Curriculum Standards Mapped to Playable Lessons

The child will organize, represent, and build knowledge of quantity and number.

Recites numbers up to 20 in sequence.

Recognizes numerals and uses counting as part of play and as a means for determining quantity.

Matches numerals to sets of objects with the same number, 0-10.

Describes sets as having more, less, same as/equal.

Quickly recognizes and names how many items are in a set up to four items.

Tells numbers that come before and after a given number up to 10.

The child will manipulate, compare, and describe relationships using quantity and number.

Matches two equal sets using one-to-one correspondence and understands they are the same.

Counts at least 10 objects using one-to-one correspondence.

Practices combining, separating, and naming quantities.

Describes data from classroom graphs using numerical math language.

With adult guidance and when counting, understands and can respond with the last number counted to represent quantity (cardinality).

The child will explore and communicate about distance, weight, length, height, and time.

Uses mathematical terms to describe experiences involving measurement.

Compares objects using two or more attributes, such as length, weight, and size.

Uses a variety of techniques and standard and nonstandard tools to measure and compare length, volume (capacity) and weight.

Associates and describes the passage of time with actual events.

The child will sort, order, classify, and create patterns.

Independently orders objects using one characteristic and describes the criteria used.

Sorts and classifies objects using one or more attributes or relationships.

Creates and extends simple, repeating patterns.

The child will explore, recognize, and describe spatial relationships between objects.

Uses appropriate directional language to indicate where things are in their environment: positions, distances, order.

Uses deliberate manipulation and describes process for fitting objects together.

The child will explore, recognize, and describe shapes and shape concepts.

Recognizes and names common two-dimensional and three-dimensional shapes, their parts, and attributes.

Combines simple shapes to form new shapes.

The child will use mathematical problem solving, reasoning, estimation, and communication.

Estimates using mathematical terms and understands how to check the estimate.

Uses simple strategies to solve mathematical problems and communicates how he/she solved it.

Uses reasoning skills to determine the solution to a mathematical problem and communicates why.

The child will listen to conversations and demonstrate comprehension.

Listens and responds on topic to conversations and group discussions for an extended period.

Listens to and follows multi-step directions.

Extends/expands thoughts or ideas expressed.

The child will acquire vocabulary introduced in conversations, activities, stories, and/or books.

Demonstrates understanding of more complex vocabulary through everyday conversations.

Connects new vocabulary from activities, stories, and/or books with prior experiences and conversations.

The child will use non-verbal communication for a variety of purposes.

Uses more complex gestures and actions to enhance verbal communication of needs and wants.

Communicates feelings using appropriate non-verbal gestures, body language, and actions.

The child will use increasingly complex spoken language.

Uses spoken language that can be understood with ease.

Demonstrates use of expanded sentences and sentence structures to ask questions and/or respond verbally.

Describes activities, experiences, and stories with more detail.

Uses new and expanded vocabulary in a variety of situations.

The child will acquire meaning from a variety of materials read to him/her.

Prior to reading, uses prior knowledge, story title, and pictures to make predictions about story content.

Retells familiar stories.

Discusses books or stories read aloud and can identify characters and setting in a story.

Makes real-world connections between stories and real-life experiences.

Develops an alternate ending for a story.

The child will develop early phonological awareness (awareness of units of sound).

Listens and differentiates between sounds that are the same and different.

Identifies and produces rhyming words.

Isolates the initial (beginning) sounds in words with adult guidance.

Segments sentences into individual words.

Segments words into syllables.

Manipulates and blends sounds (phonemes) with adult guidance.

The child will demonstrate increasing knowledge of the alphabet.

With prompting and support, recognizes and names some upper and lower case letters of the alphabet.

The child will demonstrate awareness of print concepts.

Demonstrates interest in different kinds of literature, such as fiction books, non-fiction books, and poetry, on a range of topics.

Understands that letters form words. Understands that words are separated by spaces in print.

With prompting and support, tracks words from left to right, top to bottom, and page to page.

Recognizes and reads environmental print.

Identifies the front, back, top, and bottom of a book. Points to the title of familiar books or stories and where to begin reading a story.

The child will use writing for a variety of purposes.

Draws pictures and copies letters and/or numbers to communicate.

Uses writing tools.

Uses writing for a variety of purposes.

Writes some letters of the alphabet.

The child will demonstrate scientific inquiry skills.

Uses senses to observe, classify, and learn about objects and environment.

Uses simple tools correctly to experiment, observe, and increase understanding.

Records observations through dictating to an adult and drawing pictures or using other forms of writing.

Experiments, compares, and formulates hypotheses related to scientific properties.

The child will demonstrate knowledge related to dynamic properties of the earth and sky.

Describes properties of water, including changes to the states of water.

Explores and begins to describe properties of rocks, soil, sand, and mud.

Makes simple observations of the characteristics, movement, and seasonal changes of sun, moon, stars, and clouds. Compares the day time/night time cycle.

Uses appropriate vocabulary to discuss climate and changes in weather.

The child will demonstrate knowledge related to living things and their environments.

Observes, explores and describes a variety of animals and plants. Describes their basic needs and life cycles of living things.

Discriminates between living and non-living things.

Identifies and describes the functions of many body parts.

The child will demonstrate knowledge related to physical science.

Explores and describes position and movement of objects and toys.

Investigates and describes different types or speeds of motion.

Describes materials by their physical properties and states of matter.

Uses classroom objects to function as simple machines to enhance child directed play.

The child will demonstrate an awareness of and the need to protect his/her environment.

Understands that people have an impact on the environment and participates in efforts to protect the environment.

The child will demonstrate understanding of his/her family and an emerging awareness of their own culture and ethnicity.

Describes his/her family structure and family roles.

Describes similarities and differences between self and others.

The child will demonstrate an understanding of his/her community and an emerging awareness of others' culture and ethnicity.

Identifies and follows rules of the classroom community and displays competence at engaging in appropriate social behavior.

Explains diverse customs and cultural celebrations within the home, classroom and community.

Recognizes similarities and differences between own cultures and that of others.

The child will demonstrate an awareness of geography in his/her community.

Creates simple representations of home, school, and community.

Identifies and describes aspects of his/her community.

The child will demonstrate an awareness of economics of his/her community.

Completes jobs to contribute to his/her community and communicates why it is important.

Describes the roles and responsibilities of a variety of occupations.

Describes how people interact economically and how goods and services are exchanged.

Explores the uses of technology and understands its role in the environment.

The child will understand the passage of time and how events are related.

Recognizes and describes sequence of events with accuracy.

Differentiates between past, present, and future.

Demonstrate and explain the relationship between numbers and quantities up to 20; connect counting to cardinality (the last number counted represents the total quantity in a set).

Count up to 20 objects in a variety of structured arrangements and up to 10 objects in a scattered arrangement.

When counting objects, explain that the last number counted represents the total quantity in a set (cardinality), regardless of the arrangement and order.

Given a number from 1-20, identify the number that is one more or one less.

Identify pennies, nickels, and dimes and know their name and value.

Use count sequences within 100 to count forward and backward in sequence.

Count forward to 100 by tens and ones and backward from 20 by ones.

Count forward beginning from any number within 100 and count backward from any number within 20.

Use place value understanding to compose and decompose numbers from 11–19.

Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.

Identify, write, represent, and compare numbers up to 20.

Identify written numerals 0- 20 and represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.

Explain the concepts of addition, subtraction, and equality and use these concepts to solve real-life problems within 10.

Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings.

Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies.

Use a variety of strategies to solve addition and subtraction problems within 10.

Fluently add and subtract within 5 using a variety of strategies to solve practical, mathematical problems.

Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.

Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.

Describe patterns involving the passage of time using words and phrases related to actual events.

Observe, describe, and compare the physical and measurable attributes of objects and analyze graphical displays of data to answer relevant questions.

Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference.

Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count.

Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Identify, describe, and compare basic shapes encountered in the environment, and form two-dimensional shapes and three-dimensional figures.

Identify, sort, classify, analyze, and compare two- dimensional shapes and three-dimensional figures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.

Describe the relative location of an object using positional words.

Use basic shapes to represent specific shapes found in the environment by creating models and drawings.

Use two or more basic shapes to form larger shapes.

II. BIG IDEA: Concepts of Print: Students develop the awareness that written language carries meaning and that certain features of print ensure that texts are understood.

Conceptualizing Text: Understand that texts communicate messages.

Recognize that texts and images represent objects and ideas, have meaning, and convey messages.

Recognize and interpret print messages in the environment, such as labels and signs.

Distinguish between letters, words, digits, and graphics.

Book Orientation & Directionality of Print Texts: Understand the conventional layout of books and how to maneuver them.

Hold books upright and begin reading at the front.

Follow text from top to bottom, left to right, and turn pages from right to left.

Identify the front and back covers of books and their basic elements: titles, author names, illustrator names, and graphics.

Mechanics of Print Texts: Build a knowledge base of print conventions.

Recognize that written words are made up of individual letters.

Recognize that words are separated by spaces.

Understand that sentences begin with capital letters and end with punctuation to indicate the end of a sentence.

Alphabet Knowledge: Demonstrate knowledge of the alphabet.

Recite the letters of the alphabet in order.

Name and identify each uppercase and lowercase letter in random order.

IV. BIG IDEA: Fluency: Students read text aloud or silently with speed, accuracy, and expression.

Oral & Silent Reading Fluency: Demonstrate oral and silent reading fluency while reading texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.

Develop sight word vocabulary using decoding skills by reading regularly and irregularly spelled high-frequency words in isolation and context with increasing automaticity, including first and last names of students and others.

Read familiar texts chorally with appropriate volume and rate.

Read grade-level texts with purpose and understanding.

V. BIG IDEA: Handwriting: Students develop print handwriting skills.

Motor Skills & Letter/Word Formation: Use fine motor skills to form legible letters and words in print.

Form all uppercase and lowercase letters.

Form words, including first and last names.

Use appropriate spacing between letters, words, and sentences.

Transcription & Handwriting Fluency: Use working memory skills to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately.

Practice basic transcription skills.

Begin building handwriting fluency by forming accurate letters, including those in first and last names.

III. BIG IDEA: Phonics: Students learn the relationships between the sounds of spoken language and the letters of written language as they decode and encode words in context and in isolation.

Phoneme-Grapheme Correspondences: Identify and produce phoneme-grapheme correspondences.

Identify and produce basic one-to-one phoneme-grapheme correspondences for the most frequently used sound for each consonant.

Identify and produce both long and short vowel sounds for A, E, I, O, U.

Decoding with Phonics: Use grade-level phonics skills to decode words in context and in isolation.

Blend letter sounds to decode simple one-syllable words, including regularly spelled high-frequency words (VC, CV, CVC).

Identify and decode parts of irregularly spelled high-frequency words.

Identify and distinguish between words that are spelled similarly by identifying the sounds of the letters that differ.

Encoding with Phonics: Use grade-level phonics skills to encode words in context and in isolation.

Use knowledge of letter/sound correspondences to connect letters (graphemes) to sounds (phonemes) to encode simple one-syllable words, including high-frequency words (VC, CV, CVC).

Identify and encode irregularly spelled high- frequency words.

I. BIG IDEA: Phonological Awareness: Students develop the ability to identify and produce the sound structures of spoken language and how they can be divided into smaller components and manipulated.

Rhyme: Identify and produce rhyme in spoken language and oral texts.

Identify and pair words that rhyme in spoken language, distinguishing them from those that do not.

Orally produce words that rhyme.

Words & Sentences: Recognize the basic relationships that exist between words and sentences.

Know words are put together to make sentences, and sentences communicate complete thoughts.

Segment phrases and sentences into words.

Know that sounds are put together to make words and that words have distinct meanings.

Compound Words: Identify and manipulate separate words in compound words.

Blend and segment separate words in spoken compound words.

Add, delete, and substitute single words in spoken compound words.

Syllables: Identify and manipulate syllables in spoken words.

Know that syllables are word parts with one vowel sound.

Count and pronounce syllables in single and multisyllabic spoken words.

Blend and segment syllables in spoken words.

Delete syllables in spoken words.

Onsets & Rimes: Blend and segment onsets and rimes in spoken words.

Blend onsets and rimes of spoken one-syllable words.

Segment onsets and rimes of spoken one-syllable words.

Phonemic Awareness: Identify and manipulate the individual sounds in spoken words.

Isolate and pronounce initial, final, and then medial sounds in spoken words with three phonemes.

Identify short and long vowel sounds in spoken one-syllable words.

Blend, count, and segment up to three phonemes in spoken one-syllable words.

Add, delete, and substitute phonemes in spoken one-syllable words with up to three phonemes.

I. BIG IDEA: Grammar Conventions: Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.

Grammar, Usage, & Mechanics: Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension of texts and to communicate clearly in written and spoken language.

Usage: Use nouns and verbs to share complete thoughts when speaking. (Introduce, Master)

Usage: Form and use singular and plural nouns when speaking. (Introduce, Master)

Usage: Use interrogatives to ask questions when speaking. (Introduce, Master)

Mechanics: Capitalize the first word of a sentence and the pronoun I. (Introduce, Master)

Grammar: Form regular plural nouns by adding -s or -es. (Introduce)

Grammar: Form and use verbs by adding -ing, -ed, or -s. (Introduce)

Grammar: Use action verbs. (Introduce)

Grammar: Use adjectives and adverbs. (Introduce)

Grammar: Use common and proper nouns. (Introduce)

Grammar: Form and use the simple verb tenses. (Introduce)

Usage: Use determiners (articles, possessive determiners, demonstrative adjectives). (Introduce)

Mechanics: Capitalize proper nouns. (Introduce)

Mechanics: Use periods, exclamation marks, and question marks at the end of sentences. (Introduce)

Syntax: Recognize and compose coherent sentences that express complete thoughts.

Recognize that conventional sentences always include a subject and a predicate. (I)

With adult support, use simple sentences to express complete thoughts in written texts. (C)

With adult support, use singular and plural subjects with matching verbs. (C)

II. BIG IDEA: Vocabulary: Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.

General, Academic, & Specialized Vocabulary: Acquire and use general, academic, and specialized vocabulary words and phrases in a variety of settings.

Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C)

Word Analysis: Acquire and apply word analysis skills to deconstruct and construct words to make meaning.

Meaning & Purpose: Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.

With adult support, determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

Identify and sort common words into basic categories based on similarities and differences. (I)

Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

Scan and skim the text, making note of structures and sections that might be most useful. (I)

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Make, track, and support inferences about different levels of meaning within the text. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

I. BIG IDEA: Context: Students explore the relationships and roles of authors, purposes, and audiences of texts.

Purpose & Audience: Explain how authors of texts use language for a specific purpose and a target audience.

Identify the general purpose (e.g., to tell stories, to provide information, to share opinions) and target audience in a variety of texts. (I)

With adult support, identify different modes of communication: print, digital, auditory, and visual. (I)

With adult support, create texts in various modes (e.g., print, digital, auditory, and/or visual). (C)

Authors & Speakers: Investigate the relationships between authors and speakers in texts.

Identify the authors and illustrators of picture books and explain their roles. (I)

IV. BIG IDEA: Research & Analysis: Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics.

Research & Inquiry: Build knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic.

With adult support, ask questions about topics of interest for research. (I)

With adult support, collaborate to conduct research on a shared topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids. (I)

With adult support, share relevant and accurate information through a variety of different modes. (C)

Curating Sources & Evidence: Reference parts of texts to address a specific topic or question and explore various sources of information to make connections across a broad range of topics.

With adult support, refer to parts of texts when supporting an idea, answer, or opinion. (I)

With adult support, explore various sources of information, including print, digital, and personal communication. (I)

II. BIG IDEA: Structure & Style: Students build and apply knowledge about language and organizational structures and elements used to convey and arrange ideas and information in texts.

Organization: Identify and use organizational structures to craft meaning.

Identify and use text features, including titles, headings, photos, and illustrations, to determine if a text is fiction or nonfiction. (I)

With adult support, use text features, including titles, illustrations, and/or labels, to add clarity/coherence to texts. (C)

With adult support, retell events and actions in sequence. (C)

Craft: Identify and use descriptive and engaging language.

Identify interesting and/or descriptive words that express feelings or appeal to the senses in texts. (I)

With adult support, use interesting and/or descriptive words to craft engaging texts. (C)

III. BIG IDEA: Techniques: Students identify and use narrative, expository, opinion, and poetic techniques as they interpret and construct a variety of texts.

Narrative Techniques: Identify and use narrative techniques to shape understanding.

Identify techniques used to craft stories, including characters, setting, and major events. (I)

With adult support, demonstrate an understanding of the central message, lesson, or moral of the story based on the words and actions of the main characters. (I)

With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

Use a combination of drawing, labeling, writing, and dictating* to create a text with narrative techniques (e.g., characters, setting, events) told in the order in which they occurred. (C)

Expository Techniques: Identify and use expository techniques to shape understanding.

Identify techniques used to craft expository texts, including main topic. (I)

With adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)

Use a combination of drawing, labeling, writing, and dictating* to create a text with expository techniques that includes a topic and information about the topic. (C)

Opinion Techniques: Identify and use opinion techniques to shape understanding.

Explain the difference between opinions and facts about a topic. (I)

Use a combination of drawing, labeling, writing, and dictating* to express an opinion about a topic. (C)

Poetic Techniques: Identify and use poetic techniques to shape understanding.

Identify poetic techniques used to craft poetic texts, including rhyme. (I)

With adult support, use poetic techniques to create poems that may or may not rhyme. (C)

Obtain, evaluate, and communicate information to describe objects in terms of the materials they are made of and their physical attributes.

Ask questions to compare and sort objects made of different materials. (Common materials include clay, cloth, plastic, wood, paper, and metal.)

Use senses and science tools to classify common objects, such as buttons or swatches of cloth, according to their physical attributes (color, size, shape, weight, and texture).

Plan and carry out an investigation to predict and observe whether objects, based on their physical attributes, will sink or float.

Obtain, evaluate, and communicate information to compare and describe different types of motion.

Plan and carry out an investigation to determine the relationship between an object's physical attributes and its resulting motion (straight, circular, back and forth, fast and slow, and motionless) when a force is applied. (Examples could include toss, drop, push, and pull.)

Construct an argument as to the best way to move an object based on its physical attributes.

Obtain, evaluate, and communicate information about how organisms (alive and not alive) and non-living objects are grouped.

Construct an explanation based on observations to recognize the differences between organisms and non-living objects.

Develop a model to represent how a set of organisms and non-living objects are sorted into groups based on their attributes.

Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.

Construct an argument supported by evidence for how animals can be grouped according to their features.

Construct an argument supported by evidence for how plants can be grouped according to their features.

Ask questions and make observations to identify the similarities and differences of offspring to their parents and to other members of the same species.

Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.

Ask questions to classify objects according to those seen in the day sky, the night sky, and both.

Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words. (Clarification statement: Students are not expected to understand tilt of the Earth, rotation, or revolution.)

Obtain, evaluate, and communicate information to describe the physical attributes of earth materials (soil, rocks, water, and air).

Ask questions to identify and describe earth materials—soil, rocks, water, and air.

Construct an argument supported by evidence for how rocks can be grouped by physical attributes (size, weight, texture, color).

Use tools to observe and record physical attributes of soil such as texture and color.

Identify the national holidays and describe the people and/or events celebrated.

Christmas

Columbus Day

Independence Day

Juneteenth National Independence Day

Labor Day

Martin Luther King, Jr. Day

Memorial Day

New Year’s Day

Presidents Day (George Washington, Abraham Lincoln, and the current president)

Thanksgiving Day

Veterans Day

Identify the following American symbols:

The national and state flags (United States and Georgia flags)

Pledge of Allegiance

Star Spangled Banner (identify as the national anthem)

The bald eagle

The Statue of Liberty

Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day)

Washington Monument (identify image and associate with George Washington and Presidents Day)

White House (identify image and associate with Presidents Day and the current president)

Correctly use words and phrases related to chronology and time. (Note: These elements should be integrated into discussions about historical events and figures.)

Now, long ago

Before, after

Today, tomorrow, yesterday

First, last, next

Day, week, month, year

Past, present, future

Describe the diversity of American culture by explaining the customs and celebrations of various families and communities.

Explain that a map is a drawing of a place and a globe is a model of Earth.

Differentiate land and water features on simple maps and globes.

Explain that maps and globes show a view from above

Explain that maps and globes show features in a smaller size.

State the street address, city, state, and country in which the student lives.

Demonstrate an understanding of good citizenship.

Explain how rules are made and why.

Explain why rules should be followed.

Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control.

Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.

Explain that people earn income by working.

Explain how money is used to purchase goods and services.

Distinguish goods from services.

Identify that U.S. coins and dollar bills (paper money) are used as currency.

Explain that people must make choices because they cannot have everything they want.

Map and Globe Skill 1: use a compass rose to identify cardinal directions (introduced in Kindergarten)

Information Processing Skill 1: compare similarities and differences (introduced in Kindergarten)

Information Processing Skill 2: organize items chronologically (introduced in Kindergarten)

Information Processing Skill 3: identify issues and/or problems and alternative solutions (introduced in Kindergarten)

Extend the count sequence to 120. Read, write, and represent numerical values to 120 and compare numerical values to 100.

Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral.

Explain that the two digits of a 2-digit number represent the amounts of tens and ones.

Compare and order whole numbers up to 100 using concrete models, drawings, and the symbols >, =, and <.

Explain the relationship between addition and subtraction and apply the properties of operations to solve real-life addition and subtraction problems within 20.

Use a variety of strategies to solve addition and subtraction problems within 20.

Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems.

Recognize the inverse relationship between subtraction and addition within 20 and use this inverse relationship to solve authentic problems.

Fluently add and subtract within 10 using a variety of strategies.

Use the meaning of the equal sign to determine whether equations involving addition and subtraction are true or false.

Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

Apply properties of operations as strategies to solve addition and subtraction problem situations within 20.

Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.

Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

Compose shapes, analyze the attributes of shapes, and relate their parts to the whole.

Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes.

Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

Partition circles and rectangles into two and four equal shares.

Use concrete models, the base ten structure, and properties of operations to add and subtract within 100.

Use a variety of strategies to solve applicable, mathematical addition and subtraction problems with one- and two-digit whole numbers.

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Add and subtract multiples of 10 within 100.

Use appropriate tools to measure, order, and compare intervals of length and time, as well as denominations of money to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions.

Estimate, measure, and record lengths of objects using non-standard units, and compare and order up to three objects using the recorded measurements. Describe the objects compared.

Tell and write time in hours and half-hours using analog and digital clocks, and measure elapsed time to the hour on the hour using a predetermined number line.

Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters.

Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to compare and order whole numbers.

Add, delete, and substitute syllables in spoken words.

Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

Isolate and pronounce initial, medial, and final sounds in spoken one- syllable words, including words with digraphs and blends.

Distinguish between short and long vowel sounds in spoken one-syllable words.

Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.

Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.

Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs.

Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.

Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC), including high-frequency words.

Identify and decode parts of irregularly spelled words, including high-frequency words.

Decode one-syllable nonsense words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC).

Decode two-syllable words with basic patterns by applying knowledge of basic syllable types.

Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.

Identify and encode irregularly spelled words, including high-frequency words.

Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).

Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.

Increase sight word vocabulary using decoding skills by reading grade- appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

Read a wide range of grade-level texts aloud with increasing accuracy.

Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.

Form regular plural nouns by adding -s or -es. (Master)

Form and use verbs by adding -ing, -ed, or -s. (Master)

Use action verbs. (Master)

Use adjectives and adverbs. (Continue)

Use common and proper nouns. (Continue)

Form and use the simple verb tenses. (Continue)

Use determiners (articles, possessive determiners, demonstrative adjectives). (Continue)

Capitalize proper nouns. (Continue)

Use periods, exclamation marks, and question marks at the end of sentences. (Continue)

Form plural nouns by changing -y to -ies. (Introduce)

Use personal pronouns (subject, object, and possessive). (Introduce)

Use frequently occurring prepositions. (Introduce)

Use commas to separate items in a series and to format dates, addresses, salutations, and closings. (Introduce)

Use apostrophes to form contractions and singular possessive nouns. (Introduce)

Form and use irregular plural nouns. (Introduce)

Form and use the past tense of irregular verbs. (Introduce)

Use coordinating conjunctions to join words, phrases, or clauses. (Introduce)

Distinguish between complete and incomplete simple sentences, and identify sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I)

Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts. (C)

Use singular and plural subjects with matching verbs. (C)

With adult support, use adjectives or adverbs to add details or clarify meaning. (C)

Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking). (I)

Construct words using frequently occurring root words and inflectional endings. (C)

Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

Identify the relationship between words and their synonyms and antonyms. (I)

Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance). (I)

With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases. (I)

Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts. (I)

Identify different modes of communication: print, digital, auditory, and visual. (I)

Identify who is speaking or telling the story at various points in a text. (I)

Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts. (I)

Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C)

Use transition words or phrases, such as *once upon a time*, *next*, and *last*, to sequence events and actions. (C)

Identify and explain the use of descriptive words in texts. (I)

Use descriptive words to craft engaging texts. (C)

Identify techniques used to craft stories, including characters, setting, major events, and dialogue. (I)

Identify a simple plot with a problem and solution. (I)

Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story. (I)

With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure. (C)

Identify techniques used to craft expository texts, including main topic and supporting details. (I)

Describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)

Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure. (C)

Identify techniques used to craft opinion texts, including the author’s opinion and supporting reasons. (I)

Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provide two or more reasons to support the opinion with linking words *and* and *because*. (C)

Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines. (I)

Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme. (C)

Ask questions about topics of interest for research. (I)

Refer to parts of texts when supporting an idea, answer, or opinion. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

Obtain, evaluate, and communicate weather data to identify weather patterns.

Represent data in tables and/or graphs to identify and describe different types of weather and the characteristics of each type.

Ask questions to identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).

Plan and carry out investigations on current weather conditions by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal, on a calendar, and graphically.

Analyze data to identify seasonal patterns of change. (Clarification statement: Examples could include temperature, rainfall/snowfall, and changes to the environment.)

Obtain, evaluate, and communicate information to investigate light and sound.

Use observations to construct an explanation of how light is required to make objects visible.

Ask questions to identify and compare sources of light.

Plan and carry out an investigation of shadows by placing objects at various points from a source of light.

Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate.

Design a signal that can serve as an emergency alert using light and/or sound to communicate over a distance.

Obtain, evaluate, and communicate information to demonstrate the effects of magnets on other magnets and other objects.

Construct an explanation of how magnets are used in everyday life. (Clarification statement: Everyday life uses could include refrigerator magnets, toys, magnetic latches, and name tags.)

Plan and carry out an investigation to demonstrate how magnets attract and repel each other and the effect of magnets on common objects.

Obtain, evaluate, and communicate information about the basic needs of plants and animals.

Develop models to identify the parts of a plant—root, stem, leaf, and flower.

Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).

Design a solution to ensure that a plant or animal has all of its needs met.

Read about and describe the life of historical figures in American history.

Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).

Describe how everyday life of these historical figures is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).

Describe how each historic figure in SS1H1a was influenced by his or her time and place.

American colonies (Benjamin Franklin and Thomas Jefferson)

American frontier (Lewis & Clark and Sacagawea)

National Parks (Theodore Roosevelt)

Southern U.S. (George Washington Carver and Ruby Bridges)

Identify and locate the student's city, county, state, nation (country), and continent on a simple map or a globe.

Locate major topographical features of the earth's surface.

Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian Ocean.

Identify and describe landforms (mountains, deserts, valleys, and coasts).

Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment.

Explore the concept of patriotism through the words in the songs America (My Country 'Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc.).

Identify goods that people make and services that people provide for each other.

Explain that scarcity is when unlimited wants are greater than limited resources.

Describe how people are both producers and consumers.

Explain that people earn income by working and that they must make choices about how much to save and spend.

Map and Globe Skill 1: use a compass rose to identify cardinal directions (mastered in Grade 1)

Map and Globe Skill 2: use intermediate directions (introduced in Grade 1)

Map and Globe Skill 7: use a map to explain impact of geography on historical and current events (introduced in Grade 1)

Information Processing Skill 1: compare similarities and differences

Information Processing Skill 2: organize items chronologically

Information Processing Skill 3: identify issues and/or problems and alternative solutions

Information Processing Skill 4: distinguish between fact and opinion (introduced in Grade 1)

Information Processing Skill 5: identify main idea, detail, sequence of events, and cause and effect in a social studies context (introduced in Grade 1)

Information Processing Skill 6: identify and use primary and secondary sources (introduced in Grade 1)

Information Processing Skill 7: interpret timelines, charts, and tables (introduced in Grade 1)

Information Processing Skill 11: draw conclusions and make generalizations (introduced in Grade 1)

Using the place value structure, explore the count sequences to represent, read, write, and compare numerical values to 1000 and describe basic place-value relationships and structures.

Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.

Count forward and backward by ones from any number within 1000. Count forward by fives from multiples of 5 within 1000. Count forward and backward by 10s and 100s from any number within 1000. Count forward by 25s from 0.

Represent, compare, and order whole numbers to 1000 with an emphasis on place value and equality. Use >, =, and < symbols to record the results of comparisons.

Apply multiple part-whole strategies, properties of operations and place value understanding to solve real-life, mathematical problems involving addition and subtraction within 1,000.

Fluently add and subtract within 20 using a variety of mental, part-whole strategies.

Find 10 more or 10 less than a given three-digit number and find 100 more or 100 less than a given three-digit number.

Solve problems involving the addition and subtraction of two-digit numbers using part-whole strategies.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Determine whether a group (up to 20) has an odd or even number of objects. Write an equation to express an even number as a sum of two equal addends.

Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Identify, describe, and create a numerical pattern resulting from repeating an operation such as addition and subtraction.

Identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction up to 20.

Construct simple measuring instruments using unit models. Compare unit models to rulers.

Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit.

Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Represent whole-number sums and differences within a standard unit of measurement on a number line diagram.

Tell and write time from analog and digital clocks to the nearest five minutes, and estimate and measure elapsed time using a timeline, to the hour or half hour on the hour or half hour.

Find the value of a group of coins and determine combinations of coins that equal a given amount that is less than one hundred cents, and solve problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Describe, compare and sort 2-D shapes including polygons, triangles, quadrilaterals, pentagons, hexagons, and 3-D shapes including rectangular prisms and cones, given a set of attributes.

Identify at least one line of symmetry in everyday objects to describe each object as a whole.

Partition circles and rectangles into two, three, or four equal shares. Identify and describe equal-sized parts of the whole using fractional names ("halves," "thirds," "fourths", "half of," "third of," "quarter of," etc.).

Recognize that equal shares of identical wholes may be different shapes within the same whole.

Increase sight word vocabulary using decoding skills by reading grade appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

Identify and produce all phoneme-grapheme correspondences for all consonants, including consonant blends and digraphs.

Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e, vowel digraphs, r-controlled vowels, and diphthongs.

Decode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words.

Identify and decode parts of irregularly spelled words, including high-frequency words.

Decode two-syllable nonsense words by applying rules of basic phonics skills (VVCC, VVCe, VCCC, VVCCC).

Decode two-syllable words by applying knowledge of all major syllable types.

Encode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words.

Identify and encode irregularly spelled words, including high-frequency words.

Encode two-syllable nonsense words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC).

Encode two-syllable words by applying knowledge of all major syllable types.

Form and use the simple verb tenses.

Use determiners (articles, possessive determiners, demonstrative adjectives).

Capitalize proper nouns.

Use periods, exclamation marks, and question marks at the end of sentences.

Form plural nouns by changing -y to -ies.

Use personal pronouns (subject, object, and possessive).

Use frequently occurring prepositions.

Use commas to separate items in a series and to format dates, addresses, salutations, and closings.

Use apostrophes to form contractions and singular possessive nouns.

Form and use irregular plural nouns.

Form and use the past tense of irregular verbs.

Use coordinating conjunctions to join words, phrases, or clauses.

Form and use verbs by adding -d or -es.

Use collective and abstract nouns.

Use reflexive pronouns.

Use commas with coordinating conjunctions to join independent clauses.

Use hyphens to divide words at line breaks.

Form and use prepositional phrases.

Form and use comparative and superlative adjectives and adverbs.

Ensure pronoun-antecedent agreement.

Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue.

Use adjectives and adverbs.

Use common and proper nouns.

Recognize and compose coherent sentences that express complete thoughts.

Distinguish between simple and compound sentences, and identify the sentence type (i.e., declarative, imperative, interrogative, and exclamatory).

Use a variety of simple and compound sentences (including a variety of sentence types) to develop clarity and coherence in written texts.

Use correct subject and verb agreement in sentence constructions.

Develop ideas or information in texts by using adjectives or adverbs to add details or clarify meaning.

Identify and use frequently occurring root words and affixes (e.g., prefixes, suffixes) to deconstruct words to determine or clarify meaning.

Construct words using frequently occurring root words and affixes.

Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Determine the relationship between words and their synonyms and antonyms.

Distinguish shades of meaning among verbs that differ in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives that differ in intensity (e.g., large, gigantic).

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed.

Summarize and visualize sections of the text to maintain understanding.

Make and track predictions about the events and information likely to come next.

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts.

Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

Edit the text, ensuring it adheres to the conventions of written language.

Determine the general purpose and target audience in a variety of texts.

Recognize different modes of communication: print, digital, auditory, spoken, visual, and multimodal.

Use examples of language from the text to identify various points of view (e.g., first person, third person).

Build knowledge about the world by asking or generating questions about topics of interest, researching the answers, using multiple sources, and communicating relevant and accurate information about the topic.

Refer to specific parts of texts when supporting an idea, answer, or opinion.

Explain how various text features (e.g., captions, subheadings, charts, indexes) contribute to meaning and organization of texts.

Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts.

Use conjunctions and transition words or phrases to sequence events and actions.

Identify the difference between literal and nonliteral or figurative language in texts.

Identify and describe techniques used to craft stories, including characters, setting, major events, and dialogue.

Identify the major plot events that occur between a problem and solution.

Identify and describe how characters’ responses to major challenges or events support the central message, lesson, or moral of the story.

Compare and contrast two or more versions of the same story by different authors or from diverse cultures.

Use knowledge of narrative techniques (e.g., characters, settings, events, dialogue) to create texts that recount real or imagined experiences and events with a sense of closure.

Identify and describe techniques used to craft expository texts, including main idea and key supporting details within specific paragraphs.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Use knowledge of expository techniques to create texts that introduce a topic, use facts and definitions to develop the topic, and provide a concluding statement or section.

Identify and describe techniques used to craft opinion texts, including the author’s opinion, supporting reasons, and facts.

Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, and, also), and provide a conclusion.

Identify, classify, and describe poetic techniques used to craft texts, including rhyme, alliteration, repeated lines, stanzas, and line breaks.

Use poetic techniques to create poems using words and/or phrases that may or may not rhyme.

Obtain, evaluate, and communicate information about stars having different sizes and brightness.

Ask questions to describe the physical attributes (size and brightness) of stars.

Construct an argument to support the claim that although the sun appears to be the brightest and largest star, it is actually medium in size and brightness.

Obtain, evaluate, and communicate information to develop an understanding of the patterns of the sun and the moon and the sun’s effect on Earth.

Plan and carry out an investigation to determine the effect of the position of the sun in relation to a fixed object on Earth at various times of the day.

Design and build a structure that demonstrates how shadows change throughout the day.

Represent data in tables and/or graphs of the length of the day and night to recognize the change in seasons.

Use data from personal observations to describe, illustrate, and predict how the appearance of the moon changes over time in a pattern. (Students are not required to know the names of the phases of the moon or understand the tilt of the Earth.)

Obtain, evaluate, and communicate information about how weather, plants, animals, and humans cause changes to the environment. (Changes should be easily observable and could be seen on school grounds or at home.)

Ask questions to obtain information about major changes to the environment in your community.

Construct an explanation of the causes and effects of a change to the environment in your community.

Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.

Ask questions to describe and classify different objects according to their physical properties. (Examples of physical properties could include color, mass, length, texture, hardness, strength, absorbency, and flexibility.)

Construct an explanation for how structures made from small pieces (linking cubes, building blocks) can be disassembled and then rearranged to make new and different structures.

Provide evidence from observations to construct an explanation that some changes in matter caused by heating or cooling can be reversed and some changes are irreversible. (Changes in matter could include heating or freezing of water, baking a cake, boiling an egg.)

Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).

Plan and carry out an investigation to demonstrate how pushing and pulling on an object affects the motion of the object.

Design a device to change the speed or direction of an object.

Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).

Obtain, evaluate, and communicate information about the life cycles of different living organisms.

Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.

Plan and carry out an investigation of the life cycle of a plant by growing a plant from a seed and by recording changes over a period of time.

Construct an explanation of an animal’s role in dispersing seeds or in the pollination of plants.

Develop models to illustrate the unique and diverse life cycles of organisms other than humans.

Describe the lives and contributions of historical figures in Georgia history.

James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia)

Sequoyah (development of a Cherokee alphabet)

Jackie Robinson (sportsmanship and civil rights)

Martin Luther King, Jr. (civil rights)

Juliette Gordon Low (Girl Scouts and leadership)

Jimmy Carter (leadership and human rights)

Describe the Georgia Muscogee (Creek) and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

Compare and contrast the Georgia Muscogee (Creek) and Cherokee cultures of the past to those of Georgians today.

Locate and compare major topographical features of Georgia and describe how these features define Georgia’s surface.

Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau.

Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee.

Describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia’s Muscogee (Creek) and Cherokee in SS2H2.

Identify specific locations significant to the life and times of each historic figure, and the Muscogee (Creek) and Cherokee, on a political or physical map.

Describe how each historic figure and the Muscogee (Creek) and Cherokee adapted to and were influenced by their environments.

Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which students live.

Describe the regions in Georgia where the Muscogee (Creek) and Cherokee lived and how the people used their local resources.

Define the concept of government and the need for rules and laws.

Identify the following elected officials of the executive branch and where they work:

President (leader of our nation) and Washington, D.C. – White House

Governor (leader of our state) and Atlanta, GA – State Capitol Building

Mayor (leader of a city) and city hall

Give examples of how the historical figures in SS2H1 demonstrate positive citizenship traits such as: honesty, dependability, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

Explain that because of scarcity, people must make choices that result in opportunity costs.

Identify some ways in which goods and services are allocated (such as: price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics).

Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.

Describe the costs and benefits of personal saving and spending choices.

Map and Globe Skill 1: use a compass rose to identify cardinal directions

Map and Globe Skill 2: use intermediate directions (mastered in Grade 2)

Map and Globe Skill 3: use a letter/number grid system to determine location (introduced in Grade 2)

Map and Globe Skill 4: compare and contrast the categories of natural, cultural, and political features found on maps (introduced in Grade 2)

Map and Globe Skill 6: use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps (introduced in Grade 2)

Map and Globe Skill 7: use a map to explain impact of geography on historical and current events

Information Processing Skill 2: organize items chronologically

Information Processing Skill 7: interpret timelines, charts, and tables

Read and write multi-digit whole numbers up to 10,000 to the thousands using base-ten numerals and expanded form.

Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

Use place value understanding to round whole numbers within up to 1000 to the nearest 10 or 100.

Fluently add and subtract within 1000 to solve problems.

Apply part-whole strategies, properties of operations and place value understanding, to solve problems involving addition and subtraction within 10,000. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.

Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.

Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.

Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100.

Use the meaning of the equal sign to determine whether expressions involving addition, subtraction, and multiplication are equivalent.

Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90.

Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.

Describe a unit fraction and explain how multiple copies of a unit fraction form a non-unit fraction. Use parts of a whole, parts of a set, points on a number line, distances on a number line and area models.

Compare two unit fractions by flexibly using a variety of tools and strategies.

Represent fractions, including fractions greater than one, in multiple ways.

Recognize and generate simple equivalent fractions.

Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Tell and write time to the nearest minute and estimate time to the nearest fifteen minutes (quarter hour) from the analysis of an analog clock.

Solve meaningful problems involving elapsed time, including intervals of time to the hour, half hour, and quarter hour where the times presented are only on the hour, half hour, or quarter hour within a.m. or p.m. only.

Use rulers to measure lengths in halves and fourths (quarters) of an inch and a whole inch.

Estimate and measure liquid volumes, lengths and masses of objects using customary units. Solve problems involving mass, length, and volume given in the same unit, and reason about the relative sizes of measurement units within the customary system.

Identify perpendicular line segments, parallel line segments, and right angles, identify these in polygons, and solve problems involving parallel line segments, perpendicular line segments, and right angles.

Classify, compare, and contrast polygons, with a focus on quadrilaterals, based on properties. Analyze specific 3-dimensional figures to identify and describe quadrilaterals as faces of these figures.

Identify lines of symmetry in polygons.

Investigate area by covering the space of rectangles presented in realistic situations using multiple copies of the same unit, with no gaps or overlaps, and determine the total area (total number of units that covered the space).

Determine the area of rectangles (or shapes composed of rectangles) presented in relevant problems by tiling and counting.

Discover and explain how area can be found by multiplying the dimensions of a rectangle.

Determine the perimeter of a polygon and explain that the perimeter represents the distance around a polygon. Solve problems involving perimeters of polygons.

Investigate and describe how rectangles with the same perimeter can have different areas or how rectangles with the same area can have different perimeters.

IV. BIG IDEA: Fluency: Students read texts aloud or silently with speed, accuracy, and expression.

Oral & Silent Reading Fluency: Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.

Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity.

Read a variety of unfamiliar grade-level texts with increasing accuracy.

Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to aid comprehension.

Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.

V. BIG IDEA: Handwriting: Students develop handwriting skills in cursive.

Read Cursive: Read texts written in cursive.

Read phrases and sentences written in cursive.

Write Cursive: Use fine motor skills to form legible letters and words in cursive.

Practice forming cursive letters and connectors in words.

Use appropriate spacing between cursive words in a sentence.

III. BIG IDEA: Phonics: Students learn the relationships between the sounds of spoken language and the letters of written language as they decode and encode words in context and in isolation.

Decoding & Encoding with Phonics: Use knowledge of phonics to decode and encode grade-level words.

Decode and encode words with graphemes that represent multiple letter-sound correspondences.

Decode and encode single-syllable and multisyllabic words of all syllable types.

Decode and encode words with common prefixes and suffixes.

I. BIG IDEA: Grammar Conventions: Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.

Grammar, Usage, & Mechanics: Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts and to communicate clearly and precisely in written and spoken language.

Mechanics: Use apostrophes to form contractions and singular possessive nouns. (Master)

Grammar: Form and use irregular plural nouns. (Master)

Grammar: Form and use the past tense of irregular verbs. (Master)

Grammar: Use coordinating conjunctions to join words, phrases, or clauses. (Master)

Grammar: Use collective and abstract nouns. (Master)

Grammar: Use reflexive pronouns. (Master)

Mechanics: Use commas with coordinating conjunctions to join independent clauses. (Master)

Mechanics: Use hyphens to divide words at line breaks. (Master)

Grammar: Form and use prepositional phrases. (Continue)

Grammar: Form and use comparative and superlative adjectives and adverbs. (Continue)

Usage: Ensure pronoun-antecedent agreement. (Continue)

Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Continue)

Grammar: Use relative pronouns and relative adverbs. (Introduce)

Grammar: Use interjections. (Introduce)

Grammar: Use helping and linking verbs. (Introduce)

Usage: Correctly use frequently confused words (e.g., to/too/two; there/their/they’re; advice/advise). (Introduce)

Mechanics: Recognize and use conventional capitalization in abbreviations, proper adjectives, and formal titles. (Introduce)

Mechanics: Use commas to indicate direct address and to set off the words yes and no. (Introduce)

Mechanics: Use apostrophes to form plural possessive nouns. (Introduce)

Grammar: Use indefinite pronouns, ensuring correct agreement. (Introduce)

Grammar: Use subordinating conjunctions to join clauses. (Introduce)

Mechanics: Use commas after introductory phrases or clauses. (Introduce)

Mechanics: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. (Introduce)

Syntax: Apply understandings of sentence structure to comprehend and compose varied sentences.

Distinguish between correctly structured simple, compound, and complex sentences. (I)

Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, establishing consistent verb tense within and between sentences. (C)

Use correct subject-verb agreement in a variety of sentences. (C)

Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning. (C)

II. BIG IDEA: Vocabulary: Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.

General, Academic, & Specialized Vocabulary: Acquire and use general, academic, and specialized vocabulary words and phrases with precision in a variety of settings.

Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C)

Word Analysis: Acquire and apply word analysis skills to determine the meanings of words and to communicate with precision in a variety of settings.

Deconstruct words using common roots, root words, and affixes to determine meaning. (I)

Identify affixes associated with specific parts of speech (e.g., ly is commonly used with adverbs) to aid comprehension. (I)

Construct words using common roots, root words, and affixes. (C)

Meaning & Purpose: Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.

Use context (e.g., images and graphs) within and beyond a sentence to determine or clarify the meaning of unknown words and multiple-meaning words and phrases. (I)

Identify homophones and homographs and use the relationship between synonyms and antonyms to clarify word meanings. (I)

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (I)

Use glossaries or beginning dictionaries, both print and digital, to check spelling and to determine or clarify the precise meaning of words and phrases. (I)

Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing. (C)

III. BIG IDEA: Author’s Craft: Students apply knowledge of author’s craft to enhance the interpretation and construction of texts.

Reading like a Writer: Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text.

Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

Writing like a Reader: Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose.

Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

Text Design: Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres.

Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

IV. BIG IDEA: Collaboration & Presentation: Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes.

Collaboration: Collaborate with others to accomplish shared goals and projects.

Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

Presentation: Use presentation skills to tailor communication to target audiences for specific purposes.

Communicate clearly to present ideas, information, and texts. (I/C)

Integrate modes and genres most appropriate to purpose and audience. (I/C)

Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

Engage in dialogue with audiences by asking and answering questions. (I/C)

Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

I. BIG IDEA: Engagement & Intention for Comprehension & Composition: Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition.

Reader & Writer Identity: Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts.

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

Develop independence and autonomy as a reader and writer. (I/C)

Engagement & Intention: Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts.

Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

Consume and produce texts in order to solve problems or influence decisions. (I/C)

Comprehension Strategies: Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension before, during, and after reading as part of the meaning-making process.

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

Scan and skim the text, making note of structures and sections that might be most useful. (I)

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Make, track, and support inferences about different levels of meaning within the text. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Writing Processes: Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

Establish a purpose and goals for writing and identify a target audience. (C)

Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

Edit the text, ensuring it adheres to the conventions of written language. (C)

II. BIG IDEA: Situating Texts: Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts.

Context: Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts.

Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

Consider how context impacts the purposes of the author and the audience. (I/C)

Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

Author, Audience, & Purpose: Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose.

Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

I. BIG IDEA: Context: Students describe the influences of purpose and audience on texts.

Purpose & Audience: Use knowledge of purposes and audiences, as well as the language that develops those relationships, to make meaning of texts in multiple modes.

Determine the purpose (e.g., entertain, inform, persuade) and target audience of a text. (I)

Determine common text features of print, digital, auditory, spoken, and visual modes and describe how they contribute to the overall purpose and effect. (I)

Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)

Authors & Speakers: Make connections between authors of texts, speakers in texts, varying perspectives, and the circumstances in which texts are produced.

Describe different perspectives of the narrator or speakers and distinguish them from their own. (I)

With adult support, identify the context in which a text is written (e.g., time period, individual, situational). (I)

IV. BIG IDEA: Research & Analysis: Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics.

Research & Inquiry: Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information.

Generate questions about a self-selected topic of interest to be researched, formulating additional questions to clarify or deepen understanding. (I)

Conduct research by locating, gathering, selecting, and organizing information from multiple credible sources, including print, digital, and personal communication, about a self-selected topic. (I)

Summarize researched, relevant, and accurate information from at least two credible sources about a self-selected topic. (C)

Curating Sources & Evidence: Integrate evidence from print and digital sources, assessing credibility and relevance and avoiding plagiarism.

Refer to specific passages from a text to support an idea, answer, or opinion. (I)

Determine what makes a source text credible and relevant and identify examples. (I)

II. BIG IDEA: Structure & Style: Students build and apply knowledge about language and organizational structures and elements used to convey and arrange ideas and information in texts.

Organization: Demonstrate and apply understanding of organizational structures and elements to create coherent and engaging texts.

Describe how texts are arranged to represent information and ideas using text features (e.g., map, captions) and organizational structures (e.g., cause/effect), referring to parts of texts using terms such as chapter or section. (I)

Design texts using a variety of text structures and features, according to purpose and audience. (C)

Use conjunctions and transition words or phrases, such as although and since, to add cohesion and link ideas and information. (C)

Craft related sentences into clear and cohesive paragraphs. (C)

Craft: Use language to interpret meaning and craft engaging texts.

Identify and describe the use of figurative language, such as similes, metaphors, and idioms in a wide variety of texts. (I)

Use figurative language, such as similes, metaphors, and idioms, to show relationships between ideas and information. (C)

III. BIG IDEA: Techniques: Students explain, analyze, and use various techniques to comprehend and shape meaning.

Narrative Techniques: Explain, analyze, and use narrative techniques to shape understandings.

Explain how narrative techniques are used to present ideas, design texts, and convey information about characters, setting, and plot. (I)

Explain how characters, setting, problem, and solution function in the plot. (I)

Describe characters’ traits, motivations, actions, thoughts, and feelings and explain their connection to the central message, lesson, or moral of the story. (I)

Compare and contrast two or more characters, settings, central messages, or events within texts across diverse cultures. (I)

Apply narrative techniques (e.g., character, setting, problem, resolution, dialogue) to develop a real or imagined experience using descriptive details, clear event sequences, and a sense of closure. (C)

Expository Techniques: Explain, analyze, and use expository techniques to shape understandings.

Describe the techniques used to present and design expository texts, including facts and key details used to support the main idea. (I)

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (I)

Integrate and explain information from two texts on the same topic in relationship to important points and key details. (I)

Apply expository techniques to introduce a topic, develop the topic with facts and other information (e.g., definitions, details, illustrations), and provide a concluding statement or section. (C)

Opinion Techniques: Explain, analyze, and use opinion techniques to shape understandings.

Describe and discuss the techniques used to present and design opinion texts, including author’s opinion statement, supporting reasons, and evidence. (I)

Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. (C)

Poetic Techniques: Explain, analyze, and use poetic techniques to shape understandings.

Discuss and explain techniques used to present and design poetry, including rhyme scheme. (I)

Apply poetic techniques to produce poetry and engage audiences that use rhyme in at least two stanzas to achieve an intended effect. (C)

Obtain, evaluate, and communicate information about the physical attributes of rocks and soils.

Ask questions and analyze data to classify rocks by their physical attributes (color, texture, luster, and hardness) using simple tests. (Clarification statement: Mohs scale should be studied at this level. Cleavage, streak and the classification of rocks as sedimentary, igneous, and metamorphic are studied in sixth grade.)

Plan and carry out investigations to describe properties (color, texture, capacity to retain water, and ability to support growth of plants) of soils and soil types (sand, clay, loam).

Make observations of the local environment to construct an explanation of how water and/or wind have made changes to soil and/or rocks over time. (Clarification statement: Examples could include ripples in dirt on a playground and a hole formed under gutters.)

Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.

Construct an argument from observations of fossils (authentic or reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.

Develop a model to describe the sequence and conditions required for an organism to become fossilized. (Clarification statement: Types of fossils (cast, mold, trace, and true) are not addressed in this standard.)

Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

Ask questions to differentiate between plants, animals, and habitats found within Georgia's geographic regions.

Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.

Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

Obtain, evaluate, and communicate information about the ways heat energy is transferred and measured.

Ask questions to identify sources of heat energy. (Clarification statement: Examples could include sunlight, friction, and burning.)

Plan and carry out an investigation to gather data using thermometers to produce tables and charts that illustrate the effect of sunlight on various objects. (Clarification statement: The use of both Fahrenheit and Celsius temperature scales is expected.)

Use tools and every day materials to design and construct a device/structure that will increase/decrease the warming effects of sunlight on various materials. (Clarification statement: Conduction, convection, and radiation are taught in upper grades.)

Describe early American Indian cultures and their development in North America.

Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.

Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.

Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

Describe European exploration in North America.

Describe the reasons for and obstacles to the exploration of North America.

Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).

Describe examples of cooperation and conflict between European explorers and American Indians.

Explain the factors that shaped British Colonial America.

Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.

Locate major topographical features on a physical map of the United States.

Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

Locate major mountain ranges of the United States of America: Appalachian, Rocky.

Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.

Describe how physical systems affect human systems.

Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not.

Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities.

Describe the elements of representative democracy/republic in the United States.

Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).

Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia).

State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (interprets the laws).

Explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

Explain the necessity of respecting the rights of others and promoting the common good.

Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).

Define and give examples of the four types of productive resources.

Natural (land)

Human (labor)

Capital (capital goods)

Entrepreneurship (risk-taking and combining natural, human, and capital resources in an attempt to make a profit)

Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes.

Give examples of interdependence and trade and explain the benefits of voluntary exchange.

Describe the interdependence of consumers and producers.

Describe how goods and services are allocated by price in the marketplace.

Explain that some goods are made locally, some elsewhere in the country, and some in other countries.

Explain that most countries create their own currency for use as money.

Explain the concept of opportunity cost as it relates to making a saving or spending choice.

Map and Globe Skill 1: use a compass rose to identify cardinal directions (already mastered; apply and improve)

Map and Globe Skill 2: use intermediate directions (already mastered; apply and improve)

Map and Globe Skill 3: use a letter/number grid system to determine location (mastered in Grade 3)

Map and Globe Skill 4: compare and contrast the categories of natural, cultural, and political features found on maps (mastered in Grade 3)

Map and Globe Skill 6: use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps (developing in Grade 3)

Map and Globe Skill 7: use a map to explain impact of geography on historical and current events (developing in Grade 3)

Map and Globe Skill 8: draw conclusions and make generalizations based on information from maps (introduced in Grade 3)

Map and Globe Skill 9: use latitude and longitude to determine location (introduced in Grade 3)

Information Processing Skill 1: compare similarities and differences (already mastered; apply and improve)

Information Processing Skill 2: organize items chronologically (mastered in Grade 3)

Information Processing Skill 3: identify issues and/or problems and alternative solutions (developing in Grade 3)

Information Processing Skill 4: distinguish between fact and opinion (mastered in Grade 3)

Information Processing Skill 5: identify main idea, detail, sequence of events, and cause and effect in a social studies context (developing in Grade 3)

Information Processing Skill 6: identify and use primary and secondary sources (developing in Grade 3)

Information Processing Skill 7: interpret timelines, charts, and tables (developing in Grade 3)

Information Processing Skill 9: construct charts and tables (mastered in Grade 3)

Information Processing Skill 10: analyze artifacts (developing in Grade 3)

Information Processing Skill 12: analyze graphs and diagrams (introduced in Grade 3)

Information Processing Skill 13: translate dates into centuries, eras, or ages (introduced in Grade 3)

Read and write multi-digit whole numbers to the hundred-thousands place using base-ten numerals and expanded form.

Recognize and show that a digit in one place has a value ten times greater than what it represents in the place to its right and extend this understanding to determine the value of a digit when it is shifted to the left or right, based on the relationship between multiplication and division.

Use place value reasoning to represent, compare, and order multi-digit numbers, using >, =, and < symbols to record the results of comparisons.

Use place value understanding to round multi-digit whole numbers.

Fluently add and subtract multi-digit numbers to solve practical, mathematical problems using place value understanding, properties of operations, and relationships between operations.

Interpret, model, and solve problems involving multiplicative comparison.

Solve relevant problems involving multiplication of a number with up to four digits by a 1-digit whole number or involving multiplication of two two-digit numbers using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Solve authentic division problems involving up to 4-digit dividends and 1- digit divisors (including whole number quotients with remainders) using strategies based on place-value understanding, properties of operations, and the relationships between operations.

Solve multi-step problems using addition, subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions.

Generate both number and shape patterns that follow a provided rule.

Use input-output rules, tables, and charts to represent and describe patterns, find relationships, and solve problems.

Find factor pairs in the range 1–100 and find multiples of single-digit numbers up to 100.

Identify composite numbers and prime numbers and explain the relationship with the factor pairs.

Using concrete materials, drawings, and number lines, demonstrate and explain the relationship between equivalent fractions, including fractions greater than one, and explain the identity property of multiplication as it relates to equivalent fractions. Generate equivalent fractions using these relationships.

Compare two fractions with the same numerator or the same denominator by reasoning about their size and recognize that comparisons are valid only when the two fractions refer to the same whole.

Compare two fractions with different numerators and/or different denominators by flexibly using a variety of tools and strategies and recognize that comparisons are valid only when the two fractions refer to the same whole.

Represent whole numbers and fractions as the sum of unit fractions.

Represent a fraction as a sum of fractions with the same denominator in more than one way, recording with an equation.

Add and subtract fractions and mixed numbers with like denominators using a variety of tools.

Demonstrate and explain the concept of equivalent fractions with denominators of 10 and 100, using concrete materials and visual models. Add two fractions with denominators of 10 and 100.

Represent, read, and write fractions with denominators of 10 or 100 using decimal notation, and decimal numbers to the hundredths place as fractions, using concrete materials and drawings.

Compare two decimal numbers to the hundredths place by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions.

Use the four operations to solve problems involving elapsed time to the nearest minute, intervals of time, metric measurements of liquid volumes, lengths, distances, and masses of objects, including problems involving fractions with like denominators, and also problems that require expressing measurements given in a larger unit in terms of a smaller unit, and expressing a smaller unit in terms of a larger unit based on the idea of equivalence.

Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Create dot plots to display a distribution of numerical (quantitative) measurement data.

Recognize angles as geometric shapes formed when two rays share a common endpoint. Draw right, acute, and obtuse angles based on the relationship of the angle measure to 90 degrees.

Measure angles in reference to a circle with the center at the common endpoint of two rays. Determine an angle’s measure in relation to the 360 degrees in a circle through division or as a missing factor problem.

Explore, investigate, and draw points, lines, line segments, rays, angles (right, acute, obtuse), perpendicular lines, parallel lines, and lines of symmetry. Identify these in two-dimensional figures.

Classify, compare, and contrast polygons based on lines of symmetry, the presence or absence of parallel or perpendicular line segments, or the presence or absence of angles of a specified size and based on side lengths.

Solve problems involving area and perimeter of composite rectangles involving whole numbers with known side lengths.

IV. BIG IDEA: Fluency: Students read texts aloud or silently with speed, accuracy, and expression.

Oral & Silent Reading Fluency: Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.

Increase sight word vocabulary by reading regularly and irregularly spelled words in isolation and context with accuracy and automaticity.

Read a variety of unfamiliar grade-level texts with increasing automaticity.

Read a wide range of grade-level texts aloud with accurate prosody (phrasing, expression, juncture/pause, and intonation) to aid comprehension.

Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.

V. BIG IDEA: Handwriting: Students develop handwriting skills in cursive.

Read Cursive: Read texts written in cursive.

Read short texts written in cursive.

Write Cursive: Use fine motor skills to form legible letters and words in cursive.

Form cursive letters and words legibly, using connectors between letters inside words.

Use appropriate spacing between cursive words in a sentence across lines on a page.

III. BIG IDEA: Phonics: Students learn the relationships between the sounds of spoken language and the letters of written language as they decode and encode words in context and in isolation.

Decoding & Encoding with Phonics: Use knowledge of phonics to decode and encode grade-level words.

Decode and encode words with graphemes that represent multiple letter-sound correspondences.

Decode and encode single-syllable and multisyllabic words of all syllable types.

Decode and encode words with common prefixes and suffixes.

I. BIG IDEA: Grammar Conventions: Students observe, analyze, and use the structures and conventions of Standard English grammar, usage, and mechanics as they interpret and construct texts.

Grammar, Usage, & Mechanics: Learn and apply conventions of Standard English grammar, usage, and mechanics to aid the comprehension and analysis of texts and to communicate clearly and precisely in written and spoken language.

Grammar: Form and use prepositional phrases. (Master)

Grammar: Form and use comparative and superlative adjectives and adverbs. (Master)

Usage: Ensure pronoun-antecedent agreement. (Master)

Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Master)

Grammar: Use relative pronouns and relative adverbs. (Master)

Grammar: Use interjections. (Master)

Grammar: Use helping and linking verbs. (Master)

Usage: Correctly use frequently confused words (e.g., to/too/two; there/their/they’re; advice/advise). (Master)

Mechanics: Recognize and use conventional capitalization in abbreviations, proper adjectives, and formal titles. (Master)

Mechanics: Use commas to indicate direct address and to set off the words yes and no. (Master)

Mechanics: Use apostrophes to form plural possessive nouns. (Master)

Grammar: Use indefinite pronouns, ensuring correct agreement. (Continue)

Grammar: Use subordinating conjunctions to join clauses. (Continue)

Mechanics: Use commas after introductory phrases or clauses. (Continue)

Mechanics: Use conventional capitalization and underlining, quotation marks, or italics to indicate titles of works. (Continue)

Grammar: Use intensive pronouns. (Introduce)

Grammar: Form and use the progressive, perfect, and perfect progressive verb aspects. (Introduce)

Grammar: Form and use participles. (Introduce)

Usage: Recognize and correct vague pronoun references. (Introduce)

Syntax: Apply understandings of sentence structure to comprehend and compose varied sentences.

Apply understandings of sentence structure to comprehend a wide variety of grade-level texts. (I)

Use a variety of simple, compound, and complex sentences to strengthen clarity and coherence, maintaining consistent verb tense within and between paragraphs. (C)

Use correct subject-verb agreement to consistently achieve clarity in a variety of sentences. (C)

Elaborate on ideas and information, using adjectives and adverbs when incorporating details and descriptions to convey precise meaning and engage audiences. (C)

II. BIG IDEA: Vocabulary: Students engage in a wide range of written and spoken activities during which they expand and deepen their vocabularies, build word analysis skillsets (morphology), and determine or clarify the meanings of words and phrases.

General, Academic, & Specialized Vocabulary: Acquire and use general, academic, and specialized vocabulary words and phrases with precision in a variety of settings.

Acquire a range of general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

Use grade-level general, academic, and specialized vocabulary words and phrases to enhance communication in a variety of settings. (C)

Word Analysis: Acquire and apply word analysis skills to determine the meanings of words and to communicate with precision in a variety of settings.

Deconstruct words using knowledge of Greek and Latin roots, root words, and affixes to determine meaning. (I)

Explain how the part of speech and the meaning of a root or root word changes based on the use of different affixes (e.g., beautiful as an adjective vs. beautifully as an adverb). (I)

Construct words using knowledge of Greek and Latin roots, root words, and affixes. (C)

Meaning & Purpose: Make connections between words and phrases and use reference materials to determine or clarify word meanings in a variety of settings and for a variety of purposes.

Use context (e.g., definitions, examples, or restatements in text) to determine or clarify the meaning of unknown and multiple- meaning words and phrases. (I)

Demonstrate understanding of words by relating them to their synonyms, antonyms, homophones, and homographs. (I)

Distinguish shades of meaning among closely related adverbs (e.g., quickly, swiftly, rapidly). (I)

Use print and digital reference materials (e.g., dictionaries, glossaries, thesauruses) to check spelling and determine or clarify the precise meaning of words and phrases. (I)

Use knowledge of word relationships and learned vocabulary words and phrases to make precise word choices when speaking and writing. (C)

III. BIG IDEA: Author’s Craft: Students apply knowledge of author’s craft to enhance the interpretation and construction of texts.

Reading like a Writer: Interpret texts through the author’s lens by identifying, analyzing, and evaluating craft techniques that are connected to the responses, thoughts, decisions, and questions triggered by the text.

Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

Writing like a Reader: Construct texts with the audience’s experience in mind, basing decisions about craft techniques on context and purpose.

Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

Text Design: Consider the impact of text design on audience and purpose when consuming and producing texts across modes and genres.

Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

IV. BIG IDEA: Collaboration & Presentation: Students build and share knowledge as they engage with others in a range of settings and for a variety of purposes.

Collaboration: Collaborate with others to accomplish shared goals and projects.

Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

Presentation: Use presentation skills to tailor communication to target audiences for specific purposes.

Communicate clearly to present ideas, information, and texts. (I/C)

Integrate modes and genres most appropriate to purpose and audience. (I/C)

Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

Engage in dialogue with audiences by asking and answering questions. (I/C)

Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

I. BIG IDEA: Engagement & Intention for Comprehension & Composition: Students develop personal and academic identities as readers and writers, approaching texts for a variety of tasks and purposes and engaging in reading and writing processes in order to deepen comprehension and strengthen composition.

Reader & Writer Identity: Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts.

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

Develop independence and autonomy as a reader and writer. (I/C)

Engagement & Intention: Engage in written or spoken dialogue as author and audience for a variety of tasks and purposes, making intentional connections within, between, and beyond texts.

Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

Consume and produce texts in order to solve problems or influence decisions. (I/C)

Comprehension Strategies: Engage with a range of complex texts for a variety of tasks and purposes, accessing and using strategies for comprehension before, during, and after reading as part of the meaning-making process.

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

Scan and skim the text, making note of structures and sections that might be most useful. (I)

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Make, track, and support inferences about different levels of meaning within the text. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Writing Processes: Compose a range of texts for a variety of purposes and audiences, flexibly engaging in writing processes to plan, draft, evaluate, revise, and edit texts.

Establish a purpose and goals for writing and identify a target audience. (C)

Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

Edit the text, ensuring it adheres to the conventions of written language. (C)

II. BIG IDEA: Situating Texts: Students develop and apply a multilayered understanding of context, author, audience, and purpose to ground and propel the interpretation and construction of texts.

Context: Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts.

Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

Consider how context impacts the purposes of the author and the audience. (I/C)

Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

Author, Audience, & Purpose: Interpret and construct texts by developing and applying knowledge of the strategies and techniques authors use to accommodate the target audience and achieve the text’s purpose.

Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

I. BIG IDEA: Context: Students describe the influences of purpose and audience on texts.

Purpose & Audience: Use knowledge of purposes and audiences, as well as the language that develops those relationships, to make meaning of texts in multiple modes.

Determine audience and identify the development of the purpose across a text. (I)

Classify various texts by mode and describe how the author's choice of mode influences audiences and contributes to the overall purpose and effect. (I)

Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C)

Authors & Speakers: Make connections between authors of texts, speakers in texts, varying perspectives, and the circumstances in which texts are produced.

Compare and contrast the perspectives of different narrators or speakers in a text. (I)

Identify the context in which a text is written (e.g., time period, individual, situational). (I)

IV. BIG IDEA: Research & Analysis: Students use, discuss, analyze, and curate texts as they engage in various conversations, activities, and projects about a range of grade-level texts and topics.

Research & Inquiry: Conduct research to ask and answer questions that clarify, deepen, and extend understanding of a topic of interest using credible sources and communicating relevant and accurate information.

Generate questions about a self-selected topic of interest to be researched, asking open-ended questions to deepen and extend understanding of the topic and related ideas and information. (I)

Conduct research by locating, gathering, curating, and integrating information from multiple credible sources, including print, digital, and personal communication, about a self-selected topic. (I)

Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources. (C)

Curating Sources & Evidence: Integrate evidence from print and digital sources, assessing credibility and relevance and avoiding plagiarism.

Refer to specific passages or quotations from a text to support an idea, answer, or opinion. (I)

Determine the credibility and relevance of a source text based on known information about the author and/or organization. (I)

II. BIG IDEA: Structure & Style: Students build and apply knowledge about language and organizational structures and elements used to convey and arrange ideas and information in texts.

Organization: Demonstrate and apply understanding of organizational structures and elements to create coherent and engaging texts.

Compare and contrast the text features (e.g., icons, hyperlinks) and organizational structures (e.g. chronological order, rhyme pattern) of texts written in different genres/for certain purposes, on the same topic. (I)

Design texts using a variety of text structures and features, according to purpose and audience. (C)

Use conjunctions and transition words or phrases, such as similarly and in contrast, to show relationships between ideas and information. (C)

Craft related sentences into cohesive paragraphs that follow a chosen structure using transitions. (C)

Craft: Use language to interpret meaning and craft engaging texts.