writing –Recognize that writing is a multi-step process –Organize ideas in writing –Create a rough draft –Proofread –Rewrite and critique ("workshop") –Knowledge of grammar and writing mechanics –Write in a variety of expository styles including literary critique, historical essay, persuasive essay, and personal essay Literacy Skills and Work Habits –Give oral presentations and create other projects to demonstrate material knowledge –Understand poetic techniques and devices –Utilize a library system to find resources –Utilize the Internet for research purposes –Research independently and write a report –Skim material for overview –Develop notes that include concepts, paraphrases, and summaries –Organize informational charts, maps, and graphs –Reference and cite materials appropriately –Reflect on writing and reading progress; sets appropriate goals –View and participate in dramatic performances –Recognize that the English language is an amalgam of multiple languages and that spelling reflects these multicultural influences
Language Arts
Reading –Develop an appreciation for reading –Read a variety of literature –Analyze literature to understand plot structure, character development, underlying meanings, conflict, theme, motif, metaphor, descriptive language –Analyze literature using support from texts to generate opinions, predictions, and conclusions –Compare and contrasts various works of literature Writing –Recognize that writing is a multi-step process –Organize ideas in writing –Create a rough draft –Proofread –Rewrite and critique ("workshop") –Knowledge of grammar and writing mechanics –Write in a variety of expository styles including literary critique, historical essay, persuasive essay, and personal essay Literacy Skills and Work Habits –Give oral presentations and create other projects to demonstrate material knowledge –Understand poetic techniques and devices –Utilize a library system to find resources –Utilize the Internet for research purposes –Research independently and write a report –Skim material for overview –Develop notes that include concepts, paraphrases, and summaries –Organize informational charts, maps, and graphs –Reference and cite materials appropriately –Reflect on writing and reading progress; sets appropriate goals –View and participate in dramatic performances –Recognize that the English language is an amalgam of multiple languages and that spelling reflects these multicultural influences
Language Arts
Reading –Develop an appreciation for reading –Read a variety of literature –Analyze literature to understand plot structure, character development, underlying meanings, conflict, theme, motif, metaphor, descriptive language –Analyze literature using support from texts to generate opinions, predictions, and conclusions –Compare and contrasts various works of literature Writing –Recognize that writing is a multi-step process –Organize ideas in writing –Create a rough draft –Proofread –Rewrite and critique ("workshop") –Knowledge of grammar and writing mechanics –Write in a variety of expository styles including literary critique, historical essay, persuasive essay, and personal essay Literacy Skills and Work Habits –Give oral presentations and create other projects to demonstrate material knowledge –Understand poetic techniques and devices –Utilize a library system to find resources –Utilize the Internet for research purposes –Research independently and write a report –Skim material for overview –Develop notes that include concepts, paraphrases, and summaries –Organize informational charts, maps, and graphs –Reference and cite materials appropriately –Reflect on writing and reading progress; sets appropriate goals –View and participate in dramatic performances –Recognize that the English language is an amalgam of multiple languages and that spelling reflects these multicultural influences
Four-year loop of the following themes: 1. Ancient Civilizations 2. Early American History (pre-Civil War) 3. Later American History (post-Civil War) 4. Contemporary Global Studies The following skills apply: –Analyze the development of societies –Principles and origins of the US form of government –Principles and origins of other forms of governments –Recognize and appreciate cultural diversity –Correlation between historical cycles and current events –Understand that history is a continuum of small actions that lead to greater events –Connection between politics and societal history –Proficiency in interpreting maps –Use the Internet to research information –Write an organized and coherent paper on an assigned topic –Present information in a creative and synthesized manner –Conduct historical research with primary and secondary sources –Synthesize researched information into a paraphrased narrative –Answer factual and inferential questions about readings –Reference and cite sources appropriately
Social Studies
Four-year loop of the following themes: 1. Ancient Civilizations 2. Early American History (pre-Civil War) 3. Later American History (post-Civil War) 4. Contemporary Global Studies The following skills apply: –Analyze the development of societies –Principles and origins of the US form of government –Principles and origins of other forms of governments –Recognize and appreciate cultural diversity –Correlation between historical cycles and current events –Understand that history is a continuum of small actions that lead to greater events –Connection between politics and societal history –Proficiency in interpreting maps –Use the Internet to research information –Write an organized and coherent paper on an assigned topic –Present information in a creative and synthesized manner –Conduct historical research with primary and secondary sources –Synthesize researched information into a paraphrased narrative –Answer factual and inferential questions about readings –Reference and cite sources appropriately
Social Studies
Four-year loop of the following themes: 1. Ancient Civilizations 2. Early American History (pre-Civil War) 3. Later American History (post-Civil War) 4. Contemporary Global Studies The following skills apply: –Analyze the development of societies –Principles and origins of the US form of government –Principles and origins of other forms of governments –Recognize and appreciate cultural diversity –Correlation between historical cycles and current events –Understand that history is a continuum of small actions that lead to greater events –Connection between politics and societal history –Proficiency in interpreting maps –Use the Internet to research information –Write an organized and coherent paper on an assigned topic –Present information in a creative and synthesized manner –Conduct historical research with primary and secondary sources –Synthesize researched information into a paraphrased narrative –Answer factual and inferential questions about readings –Reference and cite sources appropriately
Social Studies
Four-year loop of the following themes: 1. Ancient Civilizations 2. Early American History (pre-Civil War) 3. Later American History (post-Civil War) 4. Contemporary Global Studies The following skills apply: –Analyze the development of societies –Principles and origins of the US form of government –Principles and origins of other forms of governments –Recognize and appreciate cultural diversity –Correlation between historical cycles and current events –Understand that history is a continuum of small actions that lead to greater events –Connection between politics and societal history –Proficiency in interpreting maps –Use the Internet to research information –Write an organized and coherent paper on an assigned topic –Present information in a creative and synthesized manner –Conduct historical research with primary and secondary sources –Synthesize researched information into a paraphrased narrative –Answer factual and inferential questions about readings –Reference and cite sources appropriately
Social Studies
Spanish
–Emphasis on communication, writing, reading, and translating –Weekly homework and journal writing –Expanding vocabulary –Verb conjugation –Grammar and sentence structure –Cultural traditions and exposure through exchange students –Technology research and paper
Spanish
–Emphasis on communication, writing, reading, and translating –Weekly homework and journal writing –Expanding vocabulary –Verb conjugation –Grammar and sentence structure –Cultural traditions and exposure through exchange students –Technology research and paper
Spanish I
–Increased emphasis on conversation, writing, reading, and translating –Weekly homework and journals –Expanding vocabulary –Verb conjugation –Grammar –Student-directed reading and translating of short stories –Cultural traditions and exposure through exchange students –Research projects and presentations
Spanish II
–Communication skills –Advanced grammar –Advanced verb conjugations –Expanding vocabulary –Comprehensive journaling –Reading and translating more difficult stories –Cultural learning and immersion by hosting exchange students –Option for month-long exchange in Bolivia –Research projects and presentations
Developmental
Social-Emotional –Responsibility for classroom chores –Take care of own belongings –Respect others' belongings –Abide by "The Big One" –Abide by CS rules and procedures –Understand consequences for breaking rules –Respect others –Articulate needs and wants in a polite and effective manner –Ability to work independently and in small or large groups –Follow multi-step oral or written directions –Organize time wisely to meet deadlines –Organize materials for classwork and homework –Responsibility for classwork and homework –Appropriate conversation, discussion, and debating skills –Express opinions appropriately –Work towards consensus and compromise –Demonstrate trustworthiness –Attempt new challenges –Accept constructive criticism –Set personal goals –Create a plan to meet personal goals –Recognize one's role in the community Physical –Understand benefits of exercise –Speak so that others can understand –Arrive at school well-groomed, well-rested, and on time –Practice good hygiene –Eats breakfast before coming to school, and a healthy fruit break and lunch at school –Develop strategies to handles stressful situations –Participate in classroom activities for age-appropriate lengths of time –Identify and avoid risky lifestyle choices
Developmental
Social-Emotional –Responsibility for classroom chores –Take care of own belongings –Respect others' belongings –Abide by "The Big One" –Abide by CS rules and procedures –Understand consequences for breaking rules –Respect others –Articulate needs and wants in a polite and effective manner –Ability to work independently and in small or large groups –Follow multi-step oral or written directions –Organize time wisely to meet deadlines –Organize materials for classwork and homework –Responsibility for classwork and homework –Appropriate conversation, discussion, and debating skills –Express opinions appropriately –Work towards consensus and compromise –Demonstrate trustworthiness –Attempt new challenges –Accept constructive criticism –Set personal goals –Create a plan to meet personal goals –Recognize one's role in the community Physical –Understand benefits of exercise –Speak so that others can understand –Arrive at school well-groomed, well-rested, and on time –Practice good hygiene –Eats breakfast before coming to school, and a healthy fruit break and lunch at school –Develop strategies to handles stressful situations –Participate in classroom activities for age-appropriate lengths of time –Identify and avoid risky lifestyle choices
Developmental
Social-Emotional –Responsibility for classroom chores –Take care of own belongings –Respect others' belongings –Abide by "The Big One" –Abide by CS rules and procedures –Understand consequences for breaking rules –Respect others –Articulate needs and wants in a polite and effective manner –Ability to work independently and in small or large groups –Follow multi-step oral or written directions –Organize time wisely to meet deadlines –Organize materials for classwork and homework –Responsibility for classwork and homework –Appropriate conversation, discussion, and debating skills –Express opinions appropriately –Work towards consensus and compromise –Demonstrate trustworthiness –Attempt new challenges –Accept constructive criticism –Set personal goals –Create a plan to meet personal goals –Recognize one's role in the community Physical –Understand benefits of exercise –Speak so that others can understand –Arrive at school well-groomed, well-rested, and on time –Practice good hygiene –Eats breakfast before coming to school, and a healthy fruit break and lunch at school –Develop strategies to handles stressful situations –Participate in classroom activities for age-appropriate lengths of time –Identify and avoid risky lifestyle choices
Developmental
Social-Emotional –Responsibility for classroom chores –Take care of own belongings –Respect others' belongings –Abide by "The Big One" –Abide by CS rules and procedures –Understand consequences for breaking rules –Respect others –Articulate needs and wants in a polite and effective manner –Ability to work independently and in small or large groups –Follow multi-step oral or written directions –Organize time wisely to meet deadlines –Organize materials for classwork and homework –Responsibility for classwork and homework –Appropriate conversation, discussion, and debating skills –Express opinions appropriately –Work towards consensus and compromise –Demonstrate trustworthiness –Attempt new challenges –Accept constructive criticism –Set personal goals –Create a plan to meet personal goals –Recognize one's role in the community Physical –Understand benefits of exercise –Speak so that others can understand –Arrive at school well-groomed, well-rested, and on time –Practice good hygiene –Eats breakfast before coming to school, and a healthy fruit break and lunch at school –Develop strategies to handles stressful situations –Participate in classroom activities for age-appropriate lengths of time –Identify and avoid risky lifestyle choices
Enrichment Classes
–Learn about and use art tools in a safe, responsible manner –Identify and draw differences in-line –Recognize and draw geometric and free-form shapes –Talk about one's own art and that of other artists –Communicate ideas that are personally important
Visual Arts
–Respond to feelings about art based on own life experiences –Employ personal expression when viewing art –See the difference between 2-D shapes and 3-D forms –Discuss subject matter in art –Understand differences in still life, portrait, landscape, and seasons –Become more aware of size differences –Become aware of themes in art from various cultures –Recognize differences in art media
Visual Arts
–Understand foreground, middle ground, and background –Develop personal use of color –Comprehend color scheme within artwork –Become aware of articulation of parts of the human figure –Use facial proportions correctly –Create illusion of space through placement, size, and value –Understand that artists and cultures express themselves through artwork –Show various styles of art –Discuss issues of aesthetics
Visual Arts
–Compare and recognize differences in artwork from a variety of cultures –Recognize the artist's intention in using images and color to create mood –Identify symbols, natural images, and objects used to create artwork –Develop abstract thinking through 3-D projects –Understand balance, space, and emphasis within artwork –Transform personal experiences into art forms To show depth, identify and use: –varied line quality –value differences –complementary colors –formal and informal balance –scale relationship –perspective –diminishing size –color
Visual Arts
Group Cooperation and Cohesion –Focus on tasks and follow directions –Work cooperatively with large/small groups as a creative and active participant Awareness –Imitate and recreate the world Movement –Move in one's own space and respect the space of others –Use imagination to transform one's self into animals, characters, and natural elements Performance Skills –Attempt storytelling through dramatic play, pantomime, and echo –Perform in the annual class play and Arts Festival Audience Behavior –Show respect for the creative efforts of others while performing or being in the audience
Drama
Group Cooperation and Cohesion –Focus on tasks and follow directions –Work cooperatively with large/small groups as a creative and active participant Awareness –Imitate and recreate the world Movement –Move in one's own space and respect the space of others –Use imagination to transform one's self into animals, characters, and natural elements Performance Skills –Attempt storytelling through dramatic play, pantomime, and echo –Perform in the annual class play and Arts Festival Audience Behavior –Show respect for the creative efforts of others while performing or being in the audience
Drama
Group Cooperation and Cohesion –Focus on tasks and follow directions –Work cooperatively with large/small groups as a creative and active participant Awareness –Imitate and recreate the world –Attend live theatre presentations Movement –Move in one's own space and respect the space of others –Show control when doing rhythmic and creative movements Performance Skills –Develop and practice storytelling skills using texts, improvisation, pantomime, and echo –Use volume, expression, and enunciation in class work and performance –Perform in the annual class play and Arts Festival Audience Behavior –Show respect for the creative efforts of others while performing or being in the audience
Drama
Group Cooperation and Cohesion –Focus on tasks and follow directions –Work cooperatively with large/small groups as a creative and active participant Awareness –Imitate and recreate the world –Attend live theatre presentations Movement –Move in one's own space and respect the space of others –Show control when doing rhythmic and creative movements Performance Skills –Develop skills in staging a performance, including stage management, directing, script-writing, and narrating –Use volume, expression, and enunciation in class work and performance –Perform in the annual class play and Arts Festival Audience Behavior –Show respect for the creative efforts of others while performing or being in the audience
Drama
Group Cooperation and Cohesion –Focus on tasks and follow directions –Work cooperatively with large/small groups as a creative and active participant Awareness –Develop concepts about self, human relationships, and the environment by participating in role-play –Explore the motivations of characters' actions –Analyze emotional responses to situations –Interpret playwrights' intents –Attend live theatre presentations Movement –Move in one's own space and respect the space of others –Show control when doing rhythmic and creative movements Performance Skills –Develop skills in staging a performance, including stage management, directing, script-writing, and narrating –Explore the physical theatre through neutral and character masks –Use volume, expression, and enunciation in class work and performance –Perform in the annual class play and Arts Festival Audience Behavior –Show respect for the creative efforts of others while performing or being in the audience
Drama
–Sing echo songs, songs with movement, verse/refrain songs –Identify and play classroom instruments –Keep a steady beat –Improvise and create sound effects for stories on the keyboard –Listen and respond to dynamic levels, register differences, and tempo changes in music –Listen to and identify selections from Carnival of the Animals and The Nutcracker –Participate in a musical presentation –Enjoy making and sharing music
Music
–Sing echo songs, songs with movement, verse/refrain songs –Identify and play classroom instruments –Keep a steady beat –Improvise and create sound effects for stories on the keyboard –Listen and respond to dynamic levels, register differences and tempo changes in music –Echo long and short patterns using quarter notes, quarter rests, and eighth notes –Learn the music alphabet –Listen to and identify themes and instruments in Peter and the Wolf –Listen to and identify selections from The Nutcracker –Participate in a musical presentation –Enjoy making and sharing music
Music
–Sing a variety of songs from different genres, to include simple two-part music such as a round or partner songs –Read and perform quarter note, quarter rest, eighth note, and half note patterns –Read and follow a listening map –Complete introductory lessons in the keyboard lab –Learn the numbers of the lines and spaces on the music staff –Identify the four instrument families (brass, woodwind, string, and percussion) and recognize, by sight and sound instruments, in each family –Listen and respond to dynamic levels, tempo changes, register differences and musical themes in a variety of music –Learn how music is incorporated in history and culture –Participate in a musical presentation –Enjoy making and sharing music
Music
–Sing from memory a variety of songs, to include various genres, action songs, verse/refrain songs, and multi-cultural songs –Read and perform quarter note, eighth note, half note, whole note, quarter rest, half rest and whole rest patterns –Learn to play the recorder, using correct fingering, hand position and with songs of increasing difficulty –Learn to play the ukulele, playing open string melodies, C scale songs, and songs using the C, G, and F chords –Complete introductory lessons in the keyboard lab –Compose music using pre-notation –Learn the names of the lines and spaces of the treble clef staff –Follow a music score to sing or perform music –Introduction to music technology, using free music programs and apps, to include notation software, mixing and sequencing programs –Describe music by using appropriate vocabulary to describe tempo, register and mood –Identify the four instrument families (brass, woodwind, string, and percussion) and recognize, by sight and sound, instruments in each family –Listen and respond to dynamic levels, register differences, themes, and steady beat in a variety of music –Identify simple music forms –Demonstrate appropriate audience behavior for a musical performance –Learn how music is incorporated in history and culture –Participate in a musical presentation –Enjoy making and sharing music
Music
–Listen/analyze/describe music related to the annual school theme and/or the middle school core curriculum –Listen/analyze/describe dynamic levels, register differences, themes, and tempo in music from difference genres, periods, and cultures –Listen/analyze/describe music by using appropriate vocabulary to describe tempo, instrumentation, form, dynamics, articulation, register, and mood –Demonstrate appropriate audience behavior for a musical performance –Read, write and perform quarter note, eighth note, whole note, quarter rest, half rest, and whole rest patterns –Read and perform music on the treble staff –Identify musical symbols, including notes, rests, expression marks, and elements of the musical score –Develop skills with music technology, using free music programs and apps, to include notation software, mixing and sequencing programs –Complete lessons in the keyboard lab –Accompany songs using instruments or keyboards –Learn how music is incorporated in history and culture –Participate (on a volunteer basis) in a choir and/or pop band –Participate in song with dance, movement and specific choreography –Participate in a musical presentation
Music
–Understand what a computer is and what it can do –Understand what a website is and that information can be found on websites all over the world –Understand what a tablet is and what it can do –Use the mouse to click, drag and drop –Identify peripheral devices and their purpose –Close programs on the computer or apps on the iPad independently –Use printer (with teacher guidance) –Use children’s software and websites independently –Understand the concept of copy/paste and cut/paste –Discuss appropriate behavior for the use of technology at school and elsewhere, and how to avoid the consequences of inappropriate use –Identify examples of cyber-bullying –Understand the importance of not sharing passwords with anyone except a trusted adult –Understand the risks and dangers of online play, and that just like in real life, a trusted adult should be consulted for any decisions –Understand that an adult should always be consulted prior to downloading anything – a song, program, app, picture, or any other file –Identify various reasons people use websites –Apply basic step-by-step problem-solving skills to programming games and activities –Comprehend and apply basic engineering process to small-scale problems (2-3 step problems, with teacher guidance) –Create music using various computer programs and iPad apps –Create artwork using various computer programs and iPad apps
Technology
All of the preceding, plus: –Identify and use: Power, Volume, Disc, USB –Use the mouse to click, drag and drop, and right click objects –Open programs on the computer or apps on the iPad with teacher supervision –Identify the following icons: Print, Back, Refresh, Undo –Identify various reasons people use websites –Use technology tools, such as the Internet, to do research –Understand concepts of copy/paste and cut/paste –Can copy/paste or cut/paste (with teacher guidance) –Use designated language, pictures, or concepts to create a simple computer program –Use typical office software (word processor, presentation creator) with teacher guidance –Create posters, videos, and infographics to share information and ideas –Understand that they should always have an adult with them when they go online and that they should never share personal information with strangers –Understand the importance of not being a cyber-bully and ways to deal with and prevent cyber-bullying
Technology
All of the preceding, plus: –Basic understanding of hardware components of computing devices and what components are for –Understand the importance of finding credible sources on the Internet –Identify the most appropriate technology tool(s) for a task, create a plan to complete the task, and use tool(s) appropriately –Able to do basic touch typing –Cite Internet sources (text, video, image, etc.) appropriately –Identify, add and use peripheral devices appropriately –Able to copy/paste, cut/paste, save as/insert appropriately across projects –Able to Save, Save As, Open, and Close files correctly –Understand the risks and dangers of online play and social media sharing (Media/Digital Literacy) –Use designated language, pictures, or concepts to create and run a program –Open and close programs on the computer/apps on the iPad independently –Comprehend and apply basic engineering process to small-scale problems –Identify common icons across programs & use them appropriately –Identify the following icons: Print, Back, Refresh, Undo –Use printers appropriately –Use cameras independently –Create music using various computer programs & apps –Uses age-appropriate software and websites independently –Can move files from device to device using flash drives, email, cloud storage, CDs, or other methods –Use typical office software (word, presentation, spreadsheet to complete assignments on various devices
Technology
All of the preceding, plus: –Identify the most appropriate technology tool(s) for a task, create a plan to complete the task, and use tool(s) appropriately –Able to do basic touch typing –Cite Internet sources (text, video, image, etc.) appropriately –Able to copy/paste, cut/paste, save as/insert appropriately across projects –Understand the risks and dangers of online play and social media sharing (Media/Digital Literacy) –Use designated language, pictures, or concepts to create and run a program –Identify common icons across programs & use them appropriately –Use printers appropriately –Use cameras independently –Uses age-appropriate software and websites independently –Can move files from device to device using flash drives, email, cloud storage, CDs, or other methods –Use typical office software (word, presentation, spreadsheet to complete assignments on various devices
Technology
–Language exploration –Total Physical Response (TPR) teaching –Songs and games –Simple conversation –Middle School buddy teamwork –Cultural exposure to visiting exchange students –Cultures and traditions of Spanish-speaking countries Vocabulary –Simple greetings –Colors –Numbers up to 20 –Animals –Shapes –Prepositions –Opposites –Feelings and emotions –Fruits, vegetables, and food –Body parts –Sports –Transportation –House/rooms –Family members –Clothing and professions
Spanish
–Expanded conversational skills –Total Physical Response (TPR) teaching –Songs and games –Vocabulary games on iPad –Cultural exposure to visiting exchange students Vocabulary –Expanded greetings –Expanded conversational skills –Numbers up to 50 –Commands –Prepositions –Opposites –Action words –House/rooms –Family members –Feelings and emotions –Tasting and cooking food –Ordering food in a restaurant –Date, days, months, and other calendar vocabulary –Weather –City and neighborhood –Names/maps of Spanish speaking countries –Holidays and traditions
Spanish
–Pronunciation rules –Alphabet –Expanded conversation skills –Geography of Spanish-speaking countries –Cultural exposure through exchange students –Vocabulary games on iPad Vocabulary –Numbers up to 500 –Pronunciation of alphabet –Days, months –Dates of yesterday, today, and tomorrow –Calendar vocabulary –Weather –Seasons –Tasting and cooking food –Ordering food in a restaurant –Classroom and school vocabulary –Cultures and traditions of Spanish-speaking countries
Spanish
–Reading and writing in Spanish –Beginning grammar –Geography and history of Spanish-speaking countries –Cultural exposure through exchange students –Spelling and vocabulary games –Student-directed conversation –Student-directed weather reports –Read and translate paragraphs Vocabulary –Numbers up to one million –Cultures and traditions of Spanish-speaking countries
Spanish
See above in "Middle School Academics"