Language Literacy

• Applies a variety of strategies to decode unknown words.
• Reads with fluency.
• Builds and applies vocabulary.

• Identifies and sequences main ideas and details.
• Applies higher-level comprehension strategies: Predicting, Visualizing, Questioning, Making Connections and Making Inferences.
• Participates in literature discussions.
• Writes meaningful responses to literature.
• Reads independently for pleasure and information.
• Reads grade level text.

• Uses steps of the writing process: Prewriting, Drafting, Revising, Editing and Publication.
• Understands and applies the traits of writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency and Conventions (Spelling, Capitalization and Punctuation).
• Communicates effectively in various forms of writing: Personal Narrative, Fictional Narrative, Personal Expository Essay, Persuasive Essay and Poetry.
• Demonstrates growing independence and confidence as a writer.

• Uses research skills to gather, analyze and apply information.

• Students will know school district policies related to accessing and using sources.
• The student will be able to recognize organizational tools.
• Student will be able to identify information to determine the relevance to the topic.
• Student will be able to identify the effect of the copyright date on the value of the information.
• Student will be able to assess for gaps in information gathered.
• Student will be able to construct new knowledge based on information gathered.
• Student will be able to work collaboratively and cooperatively in an inquiry process.
• Student will be able to evaluate whether the information need was met.
• Student will be able to effectively share information.
• The student will be able to assess the quality of their work.
• The student will know there are methods to use in order to choose books they will enjoy on an appropriate reading level.
• The student will know that there are different literary genres.
• The student will know there are different book awards in childrenʼs literature.
• The student will know authors and illustrators have different styles and create in different genres.
• The student will be able to choose books they will enjoy on an appropriate reading level.
• The student will recognize mystery, science fiction, short stories, fable and myth when they read one of these genres.
• The student will be able identify books that have won an award and he will be able to discuss what makes the books worthy of an award.
• Students will understand what a call number is and why it is important.
• Students will follow the norms and procedures that are in place in the library such as for check in and check out.
• Students will locate fiction books using the authorʼs last name.
• Students will begin to sort and locate books to the first decimal number in the Dewey Decimal System.
• Students will be able to choose a just right book.
• Students will be able to write a call number down and find the book independently.

• Use paper techniques with control.
• Use effective transparent and opaque painting techniques.
• Critically evaluate personal art work.

• Identify movement in compositions.
• Use expressive line quality.
• Mix intermediate colors.
• Use color to create focal points.
• Use arrangements of elements to achieve balance and unity.

• Discuss architecture as a reflection of change in technology and society.

• Compare and interpret art works based on common themes.
• Recognize visual characteristics of media.
• Critique art using analysis and justification with appropriate art vocabulary.
• Examine art works for comparisons among theme, style and subject matter.

• Identify local, state and regional artists.
• Compare differences found in various styles of architecture.
• Discuss and investigate current issues in the art world.

• Use the elements and principles of design to analyze works of art, other constructed objects and natural forms.
• Examine thought, emotion, problem-solving and skill as part of the process of making art.
• Examine the meaning of art, and recognize the purpose is more than the imitation of reality.

• Safety in the expanding world.

• Importance of sleep
• Communicable vs. non-communicable diseases.

• Digestive, circulatory and nervous systems.
• Skeletal, muscular and respiratory systems.

• Effect of food on the body.
• How food influences growth and development.
• Meal planning.

• Manipulatives, body management, movement concepts and developmental games.

• Roll, transfer weight and jump using a mature pattern.

• Health and skill-related fitness, wellness and fitness principles.
• Outdoor Education/Team Building
• Cooperation/Team building activities and outdoor pursuits.

• Essential elements of rhythm, creative/interpretive dance, rhythmic activities, forms of dance and social/cultural aspects of dance.

• Skill techniques, individual/dual/team sports and specialized activities.
  
  

• Use the four operations with whole numbers to solve problems.
• Gain familiarity with factors and multiples.
• Generate and analyze patterns.

• Generalize place value understanding for multi-digit numbers.
• Use place value understanding and properties of operations to perform multi-digit arithmetic.

• Extend understanding of fraction equivalence and ordering.
• Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.
• Understand decimal notation for fractions, and compare decimal fractions.

• Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
• Represent and interpret data.
• Geometric measurement: understand concepts of angle and measure angles.

• Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
  
  

Science

• Learn that light from the sun is the source of most of the energy on Earth.
• Observe energy sources doing work and learn how energy (light, heat, motion, chemical and electric) can be converted from one form to another.
• Learn that stored energy takes many forms; machines and organisms can convert energy into motion and heat.
• Describe how energy can be carried from one place to another by waves, electric current and moving objects.
• Learn that light energy travels in straight lines from a source.
• Find out how light can reflect from the surface of a mirror.
• Learn that white light is a mixture of all colors of light, that matter can absorb and reflect light and that a shadow is the dark area behind objects that block light.
• Learn that the apparent color of an object is the result of the light it reflects; observe that the apparent color of an object is affected by the color of light striking it.
• Explore properties of the three forms of matter (solid, liquid and gas), including change of state.
• Learn that all matter is made of particles.
• Use metric tools to measure mass, volume and temperature, and make multiple numerical observations to improve accuracy.
• Observe and analyze a chemical reaction.
• Collect and analyze data to develop logical conclusions.

• Develop an attitude of respect and understanding for life.
• Gain experience with organisms, both plants and animals.
• Observe and compare properties of seeds and fruits.
• Investigate the effect of water on seeds.
• Observe, describe and record properties of germinated seeds.
• Compare different kinds of germinated seeds.
• Grow plants hydroponically and observe the life cycle of a bean plant.
• Observe and record crayfish and land snail structures and behavior.
• Use knowledge of crayfish and snail life requirements to maintain the organisms in the classroom.
• Organize data about crayfish territorial behavior.
• Develop responsibility for the care of organisms.
• Exercise language, math and social studies skills in the context of biology investigations.
• Learn that light from the sun is the source of most of the energy on Earth.
• Organize and analyze data from experiments and investigations with plants and animals.
• Relate laboratory studies to natural systems.
• Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing and organizing.

• Develop an interest in earth materials.
• Gain experiences with rocks and minerals.
• Understand the process of taking apart and putting together to find out about materials.
• Use measuring tools to gather data about rocks.
• Collect and organize data about rocks.
• Observe, describe and record properties of minerals.
• Organize minerals on the basis of the property of hardness.
• Investigate the effect of vinegar (acid) on a specific mineral, calcite.
• Use evaporation to investigate rock composition.
• Learn that rocks are composed of minerals and that minerals cannot be physically separated into other materials.
• Compare their activities to the work of a geologist.
• Acquire vocabulary used in earth science.
• Exercise language and math skills in the context of science.
• Use scientific thinking processes to conduct investigations and build explanations: observing, communicating, comparing and organizing.

• Observe the interaction of permanent magnets with a variety of common materials.
• Discover that magnets display forces of attraction and repulsion.
• Measure the change in force between two magnets as the distance between them changes.
• Identify materials that are conductors and insulators.
• Understand and construct simple open, closed, parallel and series circuits.
• Learn how to make an electromagnet.
• Experience the relationship between the number of turns of wire around an electromagnet core and the strength of the magnetism.
• Use their knowledge of electromagnets to make a telegraph.
• Acquire vocabulary associated with magnetism and electricity.
• Learn that stored energy takes many forms; machines and organisms can convert energy into motion and heat.
• Exercise language, math and social studies skills in the context of magnetism and electricity investigations.
• Develop and refine the manipulative skills required for making investigations in magnetism and electricity.

Social Studies

• Explain the interactions of early European explorers and Native Americans in Missouri.
• Understand the cultural significance of the various Native Americans that once lived in Missouri.
• Understand the cultural significance of the Europeans that settled in Missouri.
• Sequence and describe the importance of the Louisiana Purchase and the Lewis and Clark Expedition.
• Explain how Missourians have solved social and economic conflicts.
• Understand how Missouri became a state and Missouri’s role in the Civil War.
• Describe the changes in Missouri since the Civil War in education, transportation and communication.
• Understand the importance of individuals from Missouri who have made contributions to our state and national heritage.
• Read and interpret timelines.

• Understand how geography affects the way people live in different regions of the United States.
• Label and describe the six regions of the United States.
• Understand how people in Missouri adapt to where they live.
• Describe characteristics of each region in Missouri.
• Label the cities of Kansas City, Springfield, St. Louis, Jefferson City, Columbia and St. Joseph on a map of Missouri.
  

• Use the compass rose on a map.
• Locate a place on a map using longitude and latitude.
• Construct a map with a key (or legend).
• Use an atlas independently.
• Understand the differences between physical, political and specialty maps.

• Explain how Missourians meet their needs.
• Interpret past, explain present and predict future consequences of economic decisions.
• Understand supply and demand.
• Understand the difference between saving and investment.
• Understand the purpose of taxes.

• Identify and explain the function of the three branches of government in Missouri.
• Understand the ways in which our state government provides for its citizens.
• Understand the role of citizens in our democratic system.

• Demonstrate understanding of what it was like to live in another time and place.
• Demonstrate understanding of how art, photographs and artifacts help one to understand a culture.
  
  

Technology

• use common input and output devices (including adaptive devices when necessary) efficiently and effectively.
• demonstrate responsible use of technology and information.
• use technology tools (e.g. multimedia authoring, presentation, Web tools, digital cameras and scanners) for individual and collaborative writing, communication and publishing activities to create knowledge products for audiences inside and outside the classroom.
• use telecommunications efficiently to access remote information, communicate with others in support of direct and independent learning and pursue personal interests.
• use available technology (e.g. calculators, data collection probes, videos and educational software) for problem solving, self-directed learning, extended learning activities and personal productivity.
• determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
• evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.
  
  

Spanish

• greet peers and adults.
• introduce self and others.
• describe feelings.
• name and/or identify various forms of transportation.
• use transportation vocabulary to talk about plans.
• describe self and others.
• name and identify features related to world geography and the geography of Spain.
• identify common places in a city including typical specialty shops.
• use food vocabulary to order a meal in a restaurant.
• create dialogues based on communicating in another city.

• Perform and recognize melodic contour.

• Recognize and perform 2/4, 3/4 and 4/4 time.
• Recognize and perform sixteenth notes.

• Recognize and perform song form rondo.
• Recognize and perform D. C. al Fine and Fine.

• Recognize and perform crescendo/diminuendo.

• Perform partner song.