Grade Level Reporting Standards by Quarter


Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

The Virginia Standards of Learning (SOLs) are extensive documents describing what skills teachers are expected to ensure students have acquired at each grade level. SOLs are established by the Commonwealth of Virginia Department of Education, and include accompanying curriculum frameworks, instructional examples and resources for professional educators (“scopes and sequences”), and associated materials for school leaders, instructional coaches, and student support personnel.

All of the SOLs for each grade level are taught to all students at that grade level every year.

Because many of the SOLs are embedded throughout the curriculum and school year, and many are so granular that they can be overwhelming to read, the Arlington Public Schools Department of Teaching and Learning selects a core group of the most salient SOLs to include in quarterly Standards-Based Progress Reports. Again, all students are instructed in all SOLs and their related skills, and all students’ skill mastery and achievement is evaluated and monitored throughout the year using a broad constellation of diagnostic methods.

Families will see the core Reporting Standards, selected by the Arlington Public Schools Department of Teaching and Learning, on each quarterly Standards-Based Progress Report. To assist in ensuring families know what to expect on each quarterly report, the APS Reporting Standards are described on these pages.

If you have questions about the APS Reporting Standards and how they are selected, please contact the APS Department of Teaching and Learning.


Kindergarten

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.1h Follow one- and two-step directions. K.3c Blend and segment multisyllabic words at the syllable level.
K.3a Begin to discriminate between spoken sentences, words, and syllables. K.3d Blend and segment one-syllable words into phonemes including onset and rime.
K.3b Identify and produce words that rhyme. K.3f Blend sounds to make one-syllable words.
K.3e Identify words according to shared beginning and/or ending sounds. K.3g Segment one-syllable words into individual phonemes.
K.4b Identify the front cover, back cover, and title page of a book. K.4e Match voice with print.
K.4e Match voice with print. K.6a Identify and name the capital and lowercase letters of the alphabet.
K.5d Read his/her name and commonly used high-frequency words. K.6b Match consonant, short vowel, and initial consonant digraph sounds to appropriate letters.
K.8a Identify the role of an author and an illustrator. K.6c Demonstrate a speech-to-print match through accurate finger-point reading in familiar text that includes words with more than one syllable.
K.10a Print capital and lowercase letters of the alphabet independently. K.6e Identify final consonant sounds in one-syllable words.
K.10b Print his/her first and last names. K.8c Use pictures to make predictions.
K.11b Use prewriting activities to generate ideas including drawing pictures. K.8e Use story elements of characters, settings, and events to retell stories sequentially using beginning, middle, and end.
K.11c Use letters to phonetically spell words that describe pictures or experiences. K.9c Ask and answer questions about what is read.
K.11d Write left to right and top to bottom. K.10a Print capital and lowercase letters of the alphabet independently.
K.11b Use prewriting activities to generate ideas including drawing pictures.
K.11c Use letters to phonetically spell words that describe pictures or experiences.
K.11e Compose simple sentences.
K.11f Begin each sentence with a capital letter and use ending punctuation.
K.11g Share writing with others.
K.12a Generate topics of interest.
K.12b Generate questions to gather information.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.1a Tell how many are in a given set of 20 or fewer objects by counting orally. K.2a Compare and describe one set as having more, fewer, or the same number of objects as the other set(s).
K.1b Read, write, and represent numbers from 0 through 20. K.2b Compare and order sets from least to greatest and greatest to least.
K.3b Count backward orally by ones when given any number between 1 and 10;. K.3a Count forward orally by ones from 0 to 100;.
K.4a Recognize and describe with fluency part-whole relationships for numbers up to 5. K.3d Count forward by tens to determine the total number of objects to 100.
K.10a Identify and describe plane figures (circle, triangle, square, and rectangle);. K.5 Investigate fractions by representing and solving practical problems involving equal sharing with two sharers.
K.10b Compare the size (smaller, larger) and shape of plane figures (circle, triangle, square, and rectangle). K.6 Model and solve single-step story and picture problems with sums to 10 and differences within 10, using concrete objects.
K.10c Describe the location of one object relative to another (above, below, next to) and identify representations of plane figures (circle, triangle, square, and rectangle) regardless of their positions and orientations in space. K.7 Recognize the attributes of a penny, nickel, dime, and quarter and identify the number of pennies equivalent to a nickel, a dime, and a quarter.
K.12 Sort and classify objects according to one attribute. K.8 Investigate the passage of time by reading and interpreting a calendar.
K.13 Identify, describe, extend, create, and transfer repeating patterns. K.9 Compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter).
K.11a Collect, organize, and represent data.
K.11b Read and interpret data in object graphs, picture graphs, and tables.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.1b Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by using basic map skills to support an understanding of the community;. K.1a Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by viewing artifacts and primary and secondary sources to develop an understanding of history;.
K.1c Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by gathering and classifying information, sequencing events, and separating fact from fiction to improve understanding of the community;. K.1e Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by comparing and contrasting people, places, or events;.
K.1d Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by asking appropriate questions to solve a problem;. K.1f Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by recognizing direct cause-and-effect relationships;.
K.1i Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by practicing good citizenship skills while collaborating, compromising, and participating in classroom activities. K.1g Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by making connections between past and present;.
K.4 Describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front. K.1h Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by using a decision-making model to make informed decisions;.
K.5 Use simple maps and globes. K.1j Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by developing fluency in content vocabulary and comprehension of oral, written, and visual sources.
K.6 Develop an awareness of maps and globes. K.2 Recognize that history describes events and people from other times and places.
K.7 Describe how the location, climate, and physical surroundings of a community affect the way people live, including their food, clothing, shelter, transportation, and recreation. K.3 Sequence events in the past and present and begin to recognize that things change over time.
K.10a Demonstrate that being a good citizen involves taking turns and sharing;. K.8 Match simple descriptions of work that people do with the names of those jobs.
K.10b Demonstrate that being a good citizen involves taking responsibility for certain classroom chores;. K.9a Recognize that people make choices because they cannot have everything they want.
K.10c Demonstrate that being a good citizen involves taking care of personal belongings and respecting what belongs to others;. K.9b Explain that people work to earn money to buy the things they want.
K.10d Demonstrate that being a good citizen involves following rules and understanding the consequence of breaking rules;.
K.10e Demonstrate that being a good citizen involves practicing honesty, self-control, and kindness to others;.
K.10f Demonstrate that being a good citizen involves participating in decision making in the classroom.
K.10g Demonstrate that being a good citizen involves participating successfully in group settings.
K.11a Develop an understanding of how communities express patriotism through events and symbols by recognizing the American flag;.
K.11b Develop an understanding of how communities express patriotism through events and symbols by recognizing the Pledge of Allegiance;.
K.11c Develop an understanding of how communities express patriotism through events and symbols by knowing that the president is the leader of the United States.
K.11d Develop an understanding of how communities express patriotism through events and symbols by recognizing the holidays and the people associated with the holidays Thanksgiving Day; Martin Luther King, Jr. , Day; George Washington Day (Presidents’ Day.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.3 Investigate and understand that physical properties of an object can be described. K.2a Investigate and understand that pushes and pulls can cause an object to move.
K.4a Investigate and understand that water has many uses. K.2b Investigate and understand that pushes and pulls can change the direction of an object.
K.4b Investigate and understand that water can be found in many places. K.2c Investigate and understand that changes in motion are related to the strength of the push or pull.
K.4c Investigate and understand that water occurs in different phases. K.6a Investigate and understand that all things can be classified as living or nonliving.
K.4d Investigate and understand that water flows downhill. K.6b Investigate and understand that living organisms have certain characteristics that distinguish them from nonliving objects.
K.5a The students will investigate and understand that the five basic senses correspond to specific human body structures. K.7a Investigate and understand that living things need adequate food, water, shelter, air, and space to survive.
K.5b The students will investigate and understand that senses are used in our daily lives. K.7b Investigate and understand that plants and animals have life cycles.
K.9a Investigate and understand daily weather. K.7c Investigate and understand that offspring of plants and animals are similar but not identical to their parents or to one another.
K.9b Investigate and understand seasonal changes. K.8a Investigate and understand that the sun provides light and warms Earth’s surface.
K.9c Investigate and understand day and night. K.8b Investigate and understand that shadows can be produced when sunlight or artificial light is blocked by an object.
K.10c Investigate and understand that changes can be observed and measured. K.8c Investigate and understand that objects in shadows and objects in sunlight have different temperatures.
K.10d Investigate and understand that changes may be fast or slow. K.10a Investigate and understand that natural and human-made things change over time.
K.10b Investigate and understand that living and nonliving things change over time.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.3 Sing a variety of songs of limited range alone and with others. K.3 Sing a variety of songs of limited range alone and with others. K.3 Sing a variety of songs of limited range alone and with others. K.1 Read music, including high and low pitches and rhythms represented by traditional or nontraditional notations.
K.5 Perform rhythmic patterns that include sounds and silences, using instruments, body percussion, and voice. K.3 Sing a variety of songs of limited range alone and with others.
K.7 Respond to music with movement. K.5 Perform rhythmic patterns that include sounds and silences, using instruments, body percussion, and voice.
K.10 Participate in music activities that involve sharing, taking turns, and other behaviors that demonstrate good citizenship. K.7 Respond to music with movement.
K.10 Participate in music activities that involve sharing, taking turns, and other behaviors that demonstrate good citizenship.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
K.1a Demonstrate and differentiate between walking, running, hopping, galloping, and jumping. K.1c Demonstrate approaching-mature form (at least two critical elements: which are small, isolated parts of the whole skill or movement) used in stationary manipulative skills for tossing and throwing underhand to targets, bounce and catch, toss and catch, kicking stationary ball to target, striking stationary object with paddle, dribbling, rolling ball underhand to target, trapping and volleying with hand.
K.1c Demonstrate approaching-mature form (at least two critical elements: which are small, isolated parts of the whole skill or movement) used in stationary manipulative skills for tossing and throwing underhand to targets, bounce and catch, toss and catch, kicking stationary ball to target, striking stationary object with paddle, dribbling, rolling ball underhand to target, trapping and volleying with hand. K.1j Demonstrate jumping over a stationary rope and a self-turn single jump.
K.1f Demonstrate moving forward, sideways, and in side-to-side directions. K.3a Explain that physical activity helps the body grow.
K.2a Explain that the body has muscles and bones that help the body move. K.4b Demonstrate general and personal space.
K.2c Explain that moving faster makes the heart beat faster.
K.4a Demonstrate cooperative and safe play.
K.5c Explain that fruits and vegetables help the body keep moving.

 


Grade 1

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.2c Participate in a variety of oral language activities, including choral speaking and recitation. 1.1e Participate in collaborative and partner discussions about various texts and topics. 1.1g Ask and respond to questions to seek help, get information, or clarify information. 1.1e Participate in collaborative and partner discussions about various texts and topics.
1.3c Blend sounds to make one-syllable words. 1.5b Use two-letter consonant blends to decode and spell one-syllable words. 1.5f Use word patterns to decode unfamiliar words. 1.5h Read and spell commonly used sight words.
1.3d Segment one-syllable words into individual phonemes. 1.5c Use consonant digraphs to decode and spell one-syllable words. 1.5h Read and spell commonly used sight words. 1.6e Reread and self-correct.
1.9a Comprehend a variety of fictional texts by previewing the selection. 1.5d Use short vowel sounds to decode and spell one-syllable words. 1.7b Develop vocabulary by listening to and reading a variety of texts. 1.7a Discuss meanings of words in context.
1.9c Comprehend a variety of fictional texts by relating previous experiences to what is read. 1.5e Blend initial, medial, and final sounds to recognize and read words. 1.7d Use text clues such as words or pictures to discern meanings of unknown words. 1.9f Comprehend a variety of fictional texts by identifying characters, setting, and important events.
1.11a Form letters accurately. 1.6c Use information in the story to read words. 1.9d Comprehend a variety of fictional texts by making and confirming predictions. 1.9g Comprehend a variety of fictional texts by retelling stories and events, using beginning, middle, and end in a sequential order.
1.12b Use prewriting activities to generate ideas. 1.10d Read and comprehend a variety of nonfiction texts by identifying text features such as pictures, headings, charts, and captions. 1.9i Comprehend a variety of fictional texts by reading and rereading familiar stories and poems with fluency, accuracy, and meaningful expression. 1.12e Revise by adding descriptive words when writing about people, places, things, and events.
1.12c Focus on one topic. 1.10f Read and comprehend a variety of nonfiction texts by asking and answering who, what, where, when, why, and how questions about what is read. 1.10b Read and comprehend a variety of nonfiction texts by using prior and background knowledge as context for new learning. 1.13b Begin each sentence with a capital letter and use ending punctuation.
1.13a Use complete sentences. 1.13b Begin each sentence with a capital letter and use ending punctuation. 1.12d Organize writing to suit purpose. 1.13c Use correct spelling for commonly used sight words and phonetically regular words.
1.13c Use correct spelling for commonly used sight words and phonetically regular words. 1.12f Write to express an opinion and give a reason.
1.14b Generate questions to gather information. 1.13a Use complete sentences.
1.14d Find information from provided sources.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.1a Count forward orally by ones to 30, starting at any number between 0 and 30. 1.1a Count forward orally by ones to 75, starting at any number between 0 and 75. 1.1b Write the numerals 0 to 110 in sequence and out-of-sequence, up to 110. 1.1 Count forward orally by ones to 110, starting at any number between 0 and 110; write the numerals 0 to 110 in sequence and out-of-sequence; count backward orally by ones when given any number between 1 and 30; and count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. .
1.1b Write the numerals 0 to 30 in sequence and out-of-sequence. 1.1b Write the numerals 0 to 75 in sequence and out-of-sequence. 1.1d Count forward orally by ones, twos, fives, and tens to determine the total number of objects to 110. 1.9a Investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks.
1.1c Count backward orally by ones when given any number between 1 and 30. 1.1d Count forward orally by ones, twos, fives, and tens to determine the total number of objects to 75. 1.2a Given up to 110 objects, group a collection into tens and ones and write the corresponding numeral. 1.9b Investigate the passage of time and read and interpret a calendar.
1.1d Count forward orally by ones, twos, fives, and tens to determine the total number of objects to 30. 1.2a Given up to 75 objects, group a collection into tens and ones and write the corresponding numeral. 1.4a Represent and solve practical problems involving equal sharing with two or four sharers. 1.12a Collect, organize, and represent various forms of data using tables, picture graphs, and object graphs.
1.2a Given up to 30 objects, group a collection into tens and ones and write the corresponding numeral. 1.6 Create and solve single-step story and picture problems using addition and subtraction within 20. 1.4b Represent and name fractions for halves and fourths, using models. 1.12b Read and interpret data displayed in tables, picture graphs, and object graphs, using the vocabulary more, less, fewer, greater than, less than,and equal to.
1.14 Identify, describe, extend, create, and transfer growing and repeating patterns.
1.15 Demonstrate an understanding of equality through the use of the equal symbol.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.1a Use artifacts and primary and secondary sources to develop an understanding of Virginia history. 1.1f Recognize direct cause-and-effect relationships. 1.1b Use basic map skills to support an understanding of Virginia history. 1.1a Use artifacts and primary and secondary sources to develop an understanding of Virginia history.
1.1b Use basic map skills to support an understanding of Virginia history. 1.1g Make connections between past and present. 1.1c Use and create graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of Virginia history. 1.1d Ask appropriate questions to solve a problem.
1.1c Use and create graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of Virginia history. 1.2a Demonstrate knowledge of the settlement of Virginia at Jamestown. 1.4a Describe the lives of people associated with major holidays: George Washington Day (Presidents’ Day). 1.1e Compare and contrast people, places, or events in Virginia history.
1.1d Ask appropriate questions to solve a problem. 1.2c Demonstrate knowledge of life in Virginia today, including food, clothing, shelter, transportation, and recreation. 1.4c Describe the lives of people associated with major holidays: Martin Luther King, Jr. , Day. 1.1h Use a decision-making model to make informed decisions.
1.1e Compare and contrast people, places, or events in Virginia history. 1.3 Describe the stories of influential people in the history of Virginia and their contributions to our Commonwealth (Powhatan, Pocahontas, Christopher Newport, Maggie L Walker, Arthur R. Ashe, Jr. ). 1.5 Develop map skills by recognizing basic map symbols, including references to land, water, cities, and roads; using cardinal directions on maps; identifying the shapes of the United States and Virginia on maps and globes; locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map; and constructing simple maps, including a title, map legend, and compass rose. 1.1j Develop fluency in content vocabulary and comprehension of oral, written, and visual sources.
1.1f Recognize direct cause-and-effect relationships. 1.12a Identify the Virginia flag, state capitol building, state bird, and state flower. 1.9 Recognize that people save money for the future to purchase goods and services.
1.1i Practice good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities. 1.12b Describe why people have symbols and traditions.
1.13a Understand the people of Virginia have state and local government officials who are elected by voters.
1.13c Understand the people of Virginia include people who have diverse ethnic origins, customs, and traditions and are united as Americans by common principles.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.7a Investigate and understand that changes in temperature, light, and precipitation occur over time. 1.3a Investigate and understand that objects are made of one or more materials with different physical properties and can be used for a variety of purposes. 1.4a Investigate and understand that plants need nutrients, air, water, light, and a place to grow. 1.2a Investigate and understand that objects may have straight, circular, spinning, and back-and-forth motions.
1.7b Investigate and understand that there are relationships between daily weather and the season. 1.3b Investigate and understand that when a material is changed in size most physical properties remain the same. 1.4b Investigate and understand that structures of plants perform specific functions. 1.2b Investigate and understand that objects may vibrate and produce sound.
1.7c Investigate and understand that changes in temperature, light, and precipitation affect plants and animals, including humans. 1.3c Investigate and understand that the type and amount of material determine how much light can pass through an object. 1.4c Investigate and understand that plants can be classified based on a variety of characteristics. 1.8a Investigate and understand that most natural resources are limited.
1.6a Investigate and understand that the sun is the source of energy and light that warms the Earth’s land, air, and water. 1.5a Investigate and understand that animals need air, food, water, shelter, and space (habitat). 1.8b Investigate and understand that human actions can affect the availability of natural resources.
1.6b Investigate and understand that the sun’s relative position changes in the Earth’s sky throughout the day. 1.5b Investigate and understand that animals have different physical characteristics that perform specific functions. 1.8c Investigate and understand that reducing, reusing, and recycling are ways to conserve natural resources.
1.5c Investigate and understand that animals can be classified based on a variety of characteristics.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.3 Sing a variety of songs alone and with others. 1.3 Sing a variety of songs alone and with others. 1.1 Read and notate music. 1.1 Read and notate music.
1.5 Perform rhythmic patterns that include quarter notes, paired eighth notes, and quarter rests, using instruments, body percussion, and voice. 1.8 Respond to music with movement. 1.3 Sing a variety of songs alone and with others. 1.3 Sing a variety of songs alone and with others.
1.15 Demonstrate manners and teamwork that contribute to success in the music classroom. 1.15 Demonstrate manners and teamwork that contribute to success in the music classroom. 1.15 Demonstrate manners and teamwork that contribute to success in the music classroom. 1.5 Perform rhythmic patterns that include quarter notes, paired eighth notes, and quarter rests, using instruments, body percussion, and voice.
1.15 Demonstrate manners and teamwork that contribute to success in the music classroom.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.1c Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills. 1.1c Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills. 1.1c Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills. 1.1c Demonstrate approaching mature forms (at least two critical elements) for use in manipulative skills.
1.1d Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving. 1.1d Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving. 1.1d Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving. 1.1d Demonstrate at least two critical elements for the manipulative skills of catching, throwing underhand, striking, dribbling, and kicking, while moving.
1.1k Demonstrate fast, slow, and moderate speed movements. 1.2e Demonstrate appropriate use of personal and general space. 1.1l Demonstrate consecutive jumps (more than one) with a self-turn rope. 1.1j Demonstrate straight, curving, and zigzagging pathways.
1.4b Demonstrate safety rules for activity. 1.4a Work cooperatively, and demonstrate safe equipment use with peers. 1.2c Describe how the heart and lungs work together to keep the body moving. 1.4a Work cooperatively, and demonstrate safe equipment use with peers.
1.3b Identify one activity that increases heart and breathing rates to make the heart stronger. 1.4b Demonstrate safety rules for activity.
1.5a Name the food groups as identified by the U. S. Department of Agriculture (USDA).

World Language

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
1.1 Know how to greet, introduce and talk about themselves in response to simple prompts. 1.1 Know how to greet, introduce and talk about themselves in response to simple prompts.
1.2 Identify body parts and describe themselves using simple adjectives of size, color and personal attributes using the verbs tener and ser. 1.2 Identify body parts and describe themselves using simple adjectives of size, color and personal attributes using the verbs tener and ser.
1.3 Express their own preferences using likes and dislikes. 1.3 Express their own preferences using likes and dislikes.
1.4 Understand and recognize basic classroom objects using colors and numbers using the verb haber. 1.4 Understand and recognize basic classroom objects using colors and numbers using the verb haber.
1.5 Express what they have and what they want using the verbs tener and querer. 1.5 Express what they have and what they want using the verbs tener and querer.
1.6 Respond to either/or questions about where/when/how they go somewhere, using familiar vocabulary and the verb ir. 1.6 Respond to either/or questions about where/when/how they go somewhere, using familiar vocabulary and the verb ir.
1.7 The students will know basic information from Spanish-speaking countries about customs and traditions in context. 1.7 The students will know basic information from Spanish-speaking countries about customs and traditions in context.

Grade 2

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.3c Segment one-syllable words into phonemes. 2.3e Blend and segment multisyllabic words at the syllable level. 2.1h Ask and answer questions to seek help, get information, or clarify information. 2.1a Listen actively and speak using appropriate discussion rules.
2.3d Add or delete phonemes to make words. 2.6d Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts. 2.4a Use knowledge of consonants, consonant blends, and consonant digraphs to decode and spell words/. 2.7a Make and confirm predictions.
2.4d Apply decoding strategies to confirm or correct while reading. 2.6e Use word-reference materials including dictionaries, glossaries and indices. 2.4b Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words. 2.7c Ask and answer questions using text for support.
2.7f Identify theme. 2.8e Ask and answer questions using the text as support. 2.7b Connect previous experience to new texts. 2.7d Describe characters, setting, and plot events in fiction and poetry.
2.7g Summarize stories and events with a beginning, middle and end in the correct sequence. 2.8f Identify the main idea. 2.7d Describe characters, setting, and plot events in fiction and poetry. 2.7e Identify the conflict and resolution.
2.8d Set a purpose for reading. 2.8g Draw conclusions based on the text. 2.7i Read and reread familiar stories and poems with fluency, accuracy, and meaningful expression. 2.7f Identify theme.
2.10a Understand writing as a process. 2.8h Read and reread familiar texts with fluency, accuracy, and meaningful expression. 2.10c Use prewriting strategies to generate ideas before writing. 2.7g Summarize stories and events with a beginning, middle and end in the correct sequence.
2.10c Use prewriting strategies to generate ideas before writing. 2.10b Identify audience and purpose. 2.10h Expand writing to include descriptive detail. 2.8a Preview the selection using text features including table of contents, headings, pictures, captions, and maps.
2.10e Organize writing to include a beginning, middle, and end. 2.10d Use strategies for organization according to the type of writing. 2.10i Revise writing for clarity. 2.8f Identify the main idea.
2.10i Revise writing for clarity. 2.10f Write facts about a subject to support a main idea. 2.11b Use and punctuate declarative, interrogative, and exclamatory sentences. 2.10b Identify audience and purpose.
2.11b Use and punctuate declarative, interrogative, and exclamatory sentences. 2.10g Write to express an opinion and provide a reason for support. 2.11e Use apostrophes in contractions and possessives. 2.10d Use strategies for organization according to the type of writing.
2.11h Use correct spelling for commonly used sight words, including compound words and regular plurals. 2.11c Capitalize all proper nouns and the word I. 2.11h Use correct spelling for commonly used sight words, including compound words and regular plurals. 2.10f Write facts about a subject to support a main idea.
2.11i Use commas in salutation and closing of a letter. 2.11k Use adjectives correctly. 2.10h Expand writing to include descriptive detail.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.1a Read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. 2.1d Round two-digit numbers to the nearest ten. 2.4a Name and write fractions represented by a set, region, or length model for halves, fourths, eighths, thirds, and sixths. 2.7a Count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2. 00 or less.
2.1c Compare and order whole numbers between 0 and 999. 2.2a Count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10. 2.4b Represent fractional parts with models and with symbols. 2.7b Use the cent symbol, dollar symbol, and decimal point to write a value of money.
2.5a Recognize and use the relationships between addition and subtraction to solve single-step practical problems, with whole numbers to 20. 2.2b Count backward by tens from 120. 2.4c Compare the unit fractions for halves, fourths, eighths, thirds, and sixths, with models. 2.8a Estimate and measure length to the nearest inch.
2.5b Demonstrate fluency with addition and subtraction within 20. 2.13 Identify, describe, compare, and contrast plane and solid figures (circles/spheres, squares/cubes, and rectangles/rectangular prisms. 2.6b Determine sums and differences, using various methods. 2.9 Ell time and write time to the nearest five minutes, using analog and digital clocks.
2.17 Demonstrate an understanding of equality through the use of the equal symbol and the use of the not equal. 2.16 Identify, describe, create, extend, and transfer patterns found in objects, pictures, and numbers. 2.6c Create and solve single-step and two-step practical problems involving addition and subtraction. 2.15b Read and interpret data represented in pictographs and bar graphs.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.1 Explain that scarcity (limited resources requires people to make choices about producing and consuming goods and services. 2.1b Using basic map skills to locate places on maps and globes to support an understanding of American history. 2.1d Asking appropriate questions to solve a problem. 2.1e Comparing and contrasting people, places, or events in American history.
2.1a Identifying artifacts and primary and secondary sources to understand events in American history;. 2.1f Recognizing direct cause-and-effect relationships. 2.1g Making connections between past and present. 2.1j Defending positions orally and in writing, using content vocabulary.
2.1c Using and creating graphs, diagrams, and pictures to determine characteristics of people, places, or events to support an understanding of American history. 2.1h Using a decision-making model to make informed decisions. 2.3a Compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands. 2.2 Demonstrate knowledge of the United States by describing important developments and innovations in United States history, including developments and innovations related to communication and transportation.
2.1i Practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities. 2.6a Develop map skills by using globes and maps of the world and the United States to locate – the seven continents and five oceans. 2.3b Compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Lakota of the Plains. 2.4a Contributions of selected individuals changed the lives of Americans, with emphasis on: Christopher Columbus.
2.8 Escribe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). 2.6b Develop map skills by using globes and maps of the world and the United States to locate – the equator, the Prime Meridian, and the four hemispheres. 2.3c Compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Pueblo peoples of the Southwest. 2.4b Contributions of selected individuals changed the lives of Americans, with emphasis on: Benjamin Franklin.
2.9 Distinguish between the use of barter and the use of money in exchange for goods and services. 2.6c Develop map skills by using globes and maps of the world and the United States to locate – major rivers, mountain ranges, lakes, and other physical features in the United States. 2.7a Locate and describe the relationship between the environment and culture of – the Powhatan of the Eastern Woodlands. 2.4c Contributions of selected individuals changed the lives of Americans, with emphasis on: Abraham Lincoln.
2.13a Explaining the meaning behind symbols such as the American flag, bald eagle, Washington Monument, and Statue of Liberty. 2.7b Locate and describe the relationship between the environment and culture of – the Lakota of the Plains. 2.4d Contributions of selected individuals changed the lives of Americans, with emphasis on: George Washington Carver.
2.7c Locate and describe the relationship between the environment and culture of – the Pueblo Indians of the Southwest. 2.4e Contributions of selected individuals changed the lives of Americans, with emphasis on: Helen Keller.
2.4f Contributions of selected individuals changed the lives of Americans, with emphasis on: Thurgood Marshall.
2.4g Contributions of selected individuals changed the lives of Americans, with emphasis on: Rosa Parks.
2.4h Contributions of selected individuals changed the lives of Americans, with emphasis on: Jackie Robinson.
2.4i Contributions of selected individuals changed the lives of Americans, with emphasis on: Cesar Chavez.
2.4j Contributions of selected individuals changed the lives of Americans, with emphasis on: Martin Luther King, Jr.
2.5a Describe why United States citizens celebrate major holidays, including: Martin Luther King, Jr. , Day.
2.5b Describe why United States citizens celebrate major holidays, including: George Washington Day (Presidents’ Day.
2.5c Describe why United States citizens celebrate major holidays, including: Memorial Day.
2.5d Describe why United States citizens celebrate major holidays, including: Independence Day (Fourth of July.
2.5e Describe why United States citizens celebrate major holidays, including: Labor Day.
2.5f Describe why United States citizens celebrate major holidays, including: Columbus Day.
2.5g Describe why United States citizens celebrate major holidays, including: Veterans Day.
2.5h Describe why United States citizens celebrate major holidays, including: Thanksgiving Day.
2.12c Understand that the people of the United States of America are united as Americans by common principles.
2.12d Understand that the people of the United States of America have the individual rights to life, liberty, and the pursuit of happiness as well as equality under the law.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.1a Demonstrate an understanding of scientific and engineering practices by asking questions and defining problems. 2.1c Interpret, analyze, and evaluate data. 2.4a Investigate and understand that animals have life cycles. 2.1e Develop and use models.
2.1b Plan and carry out investigations. 2.1f Obtain, evaluate, and communicate information. 2.4b Investigate and understand that plants have life cycles. 2.7a Investigate and understand that weather and seasonal changes affect the growth and behavior of living things.
2.1d Construct and critique conclusions and explanations. 2.3a Investigate and understand that matter has mass and takes up space. 2.5a Investigate and understand that living things are part of a system. Plants and animals are interdependent with their living and nonliving surroundings. 2.7b Investigate and understand that wind and weather can change the land.
2.2a Investigate and understand that forces from direct contact can cause an object to move. 2.3b Investigate and understand that solids, liquids, and gases have different characteristics. 2.5b Investigate and understand that living things are part of a system. An animal’s habitat provides all of its basic needs. 2.7c Investigate and understand that changes can happen quickly or slowly over time.
2.2b Investigate and understand that some forces, including gravity and magnetism, can cause objects to move from a distance. 2.3c Investigate and understand that heating and cooling can change the phases of matter. 2.5c Investigate and understand that living things are part of a system. Habitats change over time due to many influences. 2.8a Investigate and understand that plants are important natural resources. The availability of plant products affects the development of a geographic area.
2.6a Investigate and understand that Different types of weather have specific characteristics. 2.8b Investigate and understand that plants are important natural resources. Plants provide oxygen, homes, and food for many animals. 2.8c Investigate and understand that plants are important natural resources. Plants can help reduce the impact of wind and water.
2.6b Investigate and understand that measuring, recording, and interpreting weather data allows for identification of weather patterns.
2.6c Investigate and understand that tracking weather allows us to prepare for the weather and storms.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.2 Sing a repertoire of songs alone and with others, including. 2.1 Read and notate music. 2.1 Read and notate music. 2.1 Read and notate music.
2.4 Perform rhythmic patterns that include half notes, half rests, whole notes, and whole rests. 2.2 Sing a repertoire of songs alone and with others, including. 2.2 Sing a repertoire of songs alone and with others, including. 2.2 Sing a repertoire of songs alone and with others, including.
2.5 Respond to music with movement. 2.12 Collaborate with others in a music performance and analyze what was successful and what could be improved. 2.4 Perform rhythmic patterns that include half notes, half rests, whole notes, and whole rests. 2.4 Perform rhythmic patterns that include half notes, half rests, whole notes, and whole rests.
2.12 Collaborate with others in a music performance and analyze what was successful and what could be improved. 2.5 Respond to music with movement. 2.5 Respond to music with movement.
2.12 Collaborate with others in a music performance and analyze what was successful and what could be improved. 2.12 Collaborate with others in a music performance and analyze what was successful and what could be improved.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.1a Demonstrate individually and with a partner the mature forms of manipulative skills for underhand throwing, catching underhand tossed or thrown ball, kicking/passing stationary ball to a partner or to a target, foot dribble with control while walking, striking, consecutive upward volleying with hand(s, and stationary hand dribbling. 2.1d Demonstrate mature form for hop, jump, leap, skip, run, jog, gallop, and slide. 2.1b Demonstrate a simple educational gymnastic sequence, including balance, roll, transfer of weight from feet to hands, and flight. 2.1a Demonstrate individually and with a partner the mature forms of manipulative skills for underhand throwing, catching underhand tossed or thrown ball, kicking/passing stationary ball to a partner or to a target, foot dribble with control while walking, striking, consecutive upward volleying with hand(s, and stationary hand dribbling.
2.1h Demonstrate approaching mature form (at least two critical elements for overhand throw, dribbling with dominant/preferred hand while walking, kicking moving ball, striking ball/object with short-handled implement upward and forward, striking/batting ball off tee, and jumping backward with self-turn rope. 2.2d Identify major muscles, to include quadriceps, biceps, abdominals, and heart. 2.1c Demonstrate moving to a rhythm by performing basic dance sequences (teacher- or student-led dances. 2.1h Demonstrate approaching mature form (at least two critical elements for overhand throw, dribbling with dominant/preferred hand while walking, kicking moving ball, striking ball/object with short-handled implement upward and forward, striking/batting ball off tee, and jumping backward with self-turn rope.
2.3c Describe flexibility as important for moving in many directions. 2.3a Describe muscular strength as important for lifting /moving heavy objects. 2.2c Explain that the brain sends a message to the body to move. 2.2f Identify major bones, to include skull, ribs, and spine.
2.4c Demonstrate cooperative skills, to include taking turns and sharing equipment. 2.3b Describe muscular endurance as important for moving throughout the day. 2.3d Describe cardiorespiratory endurance as important for maintaining a healthy heart. 2.4c Demonstrate cooperative skills, to include taking turns and sharing equipment.
2.5c Identify different hydration choices.

World Language

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
2.1 Know how to ask/respond to greetings, introductions and simple information about themselves. 2.1 Know how to ask/respond to greetings, introductions and simple information about themselves.
2.2 Identify body parts and describe themselves/someone else using simple adjectives of size, color and personal attributes using the verbs tener and ser. 2.2 Identify body parts and describe themselves/someone else using simple adjectives of size, color and personal attributes using the verbs tener and ser.
2.3 Express their own preferences in simple phrases using likes and dislikes using the verb gustar. 2.3 Express their own preferences in simple phrases using likes and dislikes using the verb gustar.
2.4 Identify and talk about objects from their surroundings using basic descriptive adjectives including colors and numbers using the verb haber. 2.4 Identify and talk about objects from their surroundings using basic descriptive adjectives including colors and numbers using the verb haber.
2.5 Know how to express what they have and what they want using the verbs tener and querer and use question words in context. 2.5 Know how to express what they have and what they want using the verbs tener and querer and use question words in context.
2.6 Tell where/when/how they go somewhere in a sentence, using the verb ir. 2.6 Tell where/when/how they go somewhere in a sentence, using the verb ir.
2.7 The students will know basic information from Spanish-speaking countries about customs and traditions in context. 2.7 The students will know basic information from Spanish-speaking countries about customs and traditions in context.

Grade 3

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.4c Apply meaning clues, language structure, and phonetic strategies to determine the meaning of new words. 3.4b Use knowledge of roots, affixes, synonyms, and antonyms to determine the meaning of new words. 3.4d Use context to clarify meaning of unfamiliar words. 3.4e Discuss meanings of words and develop vocabulary by listening to and reading a variety of texts.
3.5a Set a purpose for reading. 3.5d Compare and contrast settings, characters, and plot events. 3.4g Use word-reference resources including the glossary, dictionary, and thesaurus. 3.4f Use vocabulary from other content areas.
3.5c Make, confirm, and revise predictions. 3.5e Summarize plot events. 3.5c Make, confirm, and revise predictions. 3.5b Make connections between reading selections.
3.6g Identify the main idea. 3.5h Draw conclusions using the text for support. 3.6e Draw conclusions using the text for support. 3.5e Summarize plot events.
3.6h Identify supporting details. 3.5i Identify the conflict and resolution. 3.6f Summarize information found in nonfiction texts. 3.6d Ask and answer questions about what is read using the text for support.
3.8a Engage in writing as a process. 3.5j Identify the theme. 3.6g Identify the main idea. 3.6e Draw conclusions using the text for support.
3.8c Use a variety of prewriting strategies. 3.8i Write a well-developed paragraph focusing on the main idea. 3.6j Read with fluency, accuracy, and meaningful expression. 3.8f Elaborate writing by including supporting details.
3.8f Elaborate writing by including supporting details. 3.9d Use adjectives correctly. 3.8b Identify audience and purpose. 3.8g Use transition words to vary sentence structure.
3.9a Use complete sentences. 3.9f Use commas in a simple series. 3.8d Use organizational strategies to structure writing according to type. 3.8j Revise writing for clarity of content using specific vocabulary and information.
3.9i Use the articles a, an, and the correctly. 3.8e Write a clear topic sentence focusing on main idea. 3.9c Use past and present verb tense.
3.8h Express an opinion about a topic and provide fact-based reasons for support. 3.10a Construct questions about the topic.
3.9j Use correct spelling including irregular plurals. 3.10b Access appropriate resources.
3.10c Collect and organize information about the topic.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.1a Read, write, and identify the place and value of each digit in a three-digit whole number, with and without models. 3.1b Round whole numbers, 9,999 or less, to the nearest ten, hundred, and thousand. 3.4b Create and solve single-step practical problems that involve multiplication and division through 10 × 10. 3.4c Demonstrate fluency with multiplication facts of 0, 1, 2, 5, and 10.
3.1c Compare and order whole numbers, each 999 or less. 3.2a Name and write fractions and mixed numbers represented by a model. 3.4d Solve single-step practical problems involving multiplication of whole numbers, where one factor is 99 or less and the second factor is 5 or less. 3.8a Estimate and measure the distance around a polygon in order to determine its perimeter using U. S. Customary and metric units.
3.3b Create and solve single-step and multistep practical problems involving sums or differences of two whole numbers, each 9,999 or less. 3.2b Represent fractions and mixed numbers, with models and symbols. 3.5 Solve practical problems that involve addition and subtraction with proper fractions having like denominators of 12 or less. 3.8b Estimate and count the number of square units needed to cover a given surface in order to determine its area.
3.4a Represent multiplication and division through 10 × 10, using a variety of approaches and models. 3.2c Compare fractions having like and unlike denominators, using words and symbols (>, <, =, or ≠), with models. 3.12b Identify and name polygons with 10 or fewer sides. 3.14 Investigate and describe the concept of probability as a measurement of chance and list possible outcomes for a single event.
3.17 Create equations to represent equivalent mathematical relationships. 3.6c Make change from $5. 00 or less. 3.16 Identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. 3.17 Create equations to represent equivalent mathematical relationships.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.1i Practice good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities. 3.1 Identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). 3.1d Summarize points and evidence to answer a question. 3.1g Explain connections across time and place.
3.11a Explain the responsibilities of a good citizen, with emphasis on respecting and protecting the rights and property of others. 3.1a Identify artifacts and primary and secondary sources to understand events in world cultures. 3.1e Compare and contrast ideas and perspectives to better understand people or events in world cultures. 3.3 Explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports.
3.11b Explain the responsibilities of a good citizen, with emphasis on taking part in the voting process when making classroom decisions. 3.1b Use geographic information to support an understanding of world cultures. 3.1f Determine relationships with multiple causes or effects. 3.4 Describe the oral tradition (storytelling), government (kings), and economic development (trade) of the early West African empire of Mali.
3.11c Explain the responsibilities of a good citizen, with emphasis on describing actions that can improve the school and community. 3.1c Interpret charts, graphs, and pictures to determine characteristics of people, places, or events in world cultures. 3.1g Explain connections across time and place. 3.7 Describe how people in ancient world cultures adapted to their environment.
3.11d Explain the responsibilities of a good citizen, with emphasis on demonstrating self-discipline and self-reliance. 3.1h Use a decision-making model to make informed decisions. 3.1j Access a variety of media, including online resources. 3.8 Demonstrate an understanding of different cultures and the natural, human, and capital resources they used in the production of goods and services.
3.11e Explain the responsibilities of a good citizen, with emphasis on practicing honesty and trustworthiness. 3.5a Develop map skills and an understanding of change over time by locating major ancient world cultures on world maps at the beginning of their culture. 3.2 Explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language. 3.9 Recognize that because people and regions cannot produce everything they want, they specialize in what they do best and trade for the rest.
3.11f Explain the responsibilities of a good citizen, with emphasis on describing the purpose of rules. 3.5b Develop map skills and an understanding of change over time by locating major ancient world cultures on world maps during their period of greatest influence.
3.12a Recognize the importance of government in the community, Virginia, and the United States of America by explaining the purpose of laws. 3.5c Develop map skills and an understanding of change over time by locating major ancient world cultures on world maps today.
3.12b Recognize the importance of government in the community, Virginia, and the United States of America by explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken. 3.6a Develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of Africa.
3.12c Recognize the importance of government in the community, Virginia, and the United States of America by explaining that government protects the rights and property of individuals. 3.6b Develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of Asia.
3.13 Recognize that Americans are a people of diverse ethnic origins, customs, and traditions and are united by the basic principles of a republican form of government and respect for individual rights and freedoms. 3.6c Develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of Europe.
3.6d Develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of North America.
3.6e Develop map skills by using globes and maps to locate and describe major rivers, mountain ranges, and other geographic features of South America.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.5a Investigate and understand that ecosystems are made of living and nonliving components of the environment. 3.4a Investigate and understand that populations may adapt over time. 3.3a Investigate and understand that solids and liquids mix with water in different ways. 3.2a Investigate and understand that multiple forces may act on an object.
3.5b Investigate and understand that relationships exist among organisms in an ecosystem. 3.4b Investigate and understand that adaptations may be behavioral or physical. 3.3b Investigate and understand that many solids dissolve more easily in hot water than in cold water. 3.2b Investigate and understand that the net force on an object determines how an object moves.
3.8a Investigate and understand that human activity affects the quality of air, water, and habitats. 3.4c Investigate and understand that fossils provide evidence about the types of organisms that lived long ago as well as the nature of their environments. 3.6a Investigate and understand that soil, with its different components, is important to organisms. 3.2c Investigate and understand that simple machines increase or change the direction of a force.
3.7a Investigate and understand that there are many reservoirs of water on Earth. 3.6b Investigate and understand that soil provides support and nutrients necessary for plant growth. 3.2d Investigate and understand that machines have many applications.
3.7b Investigate and understand that the energy from the sun drives the water cycle. 3.7c Investigate and understand that the water cycle involves specific processes. 3.8b Investigate and understand that water is limited and needs to be conserved.
3.8c Investigate and understand that fire, flood, disease, and erosion affect ecosystems.
3.8d Investigate and understand that soil is a natural resource and should be conserved.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.1 Read and notate music. 3.2 Sing a varied repertoire of songs alone and with others, including. 3.1 Read and notate music. 3.1 Read and notate music.
3.2 Sing a varied repertoire of songs alone and with others, including. 3.3 Play a variety of pitched and nonpitched instruments alone and with others, including. 3.2 Sing a varied repertoire of songs alone and with others, including. 3.2 Sing a varied repertoire of songs alone and with others, including.
3.6 Respond to music with movement by. 3.13 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 3.3 Play a variety of pitched and nonpitched instruments alone and with others, including. 3.3 Play a variety of pitched and nonpitched instruments alone and with others, including.
3.13 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 3.6 Respond to music with movement by. 3.6 Respond to music with movement by.
3.13 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 3.13 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.1a Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation; jump/land horizontally (distance and vertically (height. 3.1a Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation; jump/land horizontally (distance and vertically (height. 3.1a Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation; jump/land horizontally (distance and vertically (height. 3.1a Demonstrate the critical elements for overhand throw and catch using a variety of objects; control, stop, and kick ball to stationary and moving partners/objects; dribble with dominant/preferred hand/foot; pass a ball to a moving partner; strike ball/object with short handled implement upward and forward; strike/bat ball off tee (correct grip, side to target, hip rotation; jump/land horizontally (distance and vertically (height.
3.2b Identify major muscles, to include hamstrings and triceps. 3.2d Identify major bones, to include femur, tibia, fibula, humerus, radius, and ulna. 3.1c Demonstrate simple dances in various formations. 3.4b Provide input into establishing and demonstrate implementation of rules and guidelines for appropriate behavior in physical activity settings.
3.3c Demonstrate one activity for each component of health-related fitness. 3.2c Describe the components and function of the cardiorespiratory system, to include heart, lungs, and blood vessels. 3.5d Identify the macronutrients (fat, protein, carbohydrates).
3.4e Provide appropriate feedback to a classmate. 3.3a Explain the health-related components of fitness (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition).
3.5c Identify healthy hydration choices and the amount of water needed for the body to function, using the formula one ounce of water per two pounds of body weight.

World Language

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
3.1 List qualities that are/ are not important in a friend using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar. 3.1 List qualities that are/ are not important in a friend using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar.
3.2 Identify people and jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar. 3.2 Identify people and jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar.
3.3 Describe themselves and other members of the community using the verbs ser, tener, and gustar. 3.3 Describe themselves and other members of the community using the verbs ser, tener, and gustar.
3.4 Express their preferred sports/activities, classes and interests (foods, animals, seasons, weather) using the verb gustar. 3.4 Express their preferred sports/activities, classes and interests (foods, animals, seasons, weather) using the verb gustar.
3.5 Identify what responsibilities they have as a family and community member using the verbs necesitar, ayudar, deber, and poder. 3.5 Identify what responsibilities they have as a family and community member using the verbs necesitar, ayudar, deber, and poder.
3.6 Know how to recognize places in the community using the verb ir. 3.6 Know how to recognize places in the community using the verb ir.

Grade 4

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.5c Summarize events in the plot. 4.5b Identify the theme(s). 4.4a Use context to clarify meanings of unfamiliar words. 4.4b Use knowledge of roots, affixes, synonyms, antonyms, and homophones to determine the meaning of new words.
4.5e Identify the narrator of a story. 4.5h Draw conclusions/make inferences about text using the text as support. 4.5e Identify the narrator of a story. 4.5a Describe how the choice of language, setting and character contributes to the development of the plot.
4.5f Identify the conflict and resolution. 4.6a Use text features such as type, headings, and graphics, to predict and categorize information. 4.5g Identifying sensory words. 4.5i Compare/contrast details in literary and informational nonfiction texts.
4.6b Explain the author’s purpose. 4.6c Identify the main idea. 4.6a Use text features such as type, headings, and graphics, to predict and categorize information. 4.5j Identify cause and effect relationships.
4.7a Engage in writing as a process. 4.6g Distinguish between fact and opinion. 4.7e Recognize different forms of writing have different patterns of organization. 4.7a Engage in writing as a process.
4.7d Use a variety of prewriting strategies. 4.7g Write a clear topic sentence focusing on the main idea. 4.8g Use correct spelling including common homophones. (1st and 4th quarters report card. 4.7i Elaborate writing by including details to support the purpose.
4.7i Elaborate writing by including details to support the purpose. 4.7h Write related paragraphs on the same topic. 4.8h Use singular possessives. 4.7l Utilize elements of style, including word choice and sentence variation.
4.7k Use transition words and prepositional phrases for sentence variety. 4.7j Express an opinion about a topic and provide fact-based reasons for support. 4.9a Construct questions about a topic. 4.8f Use quotation marks with dialogue.
4.8b Eliminate double negatives. 4.9b Collect and organize information from multiple resources.
4.8c Use noun-pronoun agreement.
4.8d Use commas in series, dates, and addresses.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.1a Read, write, and identify the place and value of each digit in a nine-digit whole number. 4.2b Represent equivalent fractions. 4.4c Estimate and determine quotients of whole numbers, with and without remainders. 4.7 Olve practical problems that involve determining perimeter and area in U. S. Customary and metric units.
4.1b Compare and order whole numbers expressed through millions. 4.2c Identify the division statement that represents a fraction, with models and in context. 4.4d Create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication and single step practical problems involving division with whole numbers. 4.8a Estimate and measure length and describe the result in U. S. Customary and metric units.
4.1c Round whole numbers expressed through millions to the nearest thousand, ten thousand, and hundred thousand. 4.3a Read, write, represent, and identify decimals expressed through thousandths. 4.5c Solve single-step practical problems involving addition and subtraction with fractions and mixed numbers. 4.8b Estimate and measure weight/mass and describe the result in U. S. Customary and metric units;.
4.16 Recognize and demonstrate the meaning of equality in an equation. 4.3b Round decimals to the nearest whole number. 4.6b Solve single-step and multistep practical problems involving addition and subtraction with decimals. 4.13c Create a model or practical problem to represent a given probability.
4.4b Estimate and determine sums, differences, and products of whole numbers. 4.15 Identify, describe, create, and extend patterns found in objects, pictures, numbers, and tables. 4.14c Compare two different representations of the same data (e. G. , a set of data displayed on a chart and a bar graph, a chart and a line graph, or a pictograph and a bar graph.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
VS.1a Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history. VS.1d Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by recognizing points of view and historical perspectives. VS.1c Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history. VS.1e Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by comparing and contrasting ideas and cultural perspectives in Virginia history.
VS.1b Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history. VS.1h Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by using a decision-making model to identify costs and benefits of a specific choice made. VS.1f Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by determining relationships with multiple causes or effects in Virginia history;. VS.1g Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by explaining connections across time and place.
VS.2a Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by locating Virginia and its bordering states on maps of the United States. VS.3b Demonstrate an understanding of the first permanent English settlement in America by describing the economic and geographic influences on the decision to settle at Jamestown. VS.6a Demonstrate an understanding of the role of Virginia in the establishment of the new American nation by explaining why George Washington is called the “Father of our Country” and James Madison is called the “Father of the Constitution”. VS.1j Demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by Investigating and researching to develop products orally and in writing.
VS.2b Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by locating and describing Virginia’s Coastal Plain (Tidewater, Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau. VS.3e Demonstrate an understanding of the first permanent English settlement in America by identifying the impact of the arrival of Africans and English women to the Jamestown settlement. VS.6b Demonstrate an understanding of the role of Virginia in the establishment of the new American nation by identifying the ideas of George Mason, as expressed in the Virginia Declaration of Rights,and Thomas Jefferson, as expressed in the Virginia Statute for Religious Freedom. VS.8a Demonstrate an understanding of the reconstruction of Virginia following the Civil War by identifying the effects of Reconstruction on life in Virginia.
VS.2c Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, the York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp. VS.3f Demonstrate an understanding of the first permanent English settlement in America by describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival. VS.6c Demonstrate an understanding of the role of Virginia in the establishment of the new American nation by explaining the influence of geography and technological advances on the migration of Virginians into other states and western territories in the first half of the 1800s. VS.8b Demonstrate an understanding of the reconstruction of Virginia following the Civil War by identifying the effects of segregation and “Jim Crow” on life in Virginia for American Indians, whites, and African Americans.
VS.2d Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by locating three American Indian language groups (the Algonquian, the Siouan, and Iroquoian) on a map of Virginia. VS.4b Demonstrate an understanding of life in the Virginia colony by describing how the culture of colonial Virginia reflected the origins of American Indians, European (English, Scots-Irish, German immigrants, and Africans. VS.7a Demonstrate an understanding of the issues that divided our nation and led to the Civil War by explaining the major events and the differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia. VS.9a Demonstrate an understanding of Virginia during the twentieth century and beyond by describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society.
VS.2e Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by describing how American Indians related to the climate and their environment to secure food, clothing, and shelter. VS.4d Demonstrate an understanding of life in the Virginia colony by describing how money, barter, and credit were used. VS.7b Demonstrate an understanding of the issues that divided our nation and led to the Civil War by describing Virginia’s role in the war, including identifying major battles that took place in Virginia. VS.9c Demonstrate an understanding of Virginia during the twentieth century and beyond by describing the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.
VS.2g Demonstrate an understanding of the relationship between physical geography and the lives of the native peoples, past and present, of Virginia by describing the lives of American Indians in Virginia today. VS.5b Demonstrate an understanding of the role of Virginia in the American Revolution by identifying the various roles of American Indians, whites, enslaved African Americans, and free African Americans in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, the Marquis de Lafayette, and James Lafayette. VS.7c Demonstrate an understanding of the issues that divided our nation and led to the Civil War by describing the roles of American Indians, whites, enslaved African Americans, and free African Americans. VS.10a Demonstrate an understanding of Virginia government, geography, and economics by identifying the three branches of Virginia government and the function of each.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.6a Investigate and understand weather phenomena. 4.2a Investigate and understand motion is described by an object’s direction and speed. 4.2d Investigate and understand moving objects have kinetic energy. 4.4a Investigate and understand the structures of typical plants and the function of each structure.
4.6b Investigate and understand weather measurements and meteorological tools. 4.2b Investigate and understand changes in motion are related to force and mass. 4.3a Investigate and understand conductors and insulators. 4.4b Investigate and understand processes and structures involved with plant reproduction.
4.6c Investigate and understand use of weather instruments and weather phenomena to make weather predictions. 4.2c Investigate and understand friction is a force that opposes motion. 4.3b Investigate and understand basic circuits. 4.4c Investigate and understand photosynthesis.
4.9a Investigate and understand watersheds and water resources. 4.7a Investigate and understand the planets in the solar system. 4.3c Investigate and understand static electricity. 4.4d Investigate and understand adaptations allow plants to satisfy life needs and respond to the environment.
4.9b Investigate and understand animals and plants. 4.7b Investigate and understand the order of the planets in the solar system. 4.3d Investigate and understand the ability of electrical energy to be transformed into light and motion, and to produce heat. 4.5a Investigate and understand plant and animal adaptations.
4.9c Investigate and understand minerals, rocks, ores, and energy sources. 4.7c Investigate and understand the relative sizes of the planets. 4.3e Investigate and understand simple electromagnets and magnetism. 4.5b Investigate and understand organization of populations, communities, and ecosystems and how they interrelate.
4.9d Investigate and understand forests, soil, and land. 4.8a Investigate and understand the motions of Earth, the moon, and the sun. 4.3f Investigate and understand historical contributions in understanding electricity. 4.5c Investigate and understand flow of energy through food webs.
4.8b Investigate and understand the causes for Earth’s seasons. 4.5d Investigate and understand habitats and niches.
4.8c Investigate and understand the causes for the phases of the moon. 4.5e Investigate and understand changes in an organism’s niche at various stages in its life cycle.
4.8d Investigate and understand the relative size, position, age and makeup of Earth, the moon, and the sun. 4.5f Investigate and understand influences of human activity on ecosystems.
4.8e Investigate and understand historical contributions in understanding the Earth-moon-sun system.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.1 Read and notate music, including. 4.1 Read and notate music, including. 4.1 Read and notate music, including. 4.1 Read and notate music, including.
4.2 Sing a varied repertoire of songs alone and with others, including. 4.2 Sing a varied repertoire of songs alone and with others, including. 4.2 Sing a varied repertoire of songs alone and with others, including. 4.2 Sing a varied repertoire of songs alone and with others, including.
4.5 Respond to music with movement. 4.3 Play a variety of pitched and nonpitched instruments alone and with others. 4.3 Play a variety of pitched and nonpitched instruments alone and with others. 4.3 Play a variety of pitched and nonpitched instruments alone and with others.
4.8 Demonstrate audience and participant behaviors appropriate for the purposes and settings in which music is performed. 4.5 Respond to music with movement. 4.5 Respond to music with movement. 4.5 Respond to music with movement.
4.8 Demonstrate audience and participant behaviors appropriate for the purposes and settings in which music is performed. 4.8 Demonstrate audience and participant behaviors appropriate for the purposes and settings in which music is performed. 4.8 Demonstrate audience and participant behaviors appropriate for the purposes and settings in which music is performed.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.1d Demonstrate the use of pacing, speed, and endurance in a variety of activities. 4.2b Identify major muscle groups, to include deltoid and gluteal. 4.1b Create and perform a partner dance sequence with an apparent beginning, middle, and end that integrates shapes, levels, pathways, and locomotor patterns. 4.4c Define etiquette and demonstrate appropriate etiquette and application of rules and procedures.
4.4c Define etiquette and demonstrate appropriate etiquette and application of rules and procedures. 4.2c Identify major components of the skeletal system, to include sternum, vertebrae, patella, and phalange. 4.1g Create and perform a jump-rope routine (self-turn or long rope. 4.4d Define integrity and describe the importance of integrity in a physical activity setting.
4.4d Define integrity and describe the importance of integrity in a physical activity setting. 4.3c Create a SMART (specific, measurable, attainable, realistic, timely goal for at least one health-related component of fitness to improve or maintain fitness level. 4.5a Identify the number of calories per gram of fats (9), proteins (4), and carbohydrates (4).
4.5b Explain the uses of salt and sugar and the harm of excessive salt and sugar intake.

World Language

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
4.1 Know how to describe orally and in writing why their friends are important to them using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar. 4.1 Know how to describe orally and in writing why their friends are important to them using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar.
4.2 Read/listen to short texts and respond to questions about people/jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar. 4.2 Read/listen to short texts and respond to questions about people/jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar.
4.3 Describe themselves and other members of the community, orally and in writing, using the verbs ser, tener, and gustar. 4.3 Describe themselves and other members of the community, orally and in writing, using the verbs ser, tener, and gustar.
4.4 Ask and answer simple questions about their peers’ preferences using the verbs gustar, ser, tener, querer, and poder. 4.4 Ask and answer simple questions about their peers’ preferences using the verbs gustar, ser, tener, querer, and poder.
4.5 Describe what responsibilities they have as a family and community member using short phrases that include the verbs necesitar, ayudar, deber, and poder. 4.5 Describe what responsibilities they have as a family and community member using short phrases that include the verbs necesitar, ayudar, deber, and poder.
4.6 Describe orally and in writing where people go in the community using the verb ir. 4.6 Describe orally and in writing where people go in the community using the verb ir.

Grade 5

Language Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.4a Use context to help me define unknown words or phrases. 5.4a Use context to help me define unknown words or phrases. 5.6d Summarize supporting details. 5.4d Identify an author’s use of figurative language.
5.5a Summarize plot events using details from text. 5.6a Use text features such as type, headings, and graphics, to predict and categorize information. 5.6g Locate information from the text to support opinions, inferences, and conclusions. 5.5b Discuss the impact of setting on plot development.
5.5d Identify theme(s). 5.6c Identify the main idea. 5.6i Differentiate between fact and opinion. 5.5c Describe character development.
5.5j Draw conclusions and make inferences with support from the text. 5.6e Identify organizational pattern(s). 5.7h Clearly state a position including supporting reasons and evidence to persuade the intended audience. 5.5e Explain the resolution of conflict(s).
5.7c Use a variety of prewriting strategies. 5.7d Introduce and develop a topic, incorporating evidence and supporting details. 5.7i Write multi-paragraph compositions. 5.5j Draw conclusions and make inferences with support from the text.
5.7f Recognize different forms of writing have different patterns of organization including story structure for narrative writing. 5.7i Write multi-paragraph compositions. 5.9b Collect and organize information from multiple resources. 5.7a Engage in writing as a process.
5.7i Write multi-paragraph compositions. 5.7k Vary sentence structure by using transition words and prepositional phrases. 5.9d Give credit to sources used in research. 5.7f Recognize different forms of writing have different patterns of organization including story structure for narrative writing.
5.8e Use quotation marks with dialogue. 5.8f Use commas to indicate interrupters, items in a series, and to indicate direct address. 5.7j Use precise and descriptive vocabulary to create tone and voice.
5.6j Compare and contrast details and ideas within and between texts. 5.8c Use interjections.

Mathematics

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.2a Represent and Identify equivalencies among fractions and decimals, with and without models. 5.5a Estimate and determine the product and quotient of two numbers involving decimals. 5.6a Solve single-step and multistep practical problems involving addition and subtraction with fractions and mixed numbers. 5.8a Solve practical problems that involve perimeter, area, and volume in standard units of measure.
5.3b Identify and describe the characteristics of even and odd numbers. 5.5b Create and solve single-step and multistep practical problems involving addition, subtraction, and multiplication of decimals, and create and solve single-step practical problems involving division of decimals. 5.6b Solve single-step practical problems involving multiplication of a whole number, limited to 12 or less, and a proper fraction, with models. 5.8b Differentiate among perimeter, area, and volume and Identify whether the application of the concept of perimeter, area, or volume is appropriate for a given situation.
5.4 Reate and Solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of whole numbers. 5.18 Identify, describe, create, express, and extend number patterns found in objects, pictures, numbers, and tables. 5.12 Classify and measure right, acute, obtuse, and straight angles. 5.15 Determine the probability of an outcome by constructing a sample space or using the Fundamental (Basic Counting Principle).
5.7 Simplify whole number numerical expressions using the order of operations. 5.19a Investigate and describe the concept of variable. 5.13a Classify triangles as right, acute, or obtuse and equilateral, scalene, or isosceles. 5.16c Compare data represented in a line plot with the same data represented in a stem-and-leaf plot.
5.19b Write an equation to Represent a given mathematical relationship, using a variable. 5.13b Investigate the sum of the interior angles in a triangle and Determine an unknown angle measure. 5.17a Describe mean, median, and mode as measures of center.

Social Studies

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.1a Analyze and interpreting artifacts and primary and secondary sources to understand events in ancient history. 5.1b Analyze and interpreting geographic information to determine patterns and trends in ancient history. 5.1c Interpret charts, graphs, and pictures to determine characteristics of people, places, or events in ancient history. 5.1d Use evidence to draw conclusions and make generalizations.
5.1i Identify the rights and responsibilities of citizenship and the ethical use of material or intellectual property. 5.1g Explain connections across time and place. 5.1f Determine relationships with multiple causes or effects in ancient history. 5.1e Compare and contrast historical, cultural, and political perspectives in ancient history.
5.2 Apply social science skills to understand the period from the Paleolithic Era to the agricultural revolution, also known as prehistory. 5.4 Apply social science skills to understand the development of civilization in Ancient Egyptian civilization. 5.1h Use a decision-making model to identify the costs and benefits of a specific choice made. 5.1j Investigate and research to develop products orally and in writing.
5.3 Apply social science skills to understand the development of civilization in the Fertile Crescent. 5.5 Apply social science skills to understand the development of civilization in Ancient Indian civilization. 5.6 Apply social science skills to understand the development of civilization in Ancient Chinese civilization. 5.8 Apply social science skills to understand the development of civilization in Ancient Roman civilization after the development of river valley civilizations.
5.7 Apply social science skills to understand the development of civilization in Ancient Greek civilization after the development of river valley civilizations. 5.9 Apply social science skills to understand the development of civilization in Ancient Mesoamerican civilizations.

Science

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.4a Investigate and understand distinguishing properties of each phase of matter. 5.2a Investigate and understand compression waves. 5.6a Investigate and understand geological characteristics. 5.5a Investigate and understand basic cell structures and functions.
5.4b Investigate and understand the effect of temperature on the phases of matter. 5.2b Investigate and understand vibration, compression, wavelength, frequency, amplitude. 5.6b Investigate and understand physical characteristics. 5.5b Investigate and understand classification of organisms using physical characteristics, body structures, and behavior or the organism.
5.4c Investigate and understand atoms and elements. 5.2c Investigate and understand the ability of different media (solids, liquids, and gases to transmit sound. 5.6c Investigate and understand ecological characteristics. 5.5c Investigate and understand traits of organisms that allow them to survive in their environment.
5.4d Investigate and understand molecules and compounds. 5.2d Investigate and understand uses and application of sound waves. 5.7a Investigate and understand identification of rock types.
5.4e Investigate and understand mixtures including solutions. 5.3a Investigate and understand transverse waves. 5.7b Investigate and understand the rock cycle and how transformations between rocks occur.
5.3b Investigate and understand the visible spectrum. 5.7c Investigate and understand Earth history and fossil evidence.
5.3c Investigate and understand opaque, transparent, and translucent.
5.3d Investigate and understand reflection of light from reflective surfaces.
5.3e Investigate and understand refraction of light through water and prisms.
5.7d Investigate and understand the basic structure of Earth’s interior.
5.7e Investigate and understand changes in Earth’s crust due to plate tectonics.
5.7f Investigate and understand weathering, erosion, and deposition.
5.7g Investigate and understand human impact.

Music

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.1 Read and notate music. 5.1 Read and notate music. 5.1 Read and notate music. 5.1 Read and notate music.
5.2 Sing a varied repertoire of songs alone and with others. 5.2 Sing a varied repertoire of songs alone and with others. 5.2 Sing a varied repertoire of songs alone and with others. 5.2 Sing a varied repertoire of songs alone and with others.
5.5 Respond to music with movement. 5.5 Respond to music with movement. 5.5 Respond to music with movement. 5.5 Respond to music with movement.
5.14 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 5.3 Play a variety of pitched and nonpitched instruments alone and with others. 5.3 Play a variety of pitched and nonpitched instruments alone and with others. 5.3 Play a variety of pitched and nonpitched instruments alone and with others.
5.14 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 5.14 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. 5.14 Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.

Visual Arts

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning. A.1 Creating The student will create works that convey an idea, a feeling, or a personal meaning.
A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space. A.2 Creating The student will use tools, materials, artistic conventions; and learning to ethically and safely care for tools, materials, and space.
A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art. A.3 Creating The student will describe and use steps of the art-making process, including brainstorming, preliminary sketching, and planning, to create works of art.
A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio. A.4 Creating The student will gain respect for their own work and the work of others as being an active participant in the art studio.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other. A.5 Presenting The student will develop and describe personal reasons for valuing works of art.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society. A.6 Presenting The student will use methods (including evolving technologies) when preparing and refining artwork for presentation (ex. display, portfolio- physical or digital).
A.7 Responding The student recognizes the difference between personal opinion and informed judgment when reflecting on, discussing, and responding to visual imagery.
A.8 Responding The student will reflect on one’s own art process and the artworks of others.
A.9 Connecting The student will Identify how history, culture, and the visual arts influence each other.
A.10 Connecting The student will interact as an artist with others in the art space, local arts organizations, and across the art field within the broader society.

Physical Education

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.1a Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in more complex and dynamic environments and modified sports activities, to include overhand and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive striking with a partner over a net or against a wall, and striking a ball while stationary and moving. 5.1a Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in more complex and dynamic environments and modified sports activities, to include overhand and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive striking with a partner over a net or against a wall, and striking a ball while stationary and moving. 5.1a Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in more complex and dynamic environments and modified sports activities, to include overhand and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive striking with a partner over a net or against a wall, and striking a ball while stationary and moving. 5.1a Demonstrate mature form in locomotor, non-locomotor, and manipulative skill combinations in more complex and dynamic environments and modified sports activities, to include overhand and underhand throw and catch, execution to a target, hand dribble, foot dribble, consecutive striking with a partner over a net or against a wall, and striking a ball while stationary and moving.
5.3e Calculate resting heart rate and calculate heart rate during a variety of activities. 5.3f Explain the relationship between heart rate and cardiorespiratory fitness. 5.1c Create and perform individual or group rhythm/dance sequences including American and international dances and a jump rope routine. 5.3a Identify methods for evaluating and improving personal fitness such as health-related criterion referenced tests, heart rate, body mass index.
5.4d Explain the importance of inclusion in physical activity settings. 5.2c Describe concepts of direction and force used to strike an object with purpose and accuracy. 5.4d Explain the importance of inclusion in physical activity settings.
5.3d Explain the FITT (frequency, intensity, time, and type principle. 5.5a Explain RDA (Recommended Dietary Allowance.
5.5c Explain the effect of portion size on RDA.
5.5e Evaluate components of food labels for a variety of foods, to include macronutrients, RDA, and portion size.

World Language

Quarter 1 Quarter 2 Quarter 3 Quarter 4
Std Code Standard Language Std Code Standard Language Std Code Standard Language Std Code Standard Language
5.1 Express what different friends know about them using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar. 5.1 Express what different friends know about them using the verbs estar, tener, ser, querer, poder, saber, gustar, and dar.
5.2 Read/listen to short texts and respond to questions about people/jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar. 5.2 Read/listen to short texts and respond to questions about people/jobs in their communities within and outside of their school using the verbs haber, ser, tener, gustar, and necesitar.
5.3 Describe themselves and other members of the community, orally and in writing, using the verbs ser, tener, and gustar. 5.3 Describe themselves and other members of the community, orally and in writing, using the verbs ser, tener, and gustar.
5.4 Express their preferred sports/activities, classes and interests (foods, animals, seasons, weather) using the verbs gustar, ser, tener, querer, and poder. 5.4 Express their preferred sports/activities, classes and interests (foods, animals, seasons, weather) using the verbs gustar, ser, tener, querer, and poder.
5.5 Describe what responsibilities they have as a family and community member using compound sentences that include the verbs necesitar, ayudar, deber, and poder. 5.5 Describe what responsibilities they have as a family and community member using compound sentences that include the verbs necesitar, ayudar, deber, and poder.
5.6 Ask and respond to questions about where a person is going using the verb ir. 5.6 Ask and respond to questions about where a person is going using the verb ir.