Elementary
The Rochester Community Schools mission statement requires students be prepared intellectually to deal with and contribute to a demanding, interdependent world by being self-disciplined, analytical and able to draw support from a variety of resources. Our goal is to provide a curriculum which meets students needs and challenges them based on their abilities.
At the elementary level, students are provided opportunities for acceleration, extension, and or additional instruction based on demonstrated performance. Differentiation takes place within the regular classrooms where specialized instructional strategies can be applied on a daily basis rather than being limited to an identified program.
The Rochester Community Schools provide an extensive curriculum for its elementary students. The diversity of programming exists to accommodate not only individual student needs but to provide a solid basis for continuing education and life.
Curriculum by Grade Level
Kindergarten
Kindergarten Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing experiences.
Literacy Standards
By the end of kindergarten, students are expected to be within the Emergent level on the continuum of skills and competencies. At the Emergent level, students will be able to:
Reading
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Show an understanding of proper book handling and concepts about print (front and back of book, title, author, text reads from left to right).
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Apply phonemic awareness through rhyming, blending, segmenting, and letter/sound recognition, substitute individual sounds in simple words.
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Identify all letters and their sounds.
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Recognize several well-known sight words.
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Become familiar with stories, nursery rhymes, poetry, songs and concept books.
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Tell about settings, events and characters in stories.
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Show interest in reading and becoming a reader.
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Read emergent level texts.
Writing
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Write opinions, personal narratives and informational pieces using pictures, words and sentences.
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Write a complete sentence.
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Begin to form letters correctly with prompting.
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Use beginning, middle and ending sounds to represent words.
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Show willingness to take risks in writing.
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Speaking, Listening and Viewing
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Demonstrate appropriate listening behavior (wait turn, look at speaker and ask appropriate questions).
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Express ideas and experiences orally.
Mathematics
Kindergarten students learn that there is a pattern to counting. They learn to count forward by ones and tens to 100 and backward by ones from a given number. They represent whole numbers by using concrete objects, drawing pictures and writing number symbols. Through the use of manipulatives, children explore how the same number can be represented in different ways. They learn to recognize up to 5 objects instantaneously without counting them. They model putting together and taking apart quantities from 2 to 5. They learn to add and subtract fluently up to 5, and they move from the concrete to the pictorial level by drawing pictures to represent addition and subtraction situations. They also learn to write simple addition and subtraction sentences when they are presented with story problems. They build an understanding of place value by putting numbers from 11-19 into a group of ten and the remaining ones.
In kindergarten, students have multiple hands-on experiences to refine and generalize their understanding of length, height and weight. They learn to use specific language when comparing and describing the measurable attributes of objects. Students become aware of the multiple attributes of objects and learn that items can be sorted and organized by shape, size, color, texture, function, and other physical characteristics.
Children sort and classify objects to develop an understanding of their distinguishing attributes, including shape, color, size, and pattern. They learn the names of 2-dimensional shapes and to describe shapes by their defining attributes. They analyze and compare two- and three-dimensional shapes describing their similarities, differences, and other attributes. To develop “spatial sense”, students use positional words to describe the location of physical objects in the classroom or school (above, below, beside, in front of, behind, next to). Students model shapes in the world by building and drawing pictures and structures, and they join simple shapes to form larger ones.
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
Counting and Cardinality
• Count by 1s to 100 and count forward from any given number.
• Count by 10s to 100. • Recognize numerals 0-30 in random order.
• Count to answer “how many?” questions when given a number from 1-20.
• Identify whether the number of objects in one group is greater than, less than or equal to another group of objects.
• Compare two written numbers between 1 and 10.
Operations and Algebraic Thinking
• Add and subtract problems up to 10 objects using objects, drawings, fingers, or equations.
• Decompose numbers less than or equal to 10 into pairs in more than one way (e.g. 5 = 2 + 3 and 5 = 4 + 1).
• For any number from 1-9, find the number that equals 10 when added to the given number and record the answer with a drawing or equation.
• Fluently add and subtract up to 5.
Numbers and Operations in Base Ten
• Compose and decompose numbers from 11-19 into a group of ten and the remaining ones (e.g. 18 = 10 + 8).
Measurement and Data
• Compare length, weight, and height of a single object and compare two objects with a measurable attribute in common.
• Classify objects into given categories; count objects and sort categories.
Geometry
• Describe the relative positions of objects using terms such as above, below, beside, in front of, behind, and next to.
• Correctly name and describe shapes (circle, square, rectangle, triangle, hexagon, cube, cone, cylinder, rhombus, and sphere) regardless of orientation or size.
• Identify shapes as two-dimensional (flat) or three-dimensional (solid); analyze and compare two and three dimensional shapes describing their similarities, differences, and other attributes.
• Model shapes in the world by building and drawing.
• Join simple shapes to form larger shapes.
Science
A high-quality, science education is a hands-on, collaborative, and integrated environment centered in inquiry and discovery. In addition to learning important scientific concepts, students learn to think on their own, problem solve, communicate, and collaborate, in a student-centered environment. Kindergarten students learning about physical science will examine, measure, reflect upon, describe and discuss how forces of varying origins are used to create and control motion. Students will study earth science through the lens of weather and climate and how different weather conditions affect how humans respond and prepare. In life science, students determine criteria for living and nonliving things, explore survival needs and investigate habitats.
Science Standards
Students will:
Process Skills
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Use the process skills of observing, questioning, and measuring.
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Communicate findings of observations.
Motion: Pushes and Pulls
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Compare the position of an object to other objects and describe the motion of an object.
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Observe how objects fall toward the earth.
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Demonstrate pushes and pulls and observe how shape, size and weight can affect motion.
Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
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Use observations to describe patterns of what plants and animals (including humans) need to survive.
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Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
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Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
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Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Weather and Climate
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Make observations to determine the effect of sunlight on Earth’s surface.
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Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
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Use and share observations of local weather conditions to describe patterns over time.
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Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Social Studies
The kindergarten social studies curriculum is designed to help students gain an increased awareness of themselves and the world around them. Using the framework of “Myself and Others,” students learn about the social studies disciplines of history, geography, civics and government, and economics. Using events from their own lives, they begin to explore and learn the basic historical concept of time and to distinguish past, present, and future. They develop the geographic concept of space by learning positional words and recognizing that maps and globes represent places in the world. To lay the foundation for the study of civics and government, students identify the flag as an important symbol of the United States. They also act as classroom citizens by following appropriate rules for individual and group activities and decision making. An awareness of economics is developed as students connect familiar economic wants to how those wants are met. Throughout the year students are introduced to simple core values of democracy as they learn to respond appropriately to classroom issues and individual responses.
Social Studies Standards
In each of the following areas, students will:
History
• Develop an awareness of time using a daily schedule and calendar.
• Construct a narrative or timeline of their personal histories.
• Describe ways people learn about the past.
Geography
• Be introduced to maps and globes.
• Identify important places in the immediate environment.
• Describe ways people use the environment to meet their needs and wants.
Civics and Government
• Identify our country’s flag as an important symbol of the United States.
• Identify rules at school; describe the need for rules and the consequences of not having rules.
• Recognize individual responsibility.
• Develop an awareness of conflict and how to solve conflicts appropriately.
Economics
• Understand the difference between wants and needs.
• Learn about why people work and the different kinds of jobs people do.
• Be aware of types of goods and services.
Public Discourse/Decision Making/Citizen Involvement
• Identify classroom issues, compare viewpoints, and express a position on the issue.
• Participate in projects to help or inform others.
Music
Students will develop skills in matching pitch, identifying tempo changes, and keeping a steady beat. They will identify and demonstrate melodies that ascend and descend. The students will utilize many percussion instruments while creating a variety of musical textures, forms, and compositions.
Music Standards
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Sing, alone and with others, a varied repertoire of music.
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Perform on instruments, alone and with others, a varied repertoire of music.
-
Improvise melodies, variations and accompaniments.
-
Compose and arrange music within specified guidelines.
-
Read and notate music.
-
Listen, analyze and describe music.
-
Evaluate music and music performances.
-
Understand relationships between the other arts and disciplines outside the arts.
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Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
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Performing: All students will apply skills and knowledge to perform in the arts.
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Creating: All students will apply skills and knowledge to create in the arts.
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Analyzing in Context: All students will analyze, describe and evaluate works of art.
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Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
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Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
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Develop a positive self-image.
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Be able to function as responsible citizens.
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Develop skills in critical thinking and decision making.
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Develop physical skills.
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Develop personal fitness.
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Develop knowledge and understanding of basic mechanical principles.
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Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
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Develop good safety habits.
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Develop an understanding of the rules, concepts and strategies of games and contests.
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Be able to perform movement patterns.
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Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
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Creating and Conveying Original Ideas through Technology Tools
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Digital Citizenship/Leadership
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Keyboard Awareness/Keyboarding Skills
Literacy Skills
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Authors in April (year-long author study and visit)
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Genre Studies
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Print and Digital Text Characteristics
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Strategies of Authors and Illustrators as Mentors to Students
Research Skills
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Print and Electronic Research Methods
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Citation of Sources
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Electronic Databases
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Choosing Online Web Resources
Library Skills
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Treatment of Resources, Ideas and Individuals
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Organization of an Academic Library
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Locating and Circulating Books/Online Resources for Recreational and Informational Needs
1st Grade
First Grade Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing experiences.
Literacy Standards
By the end of 1st grade, students are expected to be within the Early level on the continuum of skills and competencies. At the Early level, students will be able to:
Reading
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Fluently blend and segment words and is developing in deletion/substitution
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Apply all letter/sound relations.
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Recognize long and short vowels within words.
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Recognize blends and digraphs within words.
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Automatically recognize frequently-encountered words in isolation and in context.
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Use a variety of strategies to decode words such as applying phonemic knowledge, using picture clues and recognizing word patterns.
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Identify text features including headings, titles, labeled photographs and illustrations.
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Apply comprehension strategies.
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Analyze information within and about the text and infer meaning.
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Read grade level text fluently.
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Self-correct errors that interfere with meaning.
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Demonstrate appropriate reading behaviors.
Writing
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Write opinion pieces stating an opinion and supplying a reason.
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Write supporting details to develop the topic and provide a sense of closure.
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Write informational pieces using headings, titles, labels, and illustrations.
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Write personal narratives using illustrations, sequence and descriptions.
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Use correct punctuation, capitalization and spacing.
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Form upper and lower case letters correctly.
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Begin to apply spelling patterns in everyday writing.
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Demonstrate appropriate writing behaviors.
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Use technology to produce writing with guidance and support.
Speaking, Listening and Viewing
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Demonstrate appropriate listening behavior (wait turn, look at speaker and ask appropriate questions) to gain knowledge.
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Actively engage in collaborative conversations.
Mathematics
In first grade, students develop fluency with addition and subtraction facts within 20 by continuing to work with number patterns and relationships including skip counting by 2s, 5s, and 10s. They read, write, order and compare numbers within 120 to develop an understanding of their relative sizes. They become more skilled at instantly recognizing the amounts in a patterned set of objects without counting them. Students apply properties of operations as strategies to add and subtract. They solve different types of equations and word problems within sums of 10 that include modeling and explaining their solutions, and they solve the related subtraction problems. They determine the unknown whole number in an addition and subtraction equation. Children use concrete and visual models to make sense of place value for ones and tens, especially focusing on teen numbers and multiples of ten. When they add and subtract one and two-digit numbers, they explain their reasoning behind their solution strategies. Pennies, nickels and dimes are used for creating and identifying number patterns and for counting activities.
Students understand the concept of measuring with “a unit” and work with length by measuring with non-standard units. They learn to tell and write time in hours and half hours using analog and digital clocks. They investigate a question relating to a topic of interest by collecting, recording and interpreting data.
First grade students draw, build, and talk while making connections to real-world application of shapes. They learn to distinguish between which attributes define a shape (e.g., sides and corners) and which attributes may describe it, but do not define it (e.g., size, color, orientation). Students build an understanding of part-whole relationships by combining shapes to form composite shapes and by partitioning shapes into equal shares.
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
The Mathematical Strands are the end of year goals for 1st grade children. Although it is understood that children develop at different rates, the goal is that students will be able to demonstrate competency in these areas:
Operations and Algebraic Thinking
• Use addition and subtraction within 20 to solve word problems using objects, drawings, and equations with a symbol for the unknown number.
• Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
• Understand the inverse relationship between addition and subtraction.
• Understand the associative property of addition (2 + 6 + 4 = 2 + 10 = 12).
• Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.
• Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
• Know all addition facts up to 10 + 10 and solve the related subtraction problems fluently.
• Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
• Use fact families (3+2=5, 2+3=5, 5-3=2, 5-2=3) to solve addition and subtraction problems such as “3 + __ = 5.”
Numbers and Operations in Base Ten
• Count from 0 to 120 by 1, 2, 5 and 10 from any given number.
• Read and write numerals from 0 to 120.
• Represent a number of objects with a written numeral.
• Understand that the two digits of a two-digit number represent amounts of tens and ones.
• Know that 10 can be thought of as a bundle of ten ones- called a “ten”.
• Understand that numbers from 11 to 19 are composed of a ten and 1, 2, 3, 4, 5, 6, 7, 8, or 9 ones.
• Know that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to 1, 2, 3, 4, 5, 6, 7, 8, or 9 tens (and 0 ones).
• Order and compare numerals to determine, and =.
• Add within 100 using concrete models, drawings, place value strategies, properties of operations, and/or the relationship between addition and subtraction.
• When adding within 100 relate the strategy to a written method and explain the reasoning used.
• Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
• Mentally find 10 more or 10 less than a given two- digit number without having to count.
• Subtract multiples of 10 in the range 10-90.
Measurement and Data
• Order three objects by length.
• Compare the lengths of two objects indirectly by using a third object.
• Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end, with no gaps or overlaps.
• Tell and write time in hours and half-hours using analog and digital clocks.
• Organize, represent, and interpret data with up to three categories.
• Ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Geometry
• Distinguish between defining attributes (triangles are closed and three- sided) versus non-defining attributes (color, orientation, overall size).
• Build and draw shapes having defining attributes.
• Compose two and three-dimensional shapes.
• Partition circles and rectangles into two and four equal parts, describe the parts using the words halves, fourths and quarters, and use the phrases half of, fourth of, and quarter of.
• Describe the whole as two of, or four of shares-understanding for these examples that decomposing into more equal shares creates smaller shares.
Science
A high-quality, science education is a hands-on, collaborative, and integrated environment centered on inquiry and discovery. In addition to learning important scientific concepts, students learn to problem solve, communicate, and collaborate in a student-centered environment. 1st grade students’ explorations into light will provide students the opportunity to plan and conduct investigations into the effect of placing objects in the path of light. Students will study physical science through the investigation of sound and light, examining what happens to different material when placed in front of a light or near something that produces a sound. In life science, students will recognize the structure and function of different plants and animals while using analogies to determine the function of the structures and how scientists mimic plant and animal structures to solve human problems.
Science Standards
Students will learn about the following science strands:
Waves: Light & Sound
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Vibrating materials can make sound and sound can make materials vibrate.
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Light must be present in order to view objects.
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Light interacts differently with different materials.
Structure, Function, and Information Processing
- Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
- Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
- Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Space Systems: Patterns and Cycles
- Use observations of the sun, moon, and stars to describe patterns that can be predicted.
- Make observations at different times of year to relate the amount of daylight to the time of year.
Social Studies
The first grade social studies curriculum uses the context of “Families and Schools” to guide students in the study of history, geography, civics and government, and economics. Using family histories, students develop historical thinking skills as they explore how life today (present) is like or different from family life in the past. As they use ideas of time and chronology, students also learn about the people and events that are celebrated as part of the national holidays of the United States. Students address geographic concepts and develop spatial skills through map construction and visual representations. In addition, students begin to explore how humans interact with their environments and some of the consequences of those interactions. In civics and government, school is used as a context for learning about why people create rules, the distinction between power and authority, and the characteristics of citizenship. Economic principles are explored using the context of family. Students investigate ways in which families consume goods and services, how people make a living, and how scarcity and choice affect economic decisions. Students continue to develop an understanding of public issues, the importance of citizen action, and begin to communicate their positions on public issues.
Social Studies Standards
In each of the following areas, students will:
History
• Discover that people, families, neighborhoods and schools are continually evolving but are still connected to the past.
• Recognize that history can be learned through stories of the past told by parents and grandparents.
• Learn about individuals from the past who made important contributions to our country.
Geography
• Create maps of their school and learn how its areas can be divided into regions based on physical and human features.
• Identify important places in the immediate environment.
• Describe how people use the environment to meet human needs and wants.
Civics and Government
• Identify important symbols of the United States.
• Develop and understanding of rules and a respect for enforcing them at home and in school.
• Describe responsibilities that people have at home and at school.
• Know what makes a good citizen.
• Know how to solve conflicts appropriately.
Economics
• Identify goods and services they use on a daily basis.
• Understand that people work to make money to buy what they need or want.
• Learn about different kinds of jobs and how people can work together to get jobs done well.
• Distinguish between producers and consumers.
Public Discourse/Decision Making/Citizen Involvement
• Identify issues of concern at school and share a viewpoint on that issue.
• Participate in projects to help or inform others.
Music
Students will practice singing alone and in groups a variety of multicultural music. Emphasis will be placed on identifying and echoing rhythm patterns. Students will demonstrate on a variety of instruments dynamic and tempo changes. Students will begin to recognize musical symbols and terminology. Students will also practice following a conductor, listening and blending, and creating simple accompaniments.
Music Standards
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Sing, alone and with others, a varied repertoire of music.
-
Perform on instruments, alone and with others, a varied repertoire of music.
-
Improvise melodies, variations and accompaniments.
-
Compose and arrange music within specified guidelines.
-
Read and notate music.
-
Listen, analyze and describe music.
-
Evaluate music and music performances.
-
Understand relationships between the other arts and disciplines outside the arts.
-
Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
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Performing: All students will apply skills and knowledge to perform in the arts.
-
Creating: All students will apply skills and knowledge to create in the arts.
-
Analyzing in Context: All students will analyze, describe and evaluate works of art.
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Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
-
Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
-
Develop a positive self-image.
-
Be able to function as responsible citizens.
-
Develop skills in critical thinking and decision making.
-
Develop physical skills.
-
Develop personal fitness.
-
Develop knowledge and understanding of basic mechanical principles.
-
Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
-
Develop good safety habits.
-
Develop an understanding of the rules, concepts and strategies of games and contests.
-
Be able to perform movement patterns.
-
Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
-
Creating and Conveying Original Ideas through Technology Tools
-
Digital Citizenship/Leadership
-
Keyboard Awareness/Keyboarding Skills
Literacy Skills
-
Authors in April (year-long author study and visit)
-
Genre Studies
-
Print and Digital Text Characteristics
-
Strategies of Authors and Illustrators as Mentors to Students
Research Skills
-
Print and Electronic Research Methods
-
Citation of Sources
-
Electronic Databases
-
Choosing Online Web Resources
Library Skills
-
Treatment of Resources, Ideas and Individuals
-
Organization of an Academic Library
-
Locating and Circulating Books/Online Resources for Recreational and Informational Needs
2nd Grade
Second Grade Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing experiences.
Literacy Standards
By the end of 2nd grade, students are expected to be within the Transitional level on the continuum of skills and competencies. At the Transitional level, students will be able to:
Reading
-
Demonstrate phonemic awareness by blending sounds to make words, identifying individual sounds in words, taking sounds out, and substituting sounds to make new words.
-
Use structural cues to recognize and decode words with long and short vowels.
-
Determine the meaning of words and phrases in context.
-
Read a variety of narrative and informational grade level text fluently.
-
Identify the form and purpose of narrative genres such as poetry, fantasy, legends, and drama.
-
Describe characters’ actions and motivations, setting, problem/solution, and summarize sequence of events.
-
Understand features of informational text including boldface type, graphs, maps, diagrams, and charts.
-
Make text-to-self and text-to-text connections and comparisons.
-
Retell a story in sequence using the main idea, relevant details and theme.
-
Select books of interest for independent reading; make an effort to read unfamiliar text.
Writing
-
Writes narratives using sequence and description.
-
Writes opinion pieces stating an opinion and supplying supporting reasons.
-
Writes informational pieces about a topic.
-
Writes supporting details to develop the topic and provides a sense of closure.
-
Writes complete sentences.
-
Uses accurate punctuation and capitalization.
-
Correctly spells priority words in everyday writing.
-
Handwriting shows correct letter formation and spacing.
-
Uses technology to produce and publish writing
Speaking, Listening and Viewing
-
Communicate to ask questions, give answers, and have discussions.
-
Know that spoken language differs between school and home.
-
Respond to multiple text types by reflecting, making connections, and sharing understanding.
-
Give, restate and follow three-step and four-step directions.
-
Ask appropriate questions during presentations
Mathematics
Second grade students deepen their use of mental strategies for fluency with basic addition and subtraction facts as a foundational for multi-digit computation. They work with place value concepts within twenty by decomposing numbers into tens and ones. Students have many opportunities to solve word problems which provide a context for understanding number relationships and promote the development of reasoning strategies. They learn to solve word problems with the unknown in different positions.
Students count, construct, and describe numbers to 1,000. They read, write and compare numbers using numerals and words. They add and subtract within 100, applying an understanding of place value, the properties of operations, and the inverse relationship between addition and subtraction. The multi-digit subtraction problems that students encounter include those that require regrouping as well as those that do not require regrouping. Students work with extending their reasoning to include multiples of 10. They use manipulatives, drawings and equations to represent the problems. They explain their reasoning using visual models to make their explanations clear to others.
Students are introduced to standard linear measurement including inches and feet, centimeters and meters. They use standard units to express the difference between the lengths of two objects. Students solve word problem involving linear measurement that includes adding and subtracting within 100, modeling problems on a number line and representing problems with both drawings and equations. They display linear measurement data on line plots, picture graphs and bar graphs and use that data to solve problems.
Second graders learn to tell and write times to the nearest five minute increments from analog and digital clocks. They use coins to count and solve problems.
Students begin to construct investigative questions that lend themselves to data collection and analysis. They learn that different questions require them to generate data in different ways. They may collect data that requires measurement, such as student height or the length of their shadows. They may also collect data by researching sources that are beyond their school and home.
Students in second grade Identify shapes and their attributes and draw shapes. They work with common two-dimensional shapes and with cubes as a representative of three-dimensional shapes. Additionally, students begin to partition shapes into rows, columns or equal parts. These activities lay a foundation for building arrays to understand multiplication and for finding the area of a space
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
The Mathematical Standards are the end of year goals for 2nd grade children. Although it is understood that children develop at different rates, the goal is that students will be able to demonstrate competency in these areas:
Operations and Algebraic Thinking
• Represent and solve problems involving addition and subtraction.
• Use addition and subtraction within 100 to solve one- and two-step word problems using a variety of strategies using numbers, symbols, and units.
• Find missing values to open sentences (42+___=57).
• Add and subtract within 20.
• Fluently add and subtract within 20 using mental strategies.
• Work with equal groups of objects to gain foundations for multiplication.
• Determine whether a group of objects (up to 20) is odd or even.
• Use addition to find the total number of objects arranged in an array.
• Write an equation to express the sum of an array.
Number and Operations in Base Ten
• Understand place value.
• Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
• 100 can be thought of as a bundle of ten tens—called a “hundred.”
• The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
• Count within 1000; skip-count by 5s, 10s, and 100s.
• Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
• Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, >, and = symbols to record the results of comparisons.
• Use place value understanding and properties to add and subtract.
• Fluently add and subtract within 100 with and without regrouping.
• Add up to four two-digit numbers.
• Add and subtract within 1000, using concrete models or drawings and strategies to explain how the problem was solved.
• Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from given number 100-900.
Measurement and Data
• Measure and estimate lengths in standard units.
• Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
• Measure the length of an object, using two different units of measure; compare and describe how the two measurements relate to the object measured.
• Estimate lengths using units of inches, feet, centimeters, and meters.
• Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
• Relate addition and subtraction to length.
• Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units.
• Represent whole numbers as lengths on a number line, and represent whole-number sums and differences within 100 on a number line diagram.
• Work with time and money.
• Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Å
• Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
• Represent and interpret data.
• Generate measurement data by measuring lengths of several objects to the nearest whole unit. Show the measurements by making a line plot, using whole number units on a horizontal scale.
• Draw a picture graph and a bar graph to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
Geometry
• Reason with shapes and their attributes.
• Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Å
• Divide a rectangle into rows and columns of same-size squares and count to find the total number of them.
• Divide circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths.
• Recognize that equal shares of identical wholes need not have the same shape.
Science
A high-quality, science education is a hands-on, collaborative, and integrated environment centered in inquiry and discovery. In addition to learning important scientific concepts, students learn to think on their own, problem solve, communicate, and collaborate, in a student-centered environment. In this earth science unit students will explore the different landforms and bodies of water that can be found on Earth and how they interact and change one another. Throughout the study of life science, students will be provided the opportunity to investigate outdoors and explore the natural environment. They will study deeply into what makes their local environment unique through the observations of plants and animals that live in that area. In physical science, students explore the properties of matter and how different properties make material useful in designing and building different items.
Science Standards
Students will learn about the following science strands:
Structure and Properties of Matter
- Sort objects according to observable properties.
- Identify materials that are attracted to a magnet.
- Demonstrate properties of water.
Interdependent Relationships in Ecosystems
- Plan and conduct an investigation to determine if plants need sunlight and water to grow.
- Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
- Make observations of plants and animals to compare the diversity of life in different habitats.
Earth’s Systems: Processes that Shape the Earth
- Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
- Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
- Develop a model to represent the shapes and kinds of land and bodies of water in an area.
- Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Social Studies
The second grade social studies curriculum addresses concepts in geography, history, government, and economics through the lens of the local community. Students examine what is a community, how citizens live and work together in community, how communities change over time, and the role of citizens in a community. Using historical thinking, students create timelines of key events from their community’s past, explore changes over time, and investigate how descriptions of common events can differ. Students draw upon prior knowledge of spatial awareness, physical and human systems, and human-environment interaction from earlier grades to create more complex understandings and apply these concepts to the local community. They begin to understand how people, goods, and services move within the community. By exploring the role of local businesses in the community, students consider what happens when people cannot produce everything they want and how they depend on trade to meet those wants. Students are also introduced to local government and its functions. Through an examination of local public issues, students practice public discourse and decision making around community issues.
Social Studies Standards
In each of the following areas, students will:
History
• Learn how people and events from the past have affected the development of our country.
• Using the concept of past, present and future, create a timeline of local events.
• Discover that history is learned through stories of the past told from varying points of view.
• Understand how traditions and celebrations help us learn about and remember our past.
Geography
• Use the Five Themes of Geography: location, place, human/environment interaction, movement and region.
• Map the local community and discover where it is in relationship to the state, country and world.
• Learn how people use and change the environment and the importance of protecting our environment.
Civics
• Know the main purposes of government.
• Understand why communities need laws.
• Become familiar with key concepts relating to local government.
Economics
• Describe how businesses in the local community meet economic needs and wants of consumers.
• Understand how resources are used to produce goods and services.
• Identify ways families manage resources and make decisions.
Public Discourse/Decision Making/Citizen Involvement
• Discuss a local public issue.
• Begin to demonstrate the ability to express a position on a public policy issue.
• Participate in community projects to help or inform others.
Music
Students will continue to develop singing skills as they practice rounds and ostinatos. In addition, the students will create simple compositions which explore a variety of forms, modes, meters, and rhythmic patterns. The students will also recognize additional musical terminology including note and rest values. The students will work in small ensembles to create harmonic textures, accompaniments, and musical phrases. Students will begin to evaluate musical performances. The students will be introduced to singing and performing printed music form the Silver Burdett music text.
Music Standards
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Sing, alone and with others, a varied repertoire of music.
-
Perform on instruments, alone and with others, a varied repertoire of music.
-
Improvise melodies, variations and accompaniments.
-
Compose and arrange music within specified guidelines.
-
Read and notate music.
-
Listen, analyze and describe music.
-
Evaluate music and music performances.
-
Understand relationships between the other arts and disciplines outside the arts.
-
Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
-
Performing: All students will apply skills and knowledge to perform in the arts.
-
Creating: All students will apply skills and knowledge to create in the arts.
-
Analyzing in Context: All students will analyze, describe and evaluate works of art.
-
Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
-
Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
-
Develop a positive self-image.
-
Be able to function as responsible citizens.
-
Develop skills in critical thinking and decision making.
-
Develop physical skills.
-
Develop personal fitness.
-
Develop knowledge and understanding of basic mechanical principles.
-
Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
-
Develop good safety habits.
-
Develop an understanding of the rules, concepts and strategies of games and contests.
-
Be able to perform movement patterns.
-
Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
-
Creating and Conveying Original Ideas through Technology Tools
-
Digital Citizenship/Leadership
-
Keyboard Awareness/Keyboarding Skills
Literacy Skills
-
Authors in April (year-long author study and visit)
-
Genre Studies
-
Print and Digital Text Characteristics
-
Strategies of Authors and Illustrators as Mentors to Students
Research Skills
-
Print and Electronic Research Methods
-
Citation of Sources
-
Electronic Databases
-
Choosing Online Web Resources
Library Skills
-
Treatment of Resources, Ideas and Individuals
-
Organization of an Academic Library
-
Locating and Circulating Books/Online Resources for Recreational and Informational Needs
3rd Grade
Third Grade Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing experiences.
Literacy Standards
By the end of 3rd grade, students are expected to be within the Expanding level of development. At the Expanding level, students will be able to:
Reading
-
Read and comprehend a variety of grade level texts.
-
Use strategies to decode words and understand vocabulary.
-
Read with sufficient accuracy and fluency to support comprehension.
-
Ask and answer questions to demonstrate understanding of a text.
-
Describe characters’ thoughts and motivations, theme, and lesson/moral.
-
Identify the form and purpose of narrative and informational texts.
-
Use information gained from illustrations to support understanding of a text.
-
Compare and contrast texts by the same author and texts on the same topic.
-
Distinguish own point of view from that of the author and characters.
-
Determine main idea/topic of a text using supporting details.
-
Describe the logical sequence found in texts.
Writing
-
Write organized narratives with relevant details and precise word choice.
-
Write organized informational pieces with supporting details.
-
Write organized opinion pieces using supporting evidence.
-
Write constructed responses across subject areas.
-
Use conventions to edit (grammar, mechanics, spelling).
-
Consistently apply spelling patterns.
-
Plan, evaluate, and revise writing.
-
Use technology to produce and publish writing with support
Speaking & Listening
-
Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
-
Determine the main ideas and supporting details of a read aloud text and information presented in diverse media and formats.
-
Ask and answer questions, using complete sentences with appropriate detail related to the topic.
Language
- Demonstrate command of standard English grammar and conventions when
writing and spelling. - Determine the meaning of unknown and multiple meaning words and phrases.
- Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
- Accurately use grade appropriate conversational phrases.
Mathematics
In third grade, students build upon work from previous grades as they use place value understanding and properties of operations to perform multi-digit arithmetic and gain fluency adding and subtracting within 1000. A key focus of this grade is developing an understanding of the meaning of multiplication and division. Beginning with equal-sized groups and arrays, students explore problems involving single-digit multiplication and division within 100. Later, they apply properties of operations as strategies to multiply and divide including multiplying one and two-digit whole numbers by multiples of ten. They apply concepts of multiplication, addition, and linear measurement to create new understandings of area and perimeter. In addition to generating measurement data with fractional lengths and partitioning shapes into parts with equal areas, students spend a considerable amount of time developing an understanding of fractions as numbers. They continue to develop more sophisticated skills in reasoning with shapes and their attributes. With opportunities to explore shapes in different categories, students learn that shared attributes define larger categories. They use skills from throughout this grade to solve problems involving data and measurement including the contexts of time, liquid volume, mass, and scaled graphs. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught.
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
The Mathematical Strands are the end of year goals for 3rd grade children. Although it is understood that children develop at different rates, the goal is that students will be able to demonstrate competency in these areas:
Operations and Algebraic Thinking
• Represent and solve problems involving multiplication and division.
• Understand properties of multiplication and the relationship between multiplication and division.
• Demonstrate multiplication facts 0-10 are memorized.
• Demonstrate division facts 0-10 are memorized.
• Solve two-step word problems using the four operations.
• Identify, use, construct, and explain repeating, shrinking, and growing patterns.
Number and Operations In Base Ten
• Use place value understanding to round whole numbers to the nearest 10 or 100.
• Compute addition with up to 3-digit numbers.
• Compute subtraction with up to 3-digit numbers.
• Multiply 1-digit numbers by multiples of 10 in the range 10-90. Number and Operations-Fractions
• Interpret the part-whole meaning of any fraction with models using fraction symbols and word names.
• Compare and order fractions; recognizes and generates simple equivalent fractions (1/2=2/4).
Measurement and Data
• Solve problems involving measurement (time to the minute; time intervals in minutes; volume and mass).
• Generate, represent and interpret data in table or graph form.
• Understand concepts of area and relate area to multiplication and addition.
• Recognize and find perimeter as an attribute of plane figures.
Geometry
• Identify and compare attributes of two-dimensional shapes.
Science
Using their everyday observations of motion and through a variety of activities, third grade students build on their prior experiences and explore concepts of motion and forces. They compare and contrast motion in terms of direction, speed, and the relationship with gravity and friction. Students will continue to build on the experiences and understanding gained in previous study of weather. Students make observations, collect data and investigate through models to make sense of weather conditions, severe weather phenomena, and how weather conditions differ in different regions of the world. Students take a deeper look into the physical and behavioral characteristics of organisms and their role in growth and survival. The function of different body parts is related to their environment and how animals survive in their environment.
Science Standards
In each of the following areas, students will:
Forces and Interactions
• Determine the effect of equal and unequal forces on an object.
• Determine how magnetic forces can be used to solve problems.
• Observe and measure the motion of objects to describe motion and discover patterns in motion.
• Compare and contrast motion in terms of speed and direction.
• Identify gravity as a force that pulls objects down.
Weather and Climate
• Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
• Obtain and combine information to describe climates in different regions of the world.
• Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Life Cycles and Survival in an Ecosystem
• Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• Understand organisms have specific behavioral and physical characteristics that allow them to survive in a given environment.
• Learn physical and behavioral characteristics are either inherited or acquired from the environment.
• Understand as environments change over time, these characteristics may change (adaptations) to allow organisms to continue to survive.
Social Studies
The third grade social studies curriculum introduces the history, geography, government, and economy of Michigan. Students learn about people and events from the past that have influenced the state in which they live. They study the geography of Michigan including the physical and cultural characteristics of different areas of the state. Using the context of their state, students explore human-environment interactions and their consequences. Using a geographic lens, students also examine the movement of people, products, and ideas across the state, and investigate how Michigan can be divided into distinct regions. Economic concepts are applied to the context of Michigan as students explore how Michiganians support themselves through the production, consumption, and distribution of goods and services. By studying economic ties between Michigan and other places, students discover how their state is an interdependent part of both the national and global economies. The purposes, structure, and functions of state government are introduced. Students explore the relationship between rights and responsibilities of citizens. They examine current issues facing Michigan residents and practice making and expressing informed decisions as citizens. Throughout the year, students locate, analyze, and present data pertaining to the state of Michigan.
Social Studies Standards
In each of the following areas, students will:
History
• Use primary and secondary sources of information to sequence significant events in early Michigan history.
• Apply historical thinking skills to a study of American Indians in Michigan, exploration and early settlement.
• Compare and contrast life today with life in the early days of Michigan as part of the Stoney Creek School experience.
Geography
• Apply the five themes of geography (location, place, region, human/ environmental interaction, and involvement) to describe Michigan.
• Recognize how people have used, adapted to and modified the environment of Michigan.
Civics
• Distinguish between the roles of state government and local government and explore why state governments are needed.
• Identify the three branches of state government in Michigan and the powers of each.
• Recognize rights and responsibilities of citizenship. Economics
• Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.
• Analyze how Michigan’s location and natural resources influenced its economic development.
• Explore push and pull factors of migration that led to population growth in Michigan.
Public Discourse/Decision Making/Citizen Involvement
• Explore a variety of public issues in Michigan, identify various points of view, and apply core democratic values to support their positions on the issues.
Music
Students will practice singing in tune rounds, canons, and partner songs. Emphasis will be placed on recognition of timbre produced by the four instrument families. Additional musical terms will be introduced to the students in regards to dynamics and tempo. The students will explore a variety of traditional and non-traditional sound sources when composing and arranging (synthesizer, sequencer).
Music Standards
-
Sing, alone and with others, a varied repertoire of music.
-
Perform on instruments, alone and with others, a varied repertoire of music.
-
Improvise melodies, variations and accompaniments.
-
Compose and arrange music within specified guidelines.
-
Read and notate music.
-
Listen, analyze and describe music.
-
Evaluate music and music performances.
-
Understand relationships between the other arts and disciplines outside the arts.
-
Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
-
Performing: All students will apply skills and knowledge to perform in the arts.
-
Creating: All students will apply skills and knowledge to create in the arts.
-
Analyzing in Context: All students will analyze, describe and evaluate works of art.
-
Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
-
Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
-
Develop a positive self-image.
-
Be able to function as responsible citizens.
-
Develop skills in critical thinking and decision making.
-
Develop physical skills.
-
Develop personal fitness.
-
Develop knowledge and understanding of basic mechanical principles.
-
Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
-
Develop good safety habits.
-
Develop an understanding of the rules, concepts and strategies of games and contests.
-
Be able to perform movement patterns.
-
Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
-
Creating and Conveying Original Ideas through Technology Tools
-
Digital Citizenship/Leadership
-
Keyboard Awareness/Keyboarding Skills
Literacy Skills
-
Authors in April (year-long author study and visit)
-
Genre Studies
-
Print and Digital Text Characteristics
-
Strategies of Authors and Illustrators as Mentors to Students
Research Skills
-
Print and Electronic Research Methods
-
Citation of Sources
-
Electronic Databases
-
Choosing Online Web Resources
Library Skills
-
Treatment of Resources, Ideas and Individuals
-
Organization of an Academic Library
-
Locating and Circulating Books/Online Resources for Recreational and Informational Needs
4th Grade
Fourth Grade Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing
Literacy Standards
By the end of 4th grade, students are expected to be within the Refining level of development. At the Refining level, students will be able to:
Reading
-
Read and comprehend a variety of grade level literature and informational texts.
-
Read with sufficient accuracy and fluency to support comprehension.
-
Recognize and apply grade level phonics and word analysis skills to construct meaning, self-monitor and decode words.
-
Determine the meaning of words and phrases as they are used in a text.
-
Determine the main idea or theme of a text and explain how it is supported by details from the text.
-
Identify the structure, text features, and purpose of narrative and informational texts.
-
Analyze text features and story elements to construct meaning.
-
Locate and interpret information from a variety of sources.
-
Make connections and inferences using details and examples in a text.
-
Compare and contrast using evidence from a variety of texts.
Writing
-
Write organized narratives with relevant details .
-
Write organized informational pieces with supporting details.
-
Write organized opinion pieces using supporting evidence.
-
Write constructed responses across subject areas.
-
Use conventions to edit (grammar, mechanics, spelling).
-
Consistently apply spelling patterns.
-
Plan, evaluate, and revise writing.
-
Use technology to produce and publish writing with support
Speaking & Listening
-
Engage effectively in a range of collaborative discussions.
-
Respond to multiple text types by reflecting, making connections, taking a position, pointing out evidence, contributing relevant details and sharing understanding.
-
Incorporates media to enhance the development of main ideas or themes.
-
Communicates effectively in multiple social contexts.
Language
- Demonstrate command of the conventions of standard English grammar, sentence structure and spelling.
- Acquire and use accurately grade appropriate vocabulary and phrases.
- Demonstrate understanding of figurative language, word relationships and vocabulary
Mathematics
In fourth grade, students deepen their understanding of multiplication and division with concepts like factors, multiples, and multiplicative comparisons. Multiplication also allows students to conceptualize qualities of number including prime, composite, and square. With a deeper understanding of number and place value, students solve problems involving multi-digit arithmetic. They also use multiplication and division to partition 360 degrees into smaller parts and develop the concept of angle measurement. In addition to angles, attributes including parallel and perpendicular sides, and line symmetry increase the sophistication with which students draw and classify shapes. They also develop formulas for calculating area and perimeter for rectangles (building from the more concrete ideas of area and perimeter developed in third grade) and use these formulas to solve problems. Work with fractions is extended from third grade as students learn decimal notation for fractions and develop strategies for generating equivalent fractions. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught. it is helpful to also consider the order of the content within your district’s primary instructional resource.
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
The Mathematical Strands are the end of year goals for 4th grade children. Although it is understood that children develop at different rates, the goal is that students will be able to demonstrate competency in these areas:
Operations and Algebraic Thinking
• Demonstrate problem solving skills using the four operations with whole numbers.
• Write and solve equations and/or number stories using a variable.
• Determine factor pairs of whole numbers through 100.
• Recognize and determine multiples of whole numbers 0 – 10.
• Determine whether a given whole number from 1 – 100 is prime or composite.
• Generate and analyze patterns.
Number and Operation in Base Ten
• Read, write, and compare multi-digit whole numbers.
• Fluently add and subtract multi-digit whole numbers using the standard algorithm.
• Multiply multi-digit numbers.
• Divide multi-digit numbers.
Number and Operations – Fractions
• Recognize and generate equivalent fractions.
• Compare two fractions with different numerators and denominators.
• Add and subtract fractions to solve word problems.
• Add and subtract mixed numbers with like denominators.
• Use a visual model and/or equations to multiply a fraction by a whole number to solve a problem.
• Decompose a fraction into a sum of fractions with the same denominators in more than one way.
• Add two fractions with respective denominators 10 and 100.
• Use decimal notation for fractions with denominators 10 or 100.
• Compare two decimals up to the hundredths place value.
Measurement and Data
• Convert one unit to another (metric and U.S. customary).
• Use the four operations to solve word problems involving measurement.
• Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
• Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use the line plot data to solve problems involving addition and subtraction of fractions.
• Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint.
• Understand concepts of angle measurements.
• Measure angles in whole-number degrees using a protractor.
• Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.
Geometry
• Draw points, lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines.
• Classify two – dimensional figures based on the presence or absence of parallel or perpendicular lines.
• Recognize right triangles as a category, and identify right triangles.
• Recognize and draw lines of symmetry of a given figure.
Science
A high-quality, science education is a hands-on, collaborative, and integrated environment centered in inquiry and discovery. In addition to learning important scientific concepts, students learn to think on their own, problem solve, communicate, and collaborate, in a student-centered environment. Through the study of physical science students will explore energy associated with heat, light, sound, electricity, motion, and with energy moving from place to place. Students will be given the opportunity to recognize what they need to know about energy and design a device to transfer energy from one form to another. Life science helps students to become familiar with plant and animal structures that are not visible. This study also deepens students’ understanding of the structure and function of organisms, specifically focusing on the senses and the response to stimulus. Earth science will continue to build on previous study of processes that shape Earth. Students will observe, investigate and create models to make sense of the changes to the surface of the earth.
Science Standards
Students will learn about the following science strands:
Energy and Waves
- Obtain information to determine how energy moves from place to place.
- Determine the relationship between energy and forces.
- Examine the properties of waves.
Structure, Function, and Information Processing
- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
- Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
- Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Earth’s Systems: Processes that Shape the Earth
- Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
- Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
- Analyze and interpret data from maps to describe patterns of Earth’s features.
- Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Social Studies
In fourth grade, students learn about four disciplines that are the focus of social studies: history, geography, government, and economics. They explore the questions studied by these different social scientists about people and places. Students begin by using a familiar context, Michigan and its people, to review the questions historians ask. Students then expand their lenses to those of geographers, political scientists, and economists to examine the United States. By exploring the focus of each social studies discipline, students construct questions to guide their study of the United States throughout the year. Students will also explore the United States through the social studies discipline of geography. In exploring the United States in spatial terms, students first consider the location of the United States. They learn about and use a variety of geographic tools such as maps, globes, and satellite images to answer the question “Where is the United States?”. Using literature and primary sources, students also explore the United States through the lens of human geography with a focus on the themes of movement and human/environment interaction. Throughout 4th grade, students deepen their understanding of economic principles and examine how an economic system works using the United States as an example, learn how the United States government functions and explore the rights and responsibilities of citizenship.
Social Studies Standards
In each of the following areas, students will:
History
- Use examples from Michigan history from statehood to the present as case studies for learning about the United States.
- Use historical thinking to understand the past.
Geography
- Draw on their knowledge of the 5 Themes of Geography to create understandings within the context of the United States.
- Assess the effects of human activities on the physical environment of the United States
Civics
- Explore the reasons rights have limits and the relationship between rights and responsibilities.
- Explain the responsibilities of citizenship and how citizens can work together to promote the values and principles of American Democracy.
- Identify situations in which Core Democratic values are involved.
- Describe the structure of government in the United States and how it functions to serve citizens.
Economics
- Describe characteristics of a market economy.
- Participate in a market simulation which includes interaction between households and businesses.
- Explain how changes in the United States economy impacts levels of employment.
- Describe how global competition affects the national economy
Public Discourse/Decision Making/Citizen Involvement
- Identify public policy issues facing citizens in the United States.
- Use graphic data and other sources to analyze information about a public policy issue in the United States and justify the position with a reasoned argument.
- Participate in projects to help or inform others.
Music
Students will experience singing in harmony through the development of descants and part singing. They will practice identifying traditional forms including rondo, suite, and theme and variation. Study of diverse musical styles and cultures will help students develop techniques for musical composition. Students will practice reading music as they utilize the recorder to develop skills in phrasing and articulation.
Music Standards
-
Sing, alone and with others, a varied repertoire of music.
-
Perform on instruments, alone and with others, a varied repertoire of music.
-
Improvise melodies, variations and accompaniments.
-
Compose and arrange music within specified guidelines.
-
Read and notate music.
-
Listen, analyze and describe music.
-
Evaluate music and music performances.
-
Understand relationships between the other arts and disciplines outside the arts.
-
Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
-
Performing: All students will apply skills and knowledge to perform in the arts.
-
Creating: All students will apply skills and knowledge to create in the arts.
-
Analyzing in Context: All students will analyze, describe and evaluate works of art.
-
Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
-
Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
-
Develop a positive self-image.
-
Be able to function as responsible citizens.
-
Develop skills in critical thinking and decision making.
-
Develop physical skills.
-
Develop personal fitness.
-
Develop knowledge and understanding of basic mechanical principles.
-
Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
-
Develop good safety habits.
-
Develop an understanding of the rules, concepts and strategies of games and contests.
-
Be able to perform movement patterns.
-
Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
-
Creating and Conveying Original Ideas through Technology Tools
-
Digital Citizenship/Leadership
-
Keyboard Awareness/Keyboarding Skills
Literacy Skills
-
Authors in April (year-long author study and visit)
-
Genre Studies
-
Print and Digital Text Characteristics
-
Strategies of Authors and Illustrators as Mentors to Students
Research Skills
-
Print and Electronic Research Methods
-
Citation of Sources
-
Electronic Databases
-
Choosing Online Web Resources
Library Skills
-
Treatment of Resources, Ideas and Individuals
-
Organization of an Academic Library
-
Locating and Circulating Books/Online Resources for Recreational and Informational Needs
5th Grade
Fifth Grade Curriculum
Click the Subjects below to learn more
Language Arts
Elementary teachers in Rochester Community Schools deliver literacy instruction using a comprehensive literacy approach which research has shown is most effective. Students progress along a continuum and build upon previous learning. Teachers provide instruction at various levels of the continuum in order to meet the needs of all their students. Most children remain at one stage for an extended period of time. It is not unusual for a child to be at a particular stage throughout a grade level.
Reading Workshop
A variety of literacy activities may occur during the reading workshop. The teacher begins with a whole class mini-lesson focusing on a skill or strategy that will benefit all students. Next, the teacher may meet with guided reading groups or have conferences with individual students about their reading. During this time, students self-select and read books that are at their independent reading levels where they can read almost all the words accurately and fluently. Comprehension of the text is of the utmost importance.
Read Aloud
The teacher reads aloud to the whole class using a carefully selected text which may be fiction or nonfiction. Some read aloud sessions include student responses with partners turning to talk to each other about the text to aid in comprehension, and other sessions are for enjoyment and vocabulary development.
Shared Reading
A text is read together as a class. Texts are chosen based on literary value or a skill or strategy the teacher wants to target. It is often a text that would be too difficult for some students to read if they were asked to read it alone. Students read the text multiple times and are engaged in discussion about the text, skill or strategy. After practice, the teacher may ask the students to demonstrate their learning by completing a task related to the text.
Small Group Instruction
The teacher works with small groups of students in a variety of formats. This may include Guided Reading with a group of readers who have similar reading needs. Books or articles that are at the students’ instructional level are used. Teachers may utilize strategy groups with readers who are working on a specific strategy or skill. Students may also work in book clubs based on interest and topic. In all small group formats, the teacher provides feedback and supports the students as they read text. The text in all small groups may be above, below or at what is considered grade level and dependent upon the focus of the group. Students are able to learn and practice new skills or strategies that will help them grow as readers.
Writing Workshop
Using a format similar to a reading workshop, students engage in a variety of writing activities. The teacher guides the process and provides instruction through minilessons and conferences. Students use notebooks to collect ideas and practice strategies as they work their way through the prewriting, drafting, revising, editing and publishing process. An important aspect of the workshop involves students sharing their writing with others and getting feedback.
Shared Writing
The teacher and students work together. At times, a “shared pen” technique is used that involves the children in the writing. It is an instructional approach with a focused outcome. In grades K-2 the outcome may be as simple as composing sentences, messages, or stories. In grades 3-5 the outcome might include writing dialogue, outlines or using previously-gathered information to generate a research paper.
Spelling, Phonics and Grammar Instruction
Instruction in these areas utilize a similar workshop format and are woven throughout all elements of the literacy model. Teachers help students to use spelling, phonics and grammar to support successful reading and writing. Students learn and interact with high-frequency words most commonly found in texts they will be reading and writing. Grammar is taught within the context of authentic, writing experiences.
Literacy Standards
By the end of 5th grade, students are expected to be within the Proficient level of development. At the Proficient level, students will be able to:
Reading
-
Use a variety of strategies to construct meaning, self monitor, and identify unknown words.
-
Recognize grade level words in text or in isolation.
-
Determine the meaning of words and phrases in context using strategies and resources.
-
Read, retell and summarize a variety of grade level narrative and informational grade level texts.
-
Identify the form and purpose of narrative genres such as historical fiction, tall tales, science fiction, fantasy, and mystery.
-
Explain how authors use literary devices such as exaggeration and metaphors to develop characters, themes, plot, and functions of heroes, villains and narrators.
-
Explain how authors use time lines, graphs, charts, diagrams, table of contents, introductions, summaries and conclusions to enhance understanding.
-
Identify forms, features and purpose of informational text such as advertising, experiments, editorials, and atlases.
-
Confirm or revise inferences based on further reading.
-
Make meaningful predictions and synthesize information.
-
Reads a variety of literary forms such as short stories, biographies, and poems from a variety of time periods and cultures for enjoyment and information.
Writing
-
Write organized narratives with relevant details.
-
Write organized informational pieces with supporting details.
-
Write organized opinion pieces using supporting evidence.
-
Write constructed responses across subject areas.
-
Use conventions to edit (grammar, mechanics, spelling).
-
Consistently apply spelling patterns.
-
Plan, evaluate, and revise writing.
-
Use technology to produce and publish writing with support
Speaking & Listening
-
Listen, interact and contribute in discussions by expressing more complex ideas.
-
Know that spoken language differs from early American history to current day America.
-
Respond to multiple text types by discussing, illustrating, and/or writing to reflect, clarify meaning, make connections and inferences, take a position, and show deep understanding.
-
Ask focused questions and respond to questions by providing elaborate details.
-
Listen and view critically for the purpose of gaining knowledge.
Mathematics
In fifth grade, students build upon their understandings of the base ten system and operations with whole numbers to create new understandings and efficiencies for operations (including standard algorithms) with multi-digit whole numbers, decimals, and fractions. Their work with decimals includes comparing, rounding, and solving problems using all four operations. Students also spend a considerable amount of time engaging with fractions including adding and subtracting with unlike denominators, multiplication, and the beginnings of division. Geometric topics move from sorting shapes based on common attributes to creating hierarchies. For example, students will be able to articulate why all squares are rectangles but not all rectangles are squares which is reasoning students will use in later courses including high school geometry. An additional geometric topic developed in fifth grade is the concept of volume which builds from experiences with area in third and fourth grades. Students also integrate geometric ideas with other concepts such as length and distance to make sense of and utilize the coordinate system to solve both geometric and algebraic problems. As in all mathematics courses, the Standards for Mathematical Practice are the “processes and proficiencies” by which all other mathematics standards are taught.
Bridges in Mathematics Resource
Elementary students across the district are developing mathematical mindsets through the implementation of our new comprehensive K–5 curriculum resource, Bridges in Mathematics.
In Bridges classrooms, students play an active role in their own learning as well as in the classroom community. They talk about math by sharing observations, explaining their thinking, and asking questions; use hands-on activities, along with a variety of math tools and visual models, to understand how mathematical concepts work; build stamina for solving complex problems that require perseverance; and play games in small groups to have fun practicing what they learn.
Bridges also offers families support through their website: Bridges Family Support. Here, parents and caregivers can access general information, including an overview, frequently asked questions, and specific support by grade level.
Math Standards
The Mathematical Strands are the end of year goals for 5th grade children. Although it is understood that children develop at different rates, the goal is that students will be able to demonstrate competency in these areas:
Operations and Algebraic Thinking
• Write and interpret numerical expressions.
• Use parentheses, brackets, or basics.
• Analyze patterns and relationships.
• Generate and compare 2 numerical patterns.
• Use coordinate pairs to construct line graphs.
Number and Operations in Base Ten
• Understand whole numbers, decimal place value system and powers of 10 as it relates to place value (including expanded form, standard and exponential notation).
• Explain patterns when multiplying and dividing numbers by powers of 10.
• Read, write, and compare decimals to thousandths.
• Use place value to round decimals.
• Perform operations with multi-digit whole numbers and with decimals to hundredths.
• Fluently multiply multi-digit whole numbers using the standard algorithm.
• Find quotients of whole numbers with up to four-digit dividends and two-digit divisors.
• Add, subtract, multiply, and divide decimals to hundredths.
Number and Operations – Fractions
• Use equivalent fractions as a strategy to add and subtract fractions.
• Add and subtract fractions and mixed numbers with unlike denominators.
• Solve word problems involving addition and subtraction of fractions.
• Apply and extend previous understanding of multiplication and division to multiply and divide fractions.
• Interpret fractions as division.
• Multiply a fraction by a whole number.
• Multiply a fraction by a fraction.
• Explain the relationship between the factor and a product.
• Solve real world problems using fractions and mixed numbers.
• Interpret division of a unit fraction by a whole number.
• Interpret division of a whole number by a unit fraction.
Measurement and Data
• Convert like measurement units within a given measurement system.
• Represent and interpret data, including fractions, using a line plot.
• Geometric measurement: understand concepts of volume and retake volume to multiplication and to addition.
• Understand concepts of volume measurement.
• Use the appropriate units for measurement of volume.
• Find the volume of geometric solids using multiplication and addition.
•Use formulas to find volume of a solid.
• Graph points on a coordinate plane to solve real-world and mathematical problems.
• Plot ordered pairs.
• Understand attributes of two-dimensional figures and classify two- dimensional figures into categories based on their properties.
Science
A high-quality, science education is a hands-on, collaborative, and integrated environment centered in inquiry and discovery. In addition to learning important scientific concepts, students learn to think on their own, problem solve, communicate, and collaborate, in a student-centered environment. Earth science studies the growing problem of plastic disposables to introduce the systems of Earth; atmosphere, hydrosphere, geosphere, and biosphere. Students explore each system and develop a model to describe the ways the systems interact and the effect of change on one or more of the systems. Throughout physical science, 5th grade students continue their exploration into the properties and structures of matter. Students will investigate the concept that matter is made up of smaller particles that can be seen, learn about phase change and explore gases as a state of matter. 5th grade students study life science by exploring the interaction of organisms and the flow of energy within an ecosystem. Students will build models of food webs and describe the roles of producers, consumers and decomposers in the balance within an ecosystem.
Science Standards
Students will learn about the following science strands:
Process Skills
- Use the process skills of observing, questioning, and measuring.
- Communicate findings of observations.
- Demonstrate scientific concepts through illustrations, performances, models, exhibits.
Matter and Energy in Organisms and Ecosystems
- Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
- Support an argument that plants get the materials they need for growth chiefly from air and water.
- Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Earth’s Systems
- Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
- Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
Structure and Properties of Matter
- Determine that all matter is made up of particles that are too small to be seen.
- Discover that particles can be rearranged to create new substances.
- Determine that some properties can be used to help identify matter.
- Determine the cause-and-effect relationship between temperature and phase change.
Social Studies
The fifth grade social studies curriculum is a chronological study of early American history through the adoption of the United States’ Bill of Rights. By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore interactions among American Indians, Africans, and Europeans in North America. Students also examine how these interactions affected colonization and settlement. They explore how the geography of North America influenced daily life and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain influenced the decision to declare independence. Within the historical study, emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary issues facing the nation.
Social Studies Standards
Building upon the geography, civics and government, and economics concepts of the United States mastered in 4th grade and historical inquiry from earlier grades, 5th graders participate in a more discipline-centered approach concentrating on the early history of the United States. In each of the following areas,
Beginnings to 1620
- Describe the life of peoples living in North America before European exploration.
- Identify the causes and consequences of European exploration and colonization.
- Describe the lives of peoples living in western Africa prior to the 16th century.
- Describe the environmental, political, and cultural consequences of the interactions among European, African, and American Indian peoples in the late 15th through the 17th century.
European Struggle for Control of North America
- Compare the regional settlement patterns and describe significant developments in Southern, New England, and the mid-Atlantic colonies.
- Analyze the development of the slave system in the Americas and its impact upon the lives of Africans.
- Distinguish among and explain the reasons for regional differences in colonial America.
Causes of the American Revolution
- Identify the major political, economic, and ideological reasons for the American Revolution.
- Explain the multi-faceted nature of the American Revolution and its consequences.
- Explain some of the challenges faced by the new nation under the Articles of Confederation, and analyze the development of the Constitution as a new plan for governing.
Public Discourse/Decision Making/Citizen Involvement
- Identify contemporary public policy issues facing citizens in the United States.
- Use graphic data and other sources to analyze information about a contemporary public policy issue in the United States and compose a short essay justifying the position with a reasoned argument.
- Participate in projects to help or inform others.
Music
Students will continue to develop musical reading skills while playing the recorder, keyboard, and xylophone. They will learn American musical styles including blues and jazz. The students will practice melodic and rhythmic dictation. Twentieth Century composers and compositional techniques will be studied.
Music Standards
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Sing, alone and with others, a varied repertoire of music.
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Perform on instruments, alone and with others, a varied repertoire of music.
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Improvise melodies, variations and accompaniments.
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Compose and arrange music within specified guidelines.
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Read and notate music.
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Listen, analyze and describe music.
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Evaluate music and music performances.
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Understand relationships between the other arts and disciplines outside the arts.
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Understand music in relation to history and culture
Art
The kindergarten through fifth grade art curriculum revolves around six main units of study that spiral through the elementary grades. Students explore, examine, experiment and create artwork based on the elements of form, line, shape, space, texture, and value. Students are also exposed to the Principles of Design as they apply to each unit, incorporating balance, movement, rhythm, contrast, emphasis, pattern, and unity. Multiculturalism through art and art history are integral parts of each lesson as presented. The art curriculum also enhances students' self-esteem and provides them with a creative outlet to express themselves. Art technology develops creative problem-solving skills that prepare our students for a future society.
Art Standards
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Performing: All students will apply skills and knowledge to perform in the arts.
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Creating: All students will apply skills and knowledge to create in the arts.
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Analyzing in Context: All students will analyze, describe and evaluate works of art.
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Arts in Context: All students will understand, analyze and describe the arts in their historical, social and cultural contexts.
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Connecting to other Arts, other Disciplines and Life: All students will recognize, analyze and describe connections among the arts; between the arts and other disciplines; between the arts and everyday life.
Physical Education
Students will:
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Develop a positive self-image.
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Be able to function as responsible citizens.
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Develop skills in critical thinking and decision making.
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Develop physical skills.
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Develop personal fitness.
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Develop knowledge and understanding of basic mechanical principles.
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Develop knowledge and understanding of factors that may inhibit, enhance or modify participation.
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Develop good safety habits.
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Develop an understanding of the rules, concepts and strategies of games and contests.
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Be able to perform movement patterns.
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Develop interest and skill toward lifetime and leisure activities.
Library Media
The purpose of the school library media program is to create a foundation of literacy for all students through teaching the skills to find and use information effectively and ethically, fostering a love of literature and creating a culture that values critical thinking skills. These abilities are used authentically with a deep integration of media skills into classroom curriculum through collaboration.
Technology Skills
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Creating and Conveying Original Ideas through Technology Tools
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Digital Citizenship/Leadership
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Keyboard Awareness/Keyboarding Skills
Literacy Skills
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Authors in April (year-long author study and visit)
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Genre Studies
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Print and Digital Text Characteristics
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Strategies of Authors and Illustrators as Mentors to Students
Research Skills
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Print and Electronic Research Methods
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Citation of Sources
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Electronic Databases
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Choosing Online Web Resources
Library Skills
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Treatment of Resources, Ideas and Individuals
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Organization of an Academic Library
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Locating and Circulating Books/Online Resources for Recreational and Informational Needs
Rochester Community Schools utilizes Atlas Rubicon for our K-12 district curriculum. This system allows students, parents and educators to easily view the curriculum expectations of each grade level and subject in the core content areas. To view the scope and sequence of our curriculum, please visit Atlas Rubicon.
PA 360
In October 2016, Public Act 306 (Third Grade Reading Law) was signed into law. The law has many aspects that are geared toward achieving literacy success for students in grades K-3. The major component of the law requires that 3rd grade students who do not pass the State of Michigan Reading Assessment beginning in the spring of 2020 are retained (held back from going on to 4th grade the following year). Parents should note that there are several "good cause exemptions" that would allow students to proceed to fourth grade. Other components of the law were implemented beginning the 2017-18 school year. All students in grades K-3 must be assessed, using Michigan Department of Education (MDE) approved diagnostics. Based on these assessments, students in grades K-3 who have identified "reading deficiencies" are to be placed on Individual Reading Improvement Plans (IRIP).