| GR3-6 | |||
| 3 | 4 | 5 | 6 |
| Demonstrate an understanding of whole numbers from 0-999 including place value, equivalency, and positive fractional numbers and decimals as part of a whole. M(N&O)-3-1 | Numbers
and Operations: 1. Demonstrate conceptual understanding of whole numbers from 0 to 999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations. M(N&O)-4-1 2. Demonstrate understanding of the relative magnitude of numbers from 0 to 999,999 by ordering or comparing whole numbers; and ordering, comparing, or identifying equivalent proper positive fractional numbers; or decimals using models, number lines, or explanations.M(N&O)-4-2 3. Demonstrate understanding of the relationship between repeated subtraction and division, the inverse relationship between multiplication and division of whole numbers, and the addition and subtraction of fractional numbers with like denominators. M(N&O)- 4-3 4. Solve problems involving operations on whole numbers or the use of factors and multiples (multiplication limited to 2 digits by 2 digits and division limited to 1 digit divisor.) M(N&O)-4-4 |
M(N&O) -5-1 Demonstrates conceptual understanding of rational numbers with respect to: whole numbers from 0 to 9,999,999 through equivalency, composition, decomposition, or place value using models, explanations, or other representations; and positive fractional numbers (proper, mixed number , and improper) (halves, fourths, eighths, thirds, sixths, twelfths, fifths, or powers of ten (10, 100, 1000), decimals (to thousandths), or benchmark percents (10%, 25%, 50%, 75%, or 100%) as part to whole relationship in area, set, or linear models using models, explanations, or other representations. | Numbers
and Operations: M (N&O) – 6-2: Demonstrates understanding of the relative magnitude of numbers by ordering or comparing numbers with whole number bases and whole number exponents (e.g., 3 to the 4th power, 4 to the 3rd power), integers, or rational numbers within and across number formats (fractions, decimals, or whole number percents from 1 – 100) using lines and equality or inequality symbols. M (N&O) – 6-4: Accurately solves problems involving single or multiple operations on fractions (proper, improper, and mixed), or decimals; and addition or subtraction of integers; percent of a whole; or problems involving greatest common factor or least common multiple. |
| Demonstrate an understanding of numbers from 0-999 by comparing and ordering whole numbers to each other and by comparing and identifying equivalent fractions. M(N&O)-3-2 | Geometry
and Measurement: 5. Use properties of angles or side to identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or octagons and classify angles relative to 90 degrees. M(G&M)-4-1 6. Identify, compare, and describe three-dimensional shapes by using properties or attributes (shape of base and number of faces.) M(G&M)-4-3 7. Demonstrate conceptual understanding of congruency by matching congruent figures using reflections, translations, or rotations (flips, slides, or turns), or as the result of composing or decomposing shapes using models or explanations. M(G&M)-4-4 8. Demonstrate understanding of perimeter and area of polygons, both regular and irregular with the answer being expressed in appropriate units of measurement. M(G&M)-4-6 9. Measure and use units of measurement consistently and make conversions within systems when solving problems (standard and metric.) M(G&M)-4-7 |
M(N&)) -5-2 Demonstrates understanding of the relative magnitude of numbers by ordering, comparing, or identifying equivalent positive fractional numbers, decimals, or benchmark percents within number formats (fractions to fractions, decimals to decimals, or percents to percents); or integers in context using models or number lines. | Geometry
and Measurement: M (G&M) – 6-1: Uses properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, scalene, isosceles, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). M (G&M) – 6-6: Demonstrates conceptual understanding of perimeter of polygons, the area of quadrilaterals or triangles, and the volume of rectangular prisms by using models, formulas, or by solving problems, and demonstrates understanding of the relationships of circle measures (radius to diameter and diameter to circumference) by solving related problems. Expresses all measures using appropriate units. M (G&M)-6-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands (Benchmarks in appendix B) |
| GR3-6 | |||
| 3 | 4 | 5 | 6 |
| Demonstrate an understanding of the inverse relationship between addition and subtraction, and multiplication as repeated addition using models, number lines, and written explanations. M(N&O)-3-3 | Functions
and Algebra: 10. Identify and extend a variety of patterns and write a rule in words or symbols to find the next case. M (F&A)-4-1 11. Demonstrate an understanding of algebraic expressions by using variables (letters or numbers) to represent unknown quantities and by writing equivalent algebraic expressions involving any one of the four operations. M(F&A)4-3, 4-4 |
M(N&O)-5-3 Demonstrates conceptual understanding of mathematical operations by adding and subtracting decimals and positive proper fractions with unlike denominators. | Functions
and Algebra: M (F&A) – 6-1: Identifies and extends to specific cases a variety of patterns (linear and nonlinear) represented in models, tables, sequences, graphs, or in problem situations; or writes a rule in words or symbols for finding specific cases of linear relationship; or writes a rule in words or symbols for finding specific cases of a nonlinear relationship; and writes an expression or equation using words or symbols to express the generalization of linear relationship (e.g., twice the term number plus one or 2n + 1). M (F&A) – 6-3: Demonstrates conceptual understanding of algebraic expressions by using letters to represent unknown quantities to write linear algebraic expressions involving any of the four operations and consistent with order of operations expected at this grade level; or by evaluating linear algebraic expressions (including those with more than one variable); or by evaluating an expression within an equation (e.g., determine the value of y when x = 4 given y = 3x – 2). |
| Solve problems involving addition and subtraction with regrouping, addition and subtraction of decimals (money), and multiplication tables. M(N&O)-3-4 | Data,
Statistics, and Probability: 12. Interpret a given representation (bar graphs, line graphs, pictographs, circle graphs, tally charts, and tables) to answer questions about the data or to justify conclusions, to make predictions, or to solve problems. M(DSP 4-1) |
M(N&O)-5-4 Accurately solve problems involving multiple operations on whole numbers or the use of the properties of factors, multiples, prime, or composite numbers; and addition or subtraction of fractions(proper) and decimals to the hundredths place. (Division of whole numbers by up to a two-digit divisor.) IMPORTANT: Applies the conventions of order of operations with and without parentheses. | Data,
Statistics, and Probability: M (DSP) – 6-1: Interprets a given representation (circle graphs, line graphs, or stem-and-leaf plots) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. (Analyses data consistent with concepts and skills in M (DSP)-6-2) M (DSP) – 6-2: Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, and mode) or dispersion (range) to analyze situations, or to solve problems. |
| Identify, describe, or distinguish among triangles, squares, rectangles, rhombi, trapezoids, hexagons, or circles. M(G&M)-3-1 | M(G&M)-5-1 Use properties or attributes of angles (right, acute, or obtuse) or sides (number of congruent sides, parallelism, or perpendicularity) to identify, describe, classify, or distinguish among different types of triangles (right, acute, obtuse, equiangular, or equilateral) or quadrilaterals (rectangles, squares, rhombi, trapezoids, or parallelograms). | ||
| GR3-6 | |||
| 3 | 4 | 5 | 6 |
| Demonstrate an understanding of perimeter of polygons and the area of rectangles using a variety of models or manipulatives. M(G&M)-3-6 | M(G&M)-5-7 Measures and uses units of measures appropriately and consistently, and makes conversions within systems when solving problems across the content strands. (Appendix B for Benchmarks) | ||
| Measure and use units of measurement appropriately and make conversions when solving problems within a system. M(G&M)-3-7 | M(F&A)-5-3 Demonstrate conceptual understanding of algebraic expressions by using letter to represent unknown quantities to write linear algebraic expressions involving any two of the four operations; or by evaluating linear algebraic expressions using whole numbers. | ||
| Identify and extend a pattern using a table, a sequence, or models M(F&A)-3-1 | M(F&A)-5-4 Demonstrates conceptual understanding of equality by showing equivalence between two expressions using models or different representations of the expressions (expressions consistent with the parameters of M(F&A-5-3) by solving one-step linear equations…where a, b, and c are whole numbers and a is not equal to 0; or by determining which values of a replacement set make the equation….) | ||
| Demonstrate conceptual understanding of equality by finding the value that will make an open sentence true, using one operation (e.g. addition, subtraction, or multiplication.) M(F&A)-3-4 | M(DSP)-5-1 Interpret a given representation (tables, bar graphs, circle graphs, or line graphs) to answer questions related to the data, to analyze the data to formulate or justify conclusions, to make predictions, or to solve problems. IMPORTANT: Analyzes data consistent with concepts and skills in M(DSP)-5-2) | ||
| Analyze data using median, mode, least frequent, minimum, maximum, and range. M(DSP)-3-2 | M(DSP)-5-2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations or to solve problems. | ||
| Interpret charts, tables, or bar graphs to answer questions, analyze data, formulate conclusions, or make predictions. Identify or describe a representation that best displays a given set of data. M(DSP)-3-1, 3-3 | |||
| Reading | |||
| 3 | 4 | 5 | 6 |
| Word ID Skills and Strategies: Identify multi-syllabic words by using knowledge of sounds, prefixes, suffixes, or variant spellings for consonants or vowels. R 3-1.1 |
Breadth
of Vocabulary: 1. Use strategies to unlock meaning (e.g. knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge.) R 4-2.1 |
R-5-2.1: Students identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., Knowledge of word structure, including prefixes/ suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) | R-6-2.1: Students will identify the meaning of unfamiliar vocabulary by using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries, thesauruses; or prior knowledge). |
| Vocabulary Strategies: Identify the meaning of unknown vocabulary using word parts and context clues. R 3-2 Identify and use antonbyms, homophones, and multiple meanings of words in context. R 3-3 |
Vocabulary
Strategies: 2. Identify and use antonyms, synonyms, homophones, and multiple meanings of words in context. R 4-3.1, 3.2 |
R-5-3.1: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by identifying synonyms,antonyms,homonyms/homophones,or shades of meaning. (Example of shades of meaning: tired, exhausted) | R-6-4.1 Demonstrates initial understanding of elements of literary texts by identifying or describing characters, setting, problem/solution, or plot, as appropriate to text; or identifying any significant changes in character or setting over time. |
| Initial Understanding of Literary Text: Identify or describe characters, setting, problem/solution, major events, or plot, as appropriate to the text. R 3-4.1 Identify and demonstrate understanding of the text by summarizing or paraphrasing key ideas such as setting and plot. R 3-4.2 |
Initial Understanding of Literary Text: 3. Identify or describe character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identify any significant changes in character(s) over time. R 4-4.1 | R-5-3.2 Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings or relationships by Selecting appropriate words or explaining the use of words in context including, content specific vocabulary, words with multiple meanings, or precise vocabulary. Example of multiple meanings: Students explain the intended meanings of words found in text – Based on the way “spring” is used in this passage, would having a “spring” be necessary for survival? Explain how you know. | R-6-4.2 Demonstrates initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text. |
| Analysis and Interpretation of Literary Text: Demonstrate comprehension of what is read using skills including prediction, making inferences, identifying main idea and details, identifying character traits; and understand the author’s basic purpose and message. R 3-5.1, 5.2, 5.5 Make basic inferences about problem, conflict, or solution. R 3-7.1 |
Initial
Understanding of Informational Text: 4. Obtain information from text features (e.g. table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations. R 4-7.1a, 7.3 5. Use information from the text to answer questions related to explicitly stated main/central ideas or key details. R 4-7.2 6. Identify and demonstrate understanding of the text by summarizing or paraphrasing key ideas. R 4-4.2 |
R-5-4.1: Demonstrate initial understanding of elements of literary texts by identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time. | R-6-4.4 Demonstrates initial understanding of elements of literary texts by identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts, poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends) |
| Initial Understanding of Informational Text: Obtain information from text features such as table of contents, glossary, bold text, headings, charts, tables, and graphs. R 3-7.1 |
Analysis
and Interpretation of Literary Text: 7. Demonstrate comprehension of what is read using skills including prediction, making inferences, identifying main idea and details, identifying character traits, and understand the author’s basic purpose and message. R 4-5.4, 5.5 |
R-5-4.2 Demonstrate initial understanding of elements of literary texts by paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text. | R-6-5.1 Analyze and interpret elements of literary texts, citing evidence where appropriate by explaining or supporting logical predictions (e.g. providing evidence from text to explain why something is likely to happen next) |
| Reading | |||
| 3 | 4 | 5 | 6 |
| Analysis and Interpretation of Informational Text: Use strategies such as compare and contrast, distinguish between fact and opinion, and make inferences about causes or effects in fiction and non-fiction. R 3-8.3, 8.4, 8.5 | Analysis and Interpretation of Informational Text: 8. Use strategies such as compare and contrast, fact and opinion, cause and effect, drawing conclusions, and author’s purpose (entertain, inform, explain.) R 4-8.3, 8.4, 8.5 | R-5-4.3 Demonstrate initial understanding of elements of literary texts by generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. | R-6-5.2 Analyze and interpret elements of literary texts, citing evidence where appropriate by describing characters’ traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters’ traits, motivations, or their changes or time. |
| R-5-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text. | R-6-5.3 Analyze and interpret elements of literary texts, citing evidence where appropriate by making inferences about cause/effect, external conflicts (e.g., person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., how the historical era influences the characters’ actions or thinking) | ||
| R-5-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s message or theme (implied or stated, as in a fable). | R-6-5.5 Analyze and interpret elements of literary texts, citing evidence where appropriate by identifying author’s message or theme. | ||
| R-4-7.3 | R-5-7.1 Demonstrate initial understanding of informational texts (expository and practical texts) by obtaining information from text features 7.1a:(table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) and 7.1b:(Maps, diagrams, tables, captions, timelines and citations.) | R-6-7.1 Demonstrates initial understanding of informational texts (expository and practical texts) by...obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations. | |
| R-3-8.3 | R-4-7.2 | R-5-7.2 Using information from the text to answer questions related to main/central ideas or key details. | R-6-7.2 Demonstrates initial understanding of informational texts (expository and practical texts) by using information from the text to answer questions related to main/central ideas or key details. |
| Reading | |||
| 3 | 4 | 5 | 6 |
| R-3-8.4 | R-4-8.3 | R-5-7.3 Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting). | R-6-8.3 Analyze and interpret informational text, citing evidence as appropriate by drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting judgments and assertions about central ideas that are relevant. |
| R-3-8.5 | R-4-8.4 | R-5-7.5 Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, reports, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers, Internet websites, biographies, and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus. | |
| R-4-8.5 | R-5-8.3 Drawing inferences about text, including author’s purpose (e.g. to inform, explain, entertain, persuade) or message: or forming and supporting opinions/judgements and assertions about central ideas that are relevant. | ||
| Writing | |||
| 3 | 4 | 5 | 6 |
| W-5-6 In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus/controlling idea (description, sequence, chronology, proposition/support, compare/contrast). Selecting appropriate information to set the context, using transition words or phrases appropriate to organizing text structure and writing a conclusion that provides closure. | W-6-1.1: Students demonstrate command of the structure of sentences, paragraphs, and text by using varied sentence length and structure to enhance meaning (e.g., including phrases and clauses). | ||
| W-5-4.1 In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (logically consistent) story line | •W-6-1.2 Students demonstrate command of the structure of sentences, paragraphs, and text by using paragraph form: indenting, main idea, supporting details. | ||
| W-5-2.2 In response to literary or informational text, students show understanding of plot/ideas/concepts by summarizing key ideas | W-6-2.2: In response to literary or informational text, students show understanding of plot/ideas/concepts by summarizing key ideas. | ||
| W-5-9.1 In independent writing, students demonstrate command of appropriate English conventions by identifying or correcting grammatical errors (Example: subject-verb agreement) | W-6-2.3 In response to literary or informational text, students show understanding of plot/ideas/concepts by connecting what has been read (plot/ideas/concepts) to prior knowledge or other texts, by referring to relevant ideas. | ||
| W-5-9.2 In independent writing, students demonstrate command of appropriate English conventions by applying basic capitalization rules. | W-6-4.1: In written narratives, students organize and relate a story line/plot/series of events by creating a clear and coherent (logically consistent) story line. | ||
| W-5-9.4 In independent writing, students demonstrate command of appropriate English conventions by using punctuation to clarify meaning. (Examples: commas, apostrophes, quotation marks) | W-6-4.2 In written narratives, students organize and relate a story line/plot/series of events by establishing context, problem/conflict/challenge, and resolution, and maintaining point of view (1st person, 3rd person, or omniscient). | ||
| Writing | |||
| 3 | 4 | 5 | 6 |
| W-5-9.5 In independent writing, students demonstrate command of appropriate English conventions by correctly spelling grade-appropriate, high frequency words, including homonyms and homophones and applying syllables and affix spelling patterns/rules. (Examples: consonant doubling, consonant patterns, units of meaning –common roots, base words, pre/suffixes) | W-6-6.1 In informational writing, students organize ideas/concepts by using an organizational text structure appropriate to focus/controlling idea. EXAMPLES (of text structure): description, sequential, chronology, proposition/support, compare/contrast. | ||
| W-6-6.2 In informational writing, students organize ideas/concepts by selecting appropriate information to set context, which may include a lead/hook. EXAMPLES (of lead/hook): startling statistic, anecdote/scenario, moving from general to the specific, quotations. | |||
| W-6-6.4 In informational writing, students organize ideas/concepts by writing a conclusion that provides closure. | |||
| W-6-9.1 In independent writing, students demonstrate command of appropriate English conventions by applying rules of Standard English usage to correct grammatical errors. EXAMPLES: subject-verb agreement, irregular plurals, sentence fragments and run-ons. | |||
| W-6-9.4 In independent writing, students demonstrate command of appropriate English conventions by using punctuation to clarify meaning. |