ISU Programme of Inquiry October 2015 - isumongolia.edu.mn_POI.pdf · ISU Programme of Inquiry October 2015 O15 Work with others to gather and record information R7 articulate new

ISU Programme of Inquiry October 2015

Unit 1 Unit 4 Unit 3 Unit 2 Unit Unit

Pre -kindergarten

Who we are An inquiry into the nature of the self; beliefs and values; personal,

physical, mental, social and spiritual health; human relationships including

families, friends, communities, and cultures; rights and responsibilities;

what it means to be human.

Where we are in place and time An inquiry into orientation in place

and time; personal histories; homes and journeys; the discoveries, explorations and migrations of

humankind; the relationships between and the interconnectedness of individuals and civilizations, from

local and global perspectives.

How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;

the ways in which we reflect on,

extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works. An inquiry into the natural world and its laws; the interaction between the

natural world (physical and biological) and human societies; how

humans use their understanding of scientific principles;

the impact of scientific and technological advances on society

and on the environment.

How we organize ourselves. An inquiry into the

interconnectedness of human-made systems and communities; the

structure and function of

organizations; societal decision-making; economic activities and their

impact on humankind and the environment.

Sharing the planet. An inquiry into rights and

responsibilities in the struggle to share finite resources with other

people and with other living things;

communities and the relationships within and between them; access to

equal opportunities; peace and conflict resolution.

Central idea

Everyday I learn about who I am and how I am changing

Where we live affects how we live We communicate in a variety of ways to help us engage and interact with each other

We use scientific principles to make changes

Lines of inquiry

What I look like

What I can do

How I have changed since I was a baby

How we use the environment in our daily lives

How we use culture in our daily lives

How culture and environment influence each other

Different forms of communication

Purpose of communication

Using perspective to interpret meaning

How we can change the

state of matter

How we use different states

of matter

How matter changes naturally

Standard Social Studies SS1Time, Continuity and Change SS5 Society and Identity SS 4 Culture SS 6 Government Math DH Data handling English S&L Speaking and listening V&P Viewing and presenting W Writing- Recount All about Me

What is important about me? Autobiography Letters to peers Rules for classroom Opinion (likes & dislikes) Book reviews Recipes

Social Studies SS1Time, Continuity and Change SS 2 Human systems SS 3 Geography Science ESS 6.4 Climate and Weather ESS1.4C The moon ESS2.4A Results of Weathering ESS3.4A Rocks and Minerals ESS5.4A Water Cycle English R Reading

W Writing- Recount Research (country) Factual slide show Description Venn Diagram Recipes Book reviews

English S&L Speaking and listening V&P Viewing and presenting W Writing- Recount Recipes PE Survey with buddies List of communication Book reviews

Science PS.1.4C: Describing properties PS 1.4D: Predictions about state PS 3.4B: Experiment with heat PS5.4A Motion ESS7.4A Caring for Earth’s resources SI Scientific inquiry Math DH Data handling English S&L Speaking and listening

V&P Viewing and presenting R Reading W Writing- Recount Recipes Cause & effect (states of matter) Flow Chart Connecting reasons to opinions (science) Book reviews

Benchmark SS 1.2a Identify stories about past events, people, places or situations SS5.2.a Identify connections between who they are as a person and their place in the world SS5.2.b Distinguish themselves as individuals from others SS4.2c Describe how different people in different types of organizations and institutions (eg. families, schools, local religions communities, clubs) interact with each other SS 6.2a Identify rights and responsibilities of themselves in relation to their own social group DH

understand that sets can be organized by different attributes

represent information through pictographs and tally marks

sort and label real objects by attributes.

create living graphs using

real objects and people describe real objects and

events by attributes describe data by using

mathematical language,

SS 1.2.a Identifies stories about people or places SS 2.2A (1) Give examples of conflict and cooperation among individuals and groups SS2.2 Identify rights and responsibilities of themselves in relation of own social group SS3.2A Describe ways in which people depend on the physical environment ESS 6.4A(1)Observe and record daily changes in the weather (eg. clouds, or air temperature) ESS 6.4B(1)Describe how weather and forecasts affect people’s lives ESS 6.4B2 Describe ewetahr in measurable quatities such as precipitation and temperature ESS5.4A (1) Compare temperatures in various locations ESS2.4A(2) Identify how weather can effect what people can and cannot do ESS2.4Ay(1) Develop and awareness of seasonal and weather

changes throughout the school year R1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts,

SL1.1a Follow agreed upon rules for discussions (e.g gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics/concepts/texts under discussion. S&L1.5 Participate in imaginative play, storytelling, role play and dramatization of stories and poems S&L2.4 Begin to understand that language is influenced by purpose and audience S&L3.5 Appreciate and relate to different voice tones, and use tone, volume and intonation to enhance meaning V&P1.1 Understand that communication involves visual as well as verbal features V&P1.2 Understand that signs, symbols and icons carry meaning V&P1.6 Make inferences about what a character could be like by observing body language, facial expression, gestures, clothing, and the way other characters respond to them

PS.1.4C(1) Identify the observable properties of different objects, such as color, size, shape, weight and texture. PS. 1.4D(1)Identify matter that can be a liquid or solid (e.g., water). PS1.42 Identify and compare solids and liquids PS 3.4B(1):Classify objects in terms of their relative temperature (eg hotter, colder) SI.1A (1)Generate questions and predictions using observations and exploration about the natural world PS5.4A(1) Describe spatial relationships (above, below, next to etc) PS2.4A(2)Begin to understand that properties change when specific actions are applied (heating, freezing, mixing) ESS5.4A(1) Compare temperatures in sunny and shady places. ESS7.4A(3) Observe and describe ways water, both as a solid and liquid is used in everyday activities at

different times of the year (e.g. bathe, drink, make ice cubes, build snowmen, cook and swim). DH

understand that attributes

such as more than, less than etc

S&L1.1b Use talk to establish relationships with others and for a variety of purposes

W2.1 Contributes to shared writing about a range of topics that are personally significant

W2.2 Contributes to shared writing of opinion pieces, in which they introduce the topic or book

W3.3 With guidance and support from adults, recall information from provided sources to answer a question.

and responding to what is read R2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central idea, moral, or message. R3.2 Determine the meaning of words and phrases in a text relevant to grade level topic or subject area. W3.2 Participate in shared research and writing projects and respond orally to the work of others W3.3 With guidance and support from adults, recall information from provided sources to answer a question.

of real objects can be compared and described, for example, longer, shorter, heavier, empty, full, hotter, colder

identify, compare and describe attributes of real objects, for example, longer, shorter, heavier, empty, full, hotter, colder

represent information through pictographs and tally marks

sort and label real objects by attributes.

make predictions

explore the use of trial and error

S&L 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. R1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts, and responding to what is read R3.2 Determine the meaning of words and phrases in a text relevant to grade level topic or subject area. V&P1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to locate, present and record information W2.3 Contributes to shared writing of informative/explanatory texts in which they introduce a topic or book

Key concepts Form Change

Connection Reflection

Function Perspective

Change Causation

Related concepts

Similarities and differences Culture Environment

Similarities and differences opinion

Differences transformation

Profile Open-minded Caring

Knowledgeable Open-minded

communicator risk-taker

knowledgeable inquirer

Attitudes empathy tolerance

curiosity tolerance

Creativity

curiosity

TD skills Self management skills Social skills

communication

Research Self-management

Thinking skills communication skills

research skills

research skills thinking skills

Integration

PE physical change challenge Mongolian A

ILIC C1 use prior knowledge and personal experience to understand information C8 activate prior knowledge specific to a topic 05 Create stories and other texts O16 sequence information alphabetically, numerically, chronologically or by category R2 participate in constructing literacy goals

O1 demonstrate text and images through a variety of media

O1 demonstrate text and images through a variety of media I14 ask questions about the reading I27 use experts and institutions in the community or online as resources E2 share learning with small and large audiences

I4 Distinguish fiction from non-fiction I49 Use technology to reinforce classroom teaching and learning R4 Expand reading selections to different genres and styles develop new understandings

Year Long ILIC

C2 use pictures to predict content and make connections between illustrations and written text C4 ask questions that explore and expand text in order to understand it C9 Ask questions related to a topic C11 respond to new ideas using a variety of strategies and tools, including multi-media options C12 predict and hypothesize I8 interpret meaning from print and electronic images I15 suggest answers to questions about the reading I26 gather and record information using a variety of print, non-print and electronic resources and tools I42 use graphic organizers to record and organize information

I49 use technology to reinforce classroom teaching and learning O4 respond to stories, text and poetry

O15 Work with others to gather and record information R7 articulate new learning E1 share ideas and responses to literature through discussion E3 collaborate with others to exchange ideas and develop new understandings E4 retell stories

English Stand alone

S&L 3.2 Hear and use rhyming words

R1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts, and responding to what is read R6.1 Follow the words from top to bottom, left to right, and page by page. R6.2 Recognize that spoken words are represented in written language by specific sequences of letters.

S&L1.1d Ask for clarification and further explanation as needed about

the topics, concepts, texts under discussion. S&L1.4 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. R6.1 Follow the words from top to bottom, left to right, and page by page. R6.2 Recognize that spoken words are represented in written language by specific sequences of letters.

S&L1.1d Ask for clarification and further explanation as needed about

the topics, concepts, texts under discussion. S&L1.1f Give instructions, directions and messages and respond to the instructions of others S&L1.3 Be able to anticipate and predict when listening to texts read aloud S&L2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. S&L2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

English Stand alone Year Long

S&L1.1 Participate in collaborative conversations with diverse partners about grade level concepts, topics, and texts with peers and adults in small and larger groups. S&L1.1c Build on others talk in conversations by linking their comments to the remarks of others. S&L1.1e Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others S&L3.1 Hear the beginning and end of words S&L3.4 Hear and accept differences between languages R1.1 Enjoy reading and being read to R1.7 Understand and respond to the ideas and feelings expressed in various reading materials. R3.3 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. R4.1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its, characters, setting, or plot. R6.4 Recognize and name all lower and uppercase letters of the alphabet. R6.5 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). V&P1.9 Begin to use appropriate technology such as a computer, printer, ipad, digital camera W1.1 Show confidence and a positive attitude toward writing. W2.4 Contributes to shared writing of narratives, in which they recount a well-elaborated event or short sequence of events W4.7 Write legible upper-and lower-case letters in a consistent style W4.15 Present writing appropriately with correct directionality and spacing

Math stand alone

Number * use number words and numerals to represent quantities in real-life situations

* use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second

* understand one-to-one correspondence

* understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set

* use the language of mathematics to compare quantities, for example, more, less, first, second.

* connect number names and numerals to the quantities they represent.

* count how many are in a set up to 20 and count out a specific number of objects up to 20

* identify, trace, and read aloud numbers 0 to at least 20

* begin to estimate number of objects in a group of less than 10

Number Count backwards by ones Begin to estimate number of

objects in a group

Number Begin to use concrete

objects to model simple joining and separating operations

Begin to use physical materials and pictures to represent and communicate mathematical ideas

Sequence events Begin to use ordinal

numbers

Number use number words and

numerals to represent quantities in real-life situations

understand one-to-one correspondence

understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set

Unit 1 Unit 3 Unit 2 Unit 4 Unit 5 Unit 6

Kindergarten Who we are An inquiry into the nature of the self;

beliefs and values; personal, physical, mental, social and spiritual

health; human relationships including families, friends,

communities, and cultures; rights and responsibilities; what it means to

be human.

and time; personal histories; homes and journeys; the discoveries,

explorations and migrations of humankind; the relationships

between and the interconnectedness of individuals and civilizations, from

the ways in which we reflect on, extend and enjoy our creativity; our

appreciation of the aesthetic.

How the world works. An inquiry into the natural world

and its laws; the interaction between the natural world (physical

and biological) and human societies; how humans use their

understanding of scientific principles;

the impact of scientific and technological advances on society

and on the environment.

How we organize ourselves. An inquiry into the interconnectedness

of human-made systems and communities; the structure and

function of organizations; societal decision-making; economic activities

and their impact on humankind and the environment.

Sharing the planet An inquiry into rights and

people and with other living things; communities and the relationships

within and between them; access to equal opportunities; peace and

conflict resolution.

Central idea

We learn how to build relationships through play.

Journeys help us to make new discoveries

People have their own cultural traditions that make them unique.

Weather can influence all parts of our lives.

Transportation connects people locally and globally

The places where living things are found provides them with what they

need to survive.

Lines of inquiry

The reasons we play

The connection between play and learning

We learn about relationships through play

What are journeys

What are discoveries

How journeys help us to discover

What traditions are

How people celebrate traditions

Why people celebrate traditions differently

Local weather

How weather and culture

are connected

How weather and daily life are connected

How to travel to different destinations

Why people use different forms of transport

Relationship between

transportation systems and the environment

The differences and similarities between habitats

What happens if we make changes to a habitat

Needs for survival

Standard

Social Studies

SS 2 Connections and Conflict

SS5 Society and Identity SS6 Government

S&S Shape and Space

English

S&L Speaking & Listening

V&P Viewing & Presenting

W Writing -Rules for Games Explanation (social relationships)

Personal Journal/ Narrative

Personal, Social and Physical Education

I Identity

Math S&S Shape and Space

English

W Writing –Observation

Survey

Journey recount

Social Studies

SS4 Culture

SS5Society and Identity Math

DH Data Handling

English

W Writing- Recipes

Label pictures

Factual description(tradition) Personal Journal/Narrative

Science

ESS Earth Sciences

LS Life Sciences SI Scientific Inquiry

Social Studies

S3 Geography

M Measurement

DH Data Handling

English W Writing-Opinion (seasons)

Science procedure (weather)

Factual description (environment)

Book review

Story Writing (simple plot)

Social Studies

SS4 Culture

Math DH Data Handling

M Measurement

English

R Reading

W Writing- Survey(transport)

Venn diagram

Description (travel) Label diagram( transport)

Opinion (transport)

Description (travelling)

Book review

Science

LS Life Sciences

ESS Earth Sciences SI Scientific Inquiry

S&S Shape and Space

English

W Writing- Report (habitat)

Evaluation/opinion (diorama)

Label diagram (diorama)

Modelling science procedure (planting seeds)

Benchmark SS 2.2A Give examples of conflict and cooperation among individuals and groups SS 5.2 C Recognize that individual people are part of a group SS 6.2A Identify rights and responsibilities of the individual in relation to his or her social group, including the characteristics of a good citizen S&S 3.1 Use what they know about 3-D shapes to see and describe 2-D shapes S&S 3.2 Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides, corners, circle, sphere, square, cube S&S 3.3 Create 2-D shapes S&S 4.1 Create, describe and extend patterns S&L1.1a Follow agreed upon rules for discussions (e.g gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics/concepts/texts under discussion. S&L 1.1b Use talk to establish relationships with others and for a variety of purposes V&P1.2 Understand that signs, symbols and icons carry meaning

I (Phase 1) As people grow and change they develop new skills, understandings and abilities Identify their feelings and emotions and explain possible causes Identify and explore strategies that help them cope with change Reflect on their experiences in order to build a deeper understanding of self S&S3.6 Give and follow simple directions, describing paths, regions and boundaries of their immediate environment and their position: left, right, forward and backward W3.2 Participate in shared research and writing projects and respond orally to the work of others (e.g read a number of books on a single topic to produce a report, record a scientific observation) V&P1.2 Understand that signs, symbols and icons carry meaning

SS 4.2.a Identify regional folk heroes, stories or songs that have contributed to the development of a region’s culture SS 5.2 A Identify connections between who they are as a person and their place in the world SS 5.2 B Distinguish themselves as individuals from others DH1.1 Sort and label objects into sets by one or more attribute DH1.2 Discuss and compare data represented in teacher-generated diagrams: tree, Carroll, Venn DH1.3 Collect, display and interpret data for the purpose of finding information DH1.4 Understand the purpose of graphing data DH1.5 Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities: more, fewer, less than, greater than W3.3 With guidance and support from adults, recall information from provided sources to answer a question V&P1.2 Understand that signs, symbols and icons carry meaning

ESS.6.4A(1)Observe and record daily changes in weather (eg clouds, or air temperature) ESS 6.4B (1)Describe how weather and forecasts affect people’s lives ESS2.4A(2)Identify how weather can affect what people can/can’t do ESS6.4B(2)Describe how weather and forecasts affect people’s lives ESS6.4B(3)Observe, measure and record data on the basic elements of weather over a period of time ESS7.4 Ax(1)Describe various resources that provide the necessary things that are used by people in their daily lives LS.3.4A(1)Observe how things in the environment change with the seasons SI.1A(1) Generate questions and predictions using observations and exploration of the natural world SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions SS3.2F Differentiate between ways in which people from different cultures think about and adapt to their physical environment M2.1 Estimate, measure, label and compare using non-standard units

SS 4.2.c Describe how people from different cultures interact with the environment such as the use of resources, shelter and transportation DH 1.5 Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities: more, fewer, less than, greater than M2.1 Estimate, measure, label and compare using non-standard units of measurement: length, mass, time and temperature 2.5 Read and write the time to the hour, half hour and quarter hour W2.2 Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply reasons to support that opinion using linking words (because, also, and) to connect opinion and reasons, and provide a concluding statement or section. R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. R4.6 Compare and contrast the most important points presented by two texts on the same topic.

LS.1.4A(1)Distinguish between living and non-living things. LS1.4AX(2)Investigate and describe how living things grow and change LS1.4AX(3)Observe, identify and record external features of human and other animals LS3.4AY(2) Identify different environments that support the life of different types of plants and animals LS.1.4A(2)Identify the basic needs of most animals (ie food, water, air, shelter) LS.3.4AX(2)Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, light and nutrients; animals require food, air, water, and shelter) ES3.4A(1)Identify the materials found in aquatic and terrestrial environments ESS5.4A(2)Identify and report how sunlight affects plant growth SI.1A(1) Generate questions and predictions using observations and explorations of the natural world SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions S&S 3.2 Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary: sides,

of measurement: length, mass, time and temperature DH1.4 Understand the purpose of graphing data DH1.5 Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities: more, fewer, less than, greater than W2.4 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provides a sense of

closure

R5.2 Read and comprehend informational texts, including social studies, science, technical texts, and texts related to the units of inquiry in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

corners, circle, sphere, square, cube S&S3.4 Find and explain symmetry in their immediate environment 3.5 Create and explain simple symmetrical designs W2.3 Write informative/explanatory texts in which they introduce a topic or book they are writing about, use facts, and definitions to develop points and provide a concluding statement or section

Key concepts Form Connection

Change Reflection

Connection

Form Perspective

Causation Change

Form Function

Form Responsibility

Reflection

Related concepts

Relationships Interdependence

Behaviour

Sequencing Choice

Society Similarities and differences

Beliefs

Cycles Impact

Systems Similarities and differences

Conservation Behaviour

Profile Principled Caring

Balanced Risk Taker

Open-minded Inquirer

Inquirer Knowledgeable

Communicator Thinker

Caring Reflective

Attitudes Cooperation Independence

Integrity

Confidence Curiosity

Independence

Appreciation Respect

Tolerance

Curiosity Enthusiasm

Creativity Confidence Cooperation

Empathy Commitment

Creativity

TD skills Social skills Research Skills Communication Skills

Research skills communication skills

Research skills thinking skills

Social skills self management skills communication skills

Thinking skills

Integration PE – Unit 1 Art –traditional art

ILIC I14 ask questions about the reading I15 suggest answers to questions about the reading I49 use technology to reinforce classroom teaching and learning O4 respond to stories, text and poetry E1 share ideas and responses to literature through discussion E3collaborate with others to exchange ideas and develop new understandings

C8 activate prior knowledge specific to a topic I3 differentiate amongst genres of literature and kinds of non-fiction materials O5 create stories and other texts R3 understand own preferences for reading E1share ideas and responses to literature through discussion E2 share learning with small and large audiences E3 collaborate with others to exchange ideas and develop new understandings

I2 preview and select relevant texts I4 distinguish fiction from non-fiction I9 recognize the features of non-fiction text I26 gather and record information using a variety of print, non-print and electronic resources and tools I27 use experts and institutions in the community or online as resources I42 use graphic organizers to record and organize information O15 work with others in gathering and recording information E14 use a variety of print and electronic formats for sharing E15 understand a simple concept of ownership of ideas and information

I1 locate and select resources appropriate to their own reading interests, ability, and purpose I3 differentiate amongst genres of literature and kinds of non-fiction materials I4 distinguish fiction from non-fiction I5 locate and read award-winning and quality books I30 record information in note format in print and digital forms I42 use graphic organizers to record and organize information O5 create stories and other texts O16 sequence information alphabetically, numerically, chronologically or by category E5 use the writing process

C2 use pictures to predict content and make connections between illustrations and written text C4 ask questions that explore and expand text in order to understand it C10 identify an issue worthy of investigation C11 respond to new ideas using a variety of strategies and tools, including multi-media options I6 read to explore and expand reading interests I24 select information for a purpose I25 use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic O1 demonstrate text and images through a variety of media O3 understand the elements of a

story O14 organize information into a variety of appropriate print and electronic formats and products R4 expand reading selections to include different genres and styles R7 articulate new learning E13 choose an effective and appropriate medium for sharing

C3 use strategies to connect, infer, and visualize meaning from text C12 predict and hypothesize I25 use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic I29 differentiate main ideas from supporting details I31 use the Internet safely and responsibly I49 use technology to reinforce classroom teaching and learning O2 listen, view and read to identify and illustrate main ideas and themes O15 work with others in gathering and recording information R1 monitor listening, viewing and reading to ensure comprehension

R6 reflect on what worked or did not work during the inquiry process E16 communicate using a variety of expressive formats including software and technology tools, music, art, drama, and writing

Year Long ILIC

C1 use prior knowledge and personal experience to understand information C9 ask questions related to a topic I31 use the Internet safely and responsibly E2 share learning with small and large audiences E4 retell stories

English Stand alone

Reading 1.3 Participate in paired, group or class reading activities 1.6 Start to develop personal preferences in reading 1.7 Understand and respond to the ideas and feelings expressed in various reading materials. 3.1 Describe how words and phrases (e.g regular beats, alliteration, rhymes,, repeated lines) supply

Writing 4.2 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 4.3 Use conventional spelling for words with common spelling patterns 4.5 Produce, expand, and rearrange simple sentences. 4.7 Write legible upper-and lower-case letters in a consistent style 4.11 Use common, proper, and

Reading 5.1 Read and comprehend literature including stories and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. 6.1 Follow the words from top to bottom, left to right, and page by page. 6.3 Understand that words are separated by specific sequences of

Writing 4.9 Use commas in dates and to separate single words in a series.

Reading 6.1 Follow the words from top to bottom, left to right, and page by page. 7.1 Know and apply grade-level phonics and word analysis skills in decoding words

Writing 3.1 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 4.8 Capitalize words at the beginning of a sentence and proper nouns (dates, names of people, holidays, product names, and geographic names.) 4.16 Use adjectives and adverbs, and

Writing 4.6 Produce, expand, and rearrange compound sentences. 4.12 Form and use collective nouns (group) and occurring irregular plural nouns (feet, children, teeth, mice, fish) 4.14 Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told ).

Reading

rhythm and meaning in a story, poem, or song. 3.2 Determine the meaning of words and phrases in a text relevant to grade level topic or subject area.

possessive nouns. 4.13 Use personal, possessive, indefinite, and reflective pronouns. (I, me, my, they, them, their, anyone, everything, myself, ourselves) 4.15 Present writing appropriately with correct directionality and spacing

letters. 6.4 Recognize and name all lower and uppercase letters of the alphabet. 6.5 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 7.1 Know and apply grade-level phonics and word analysis skills in decoding words 7.2 Recognize and read grade level appropriate irregularly spelled words.

8.1 Read on-level text orally with accuracy, appropriate rate and expression regarding to punctuation on successive readings.

Speaking & Listening 1.1c Build on others talk in conversations by linking their comments to the remarks of others. 1.1d Ask for clarification and further explanation as needed about the topics, concepts, texts under discussion. 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.3 Appreciate that a word can have various meanings (eg. light)

choose between them depending on what is to be modified.

Reading 4.3 Explain how specific images (e.g a diagram shows how a machine works) contribute and clarify a text. 5.1 Read and comprehend literature including stories and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. 6.2 Recognize that spoken words are represented in written language by specific sequences of letters.

6.3 Understand that words are separated by specific sequences of letters. 6.4 Recognize and name all lower and uppercase letters of the alphabet. 6.5 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 7.2 Recognize and read grade level appropriate irregularly spelled words. 8.2 Use context to confirm or self correct a word recognition and understanding, rereading as necessary.

Speaking & Listening 1.1c Build on others talk in conversations by linking their comments to the remarks of others. 1.1d Ask for clarification and further explanation as needed about the topics, concepts, texts under discussion. 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.3 Appreciate that a word can have various meanings (eg. light)

1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts, and responding to what is read 1.5 Read silently with a degree of independence 2.1 Ask and answer who, what, when, why and how to demonstrate key details in a text. 2.4 Describe and connect with how a character responds to major events and challenges. 3.3 Describe the overall structure of a story, including how the beginning introduces the story and the ending

concludes the action. 3.5 Acknowledge differences in points of view of characters, including speaking in different voice for each character when reading dialogue aloud.

Speaking & Listening 1.1c Build on others talk in conversations by linking their comments to the remarks of others. 1.1d Ask for clarification and further explanation as needed about the topics, concepts, texts under discussion. 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. 3.3 Appreciate that a word can have various meanings (eg. light)

English Year Long

Writing 1.1Show confidence and a positive attitude toward writing. 1.2 Write about a range of topics that are personally significant Reading 1.1Enjoy reading and being read to 1.4 Read and retell simple, familiar books independently with confidence and will be willing to take risks. 4.3 Explain how specific images (e.g a diagram shows how a machine works) contribute and clarify a text. Speaking & Listening 1.1 Participate in collaborative conversations with diverse partners about grade level concepts, topics, and texts with peers and adults in small and larger groups. 1.1e Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others 1.1f Give instructions, directions and messages and respond to the instructions of others 1.3 Be able to anticipate and predict when listening to texts read aloud 1.4 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 1.5 Participate in imaginative play, storytelling, role play and dramatization of stories and poems 3.1 Hear the beginning, middle and end of words, including blends and digraphs 3.2 Hear and use rhyming words 3.4 Hear and accept differences between languages 3.5 Appreciate and relate to different voice tones, and use tone, volume and intonation to enhance meaning Viewing & Presenting

1.1 Understand that communication involves visual as well as verbal features

1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to locate, present and record information 1.6 Make inferences about what a character could be like by observing body language, facial expression, gestures, clothing, and the way other characters respond to them 1.8 Begin to understand the role of familiar media in their own and their family’s daily life 1.9 Begin to use appropriate technology such as a computer, printer, ipad, digital camera

Math Stand alone

Measurement 2.3 Use a calendar to determine the date, and to identify and sequence

days of the week and months of the year

Number 5.4 Use mathematical vocabulary and symbols of addition and

subtraction : add, subtract, difference, sum, +, -

Number 5.6 Automatically recall addition and subtraction facts to 10

Measurement 2.1 Estimate, measure, label and compare using non-standard units

of measurement: length, mass, time and temperature

Pattern 4.2 Recognize, describe and extend patterns in numbers: odd and even,

skip counting, 2s, 5s and 10s 4.3 Identify patterns and rules for addition: 4+3=7, 3+4=7 (commutative property)

Measurement

2.5 Read and write the time to the hour, half hour and quarter hour

Pattern 4.4 Identify patterns and rules for subtraction: 7-3=4, 7-4=3

4.5 Model with manipulatives, the relationship between addition and subtraction 4+3=7, 7-3=4

Number 5.1 Read, write and model numbers, using the base 10 system, to 100 5.2 Count (in 1s, 2s, 5s and 10s), compare and order numbers to 100 5.4 Use mathematical vocabulary and symbols of addition and subtraction : add, subtract, difference, sum, +, - 5.7 Describe the meaning and use of addition and subtraction

Math Year long

Measurement 2.3 Use a calendar to determine the date, and to identify and sequence days of the week and months of the year Number 5.6 Automatically recall addition and subtraction facts to 10

Grade 1 Who we are An inquiry into the nature of the self;

beliefs and values; personal, physical, mental, social and spiritual

health; human relationships including families, friends,

communities, and cultures; rights and responsibilities; what it means to

be human.

and time; personal histories; homes and journeys; the discoveries,

explorations and migrations of humankind; the relationships

natural world (physical and

biological) and human societies; how humans use their understanding of

scientific principles; the impact of scientific and

technological advances on society and on the environment.

structure and function of organizations; societal decision-

making; economic activities and their impact on

humankind and the environment.

Sharing the planet An inquiry into rights and

Central idea

Relationships are important for our wellbeing

Exploring history helps us to understand the past, present and

future

Imagination helps us to explore new ideas

Materials have different properties and are used for different purposes

Communities are made up of people

who have different roles and responsibilities and make decisions

Living things interact with their environment

Lines of inquiry

The nature of friendship. The connections people make. Responsibilities of being a friend

how history is connected to the present and the future

how we learn from history

using history to predict the future

How we express our imagination Importance of imagination

How imagination helps us solve problems

Behaviour and uses of materials Changing properties of materials Materials for different purposes

Roles and responsibility in our school community

Roles and responsibility in our city community

Decision making and the impact on our communities

The effects of habitats on living things

How living things are connected Physical features that contribute

to survival

Standard Social Studies SS2 Connections and Conflict SS4 Culture SS5 Society and Identity SS6 Government Math DH Data Handling English

W Writing –Weekend Journal Personal Narrative Friendly letters Unit reflection Reading Response L&S Listening & Speaking

Social Studies SS1 Time, Continuity & Change SS5 Society & Identity Math

DH Data Handling

English

W Writing- Weekend Journal Personal narratives Autobiography Interview questions Timeline

Unit reflection Reading Response R Reading L&S Listening & Speaking V&P Viewing & Presenting

English

W Writing- Weekend journal Poetry Fictional Story Simple plot structure Unit reflection Reading Response R Reading L&S Listening & Speaking V&P Viewing & Presenting

Science

PS1.4A Describing mater PS1.4 Properties of matter

PS2.4A Changes in Matter

SI.1A Scientific Inquiry Math

DH Data Handling

M Measurement

S&S Shape and Space English

W Writing – Weekend journal Notetaking Lab Report Scientific method How To Explanation (math) Opinion (materials) Unit reflection Reading response

R Reading

Social Studies SS5.2 Society & Identity

English

W Writing – Weekend Journal Interview Opinion (community problems) Informational poster Unit reflection Reading response V&P Viewing & Presenting

Science

LS1.4A Structure & Function LS2.4B Source of Energy LS3.4AInterdependence/Interaction LS5.4A Natural Selection SI Scientific Inquiry Math S&S Shape and Space

English

W Writing – Weekend Journal Notetaking Key Words Posters (labels, captions, graphics) All about booklets Research report Descriptive writing (animal/habitat) Unit reflection Reading Response R Reading

Benchmark SS2.2AGive examples of conflict and cooperation among individuals and groups SS2.2BIdentify and describe factors that contribute to cooperation and

factors that may cause conflict SS4.2BDescribe how people in different types of institutions and organizations (eg families, schools, local religious communities, clubs etc) interact with each other SS5.2DRecognize culturally and contextually appropriate and inappropriate social behavior and the impact of making choices about behavior SS6.2CDescribe rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens DH1.1 Sort and label objects into sets by one or more attribute

DH 1.2 Discuss and compare data represented in teacher-generated diagrams : tree, Carroll, Venn

DH 1.3 Collect, display and interpret data for the purpose of finding information DH 1.4 Understand the purpose of graphing data DH 1.5 Create a pictograph and

SS1.2A Identify stories about past events, people, places or situations SSS1.2B Differentiate between people, places and events in the past, present and future

SS1.2C Relate stories about past people, places, events or situations to help our understanding of the past and present SS5.2A Identify connections between who they are as a person and their place in the world SS5.2B Distinguish themselves as individuals from others SS5.2C Recognize that individual people are part of a group DH1.6 Discuss, identify, predict and place outcomes in order of likelihood: impossible, unlikely, likely and certain W2.1 Write about a range of topics that are personally significant W3.2 Participate in shared research and writing projects and respond orally to the work of others (e.g read a number of books on a single topic to produce a report, record a scientific observation.) R2.5 Describe the connection between a series of historical events L&S 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally

W4.16 Use adjectives and adverbs, and choose between them depending on what is to be modified. R2.2 Recount Stories, including fables and folktales from diverse

cultures, and determine their central idea, moral, or message. R3.1 Describe how words and phrases (e.g regular beats, alliteration, rhymes,, repeated lines) supply rhythm and meaning in a story, poem, or song. R3.5 Acknowledge differences in points of view of characters, including speaking in different voice for each character when reading dialogue aloud. R4.1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its, characters, setting, or plot. R4.5 Compare and contrast two or more versions of the same story by different authors or from different cultures. R5.1 Read and comprehend literature including stories and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. L&S 1.5 Participate in imaginative

PS1.4A(1) Identify materials that

make up an object (eg a desk is made up of wood, and metal, a bike is made up of rubber, metal, plastic)

PS1.4A(2) Describe objects in terms of what they are made of and their physical properties

PS1.4A(3)Compare and group objects in terms of what they are made of (eg clay, cloth, paper, or metal)

PS1.4C(1)Identify the observable properties of different objects, such as colour, shape, weight and texture

PS1.4C(2)Use attributes of properties to state why objects are grouped together (eg things that are rough, or that roll)

PS1.4C(3)Identify, compare and sort objects by similar or different properties (eg size, color, shape, texture, weight, smell)

PS2.4A(2)Describe how properties of certain materials can change when specific actions are applied to them such as freezing, mixing, heating, cutting, dissolving and bending)

PS2.4A(3)Demonstrate that when some substances combine, they may retain their individual properties (eg salt and pepper) and that some lose their individual properties (eg powdered drink in water)

SS5.2E Explain why people live in

social groups (eg families, communities, nations)

SS5.2F Identify roles and behaviors the people demonstrate when in group situations

DH1.2 Discuss and compare data represented in teacher-generated diagrams : tree, Carroll, Venn

DH 1.3 Collect, display and interpret data for the purpose of finding information DH 1.4 Understand the purpose of graphing data DH 1.5 Create a pictograph and simple bar graph from a graph of real objects, and interpret data by comparing quantities : more, fewer, less than, greater than W2.3 Write explanatory texts in

which they introduce a topic or book they are writing about, use facts and definitions to develop points, and provide a concluding statement or section.

V&P 1.2 Understand that signs, symbols and icons carry meaning

V&P1.7 Begin to interpret information provided in advertisements (catalogues, magazines, billboards and on television)

LS1.4AX(3)Observe, identify, and record external features of humans and other animals. LS1.4AY(3) Identify and compare the physical structures of a variety of

animals (eg Sensory organs, beaks, appendages, body coverings) LS1.4A(4) Investigate and describe how plants and animals have features that help them live in various environments. LS2.4B(2)Describe how all animals depend upon plants whether or not they eat the plants directly LS3.4AX(3)Describe how people and other animals interact with the environment through their senses of sight, hearing, touch, smell and taste. LS3.4A(1) Observe how living things in an environment change with the seasons LS3.4AX(2) Identify the ways in which an organism’s habitat provides for its basic needs LS3.4AY(2) Identify different environments that support the life of different types of plants and animals LS3.4A(3) Investigate and describe how animals and plants that live in different places have similarities and differences LS5.4A(2)Identify the specific

simple bar graph from a graph of real objects, and interpret data by comparing quantities : more, fewer, less than, greater than

DH 1.6 Discuss, identify, predict and place outcomes in order of likelihood: impossible, unlikely, likely and certain W2.3 Write informative texts in which they introduce a topic or book they are writing about, use facts and definitions to develop points, and provide a concluding statement or section.

L&S 1.1b Use talk to establish

relationships with others and for a variety of purposes

or through other media. L&S 2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L&S 2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. V&P1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to

locate, present and record information V&P1.8 Begin to understand the role of familiar media in their own and their family’s daily life

play, storytelling, role play and dramatization of stories and poems L&S 2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L&S 3.2 Hear and use rhyming words L&S 3.3 Appreciate that a word can have various meanings (eg. light) V&P1.1 Understand that communication involves visual as well as verbal features V&P1.6 Make inferences about what

a character could be like by observing body language, facial expression, gestures, clothing, and the way other characters respond to them

SI.1A (1)Generate questions and predictions using observations and exploration of the natural world SI.1A(2)Generate and follow simple plans using systematic observations to explore questions and predictions SI.1A(3)Collect data using observations, simple tools such as thermometers, balances, watches and magnifiers. Record data in tables, charts, and bar graphs. Compare data with others to examine and question results DH 1.1 Sort and label objects into sets by one or more attribute DH 1.5 Create a pictograph and

simple bar graph from a graph of real objects, and interpret data by comparing quantities : more, fewer, less than, greater than DH 1.6 Discuss, identify, predict and place outcomes in order of likelihood: impossible, unlikely, likely and certain M 2.1 Estimate, measure, label and compare using non-standard units of measurement : length, mass, time and temperature M2.2 Understand why we use standard units of measurement to measure S&S 3.1 Use what they know about 3-D shapes to see and describe 2-D shapes W3.2 Participate in shared research and writing projects and respond orally to the work of others (e.g read a number of books on a single topic to produce a report, record a scientific observation.) R2.5 Describe the connection between steps in technical procedures in a text. R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. R5.2 Read and comprehend informational texts, including social studies, science, technical texts, and texts related to the units of inquiry in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

functions of the physical structures of a plant or animal (eg roots for water, webbed feet for swimming) LS5.4A(3)Identify and explain how the physical structure /characteristics of an organism allows it to survive and defend itself SI.1A(1) Generate questions and predictions using observations and explorations of the natural world SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions S&S 3.4 Find and explain symmetry in their immediate environment S&S 3.5 Create and explain simple

symmetrical designs W2.2 Write opinion pieces, in which they introduce the topic or book they are writing about, state an opinion, supply reasons to support that opinion using linking words (because, and, also) to connect opinion and reasons, and provide a concluding statement or section. R2.3 Identify the main topic of a multi paragraph as well as the focus of specific paragraphs within a text. R4.4 Describe how reasons support specific points an author makes. R4.6 Compare and contrast the most important points presented by two texts on the same topic. R5.2 Read and comprehend informational texts, including social studies, science, technical texts, and texts related to the units of inquiry in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range.

Key concepts Form, Responsibility

Connection Reflection

Perspective reflection

Function change

Responsibility

Connection, Causation

Related concepts

Similarities and differences relationships

Profile Caring Reflective

Inquirers Thinker

Reflective

Risk-taker Open-minded

Inquirer

Communicator Caring

Principled

Knowledgeable Thinker

Attitudes Respect tolerance

cooperation

Independence Empathy

Creativity Confident

enthusiasm

Confidence Curiosity

cooperation

Cooperation Commitment

Respect Integrity

Curiosity Independence

TD skills Communication skills Self management skills

Social Skills

Research Thinking

Communication

Self-management Communication

Thinking

Research Thinking Social

Self-Management Research

Social

Thinking Self-Management

Research

ILIC C3 use strategies to connect, infer, and visualize meaning from text (LIT) I8 interpret meaning from print and

C5 make deep connections between text and self, other texts, and the world C12 predict and hypothesize

E15 understand a simple concept of ownership of ideas and information

C12 predict and hypothesize

C10 identify an issue worthy of investigation I8 interpret meaning from print and electronic images

I4 distinguish fiction from non-fiction I9 recognize and use the features of non-fiction text I25 use effective search strategies,

electronic images (LIT) and electronic resources and tools R3 understand own preferences for reading R7 articulate new learning E5 use the writing process (LIT)

O16 sequence information alphabetically, numerically, chronologically or by category

including use of still and moving images, key words and search terms in conducting inquiry into a given topic

Year Long ILIC

C1 use prior knowledge and personal experience to understand information C2 use pictures to predict content and make connections between illustrations and written text

C4 ask questions that explore and expand text in order to understand it C6 recognize that variations in stories may result from differences in culture C8 activate prior knowledge specific to a topic C9 ask questions related to a topic C11Respond to new ideas using a variety of strategies and tools, including multi-media I1 locate and select resources appropriate to their own reading interests, ability, and purpose I2 preview and select relevant texts I3 differentiate amongst genres of literature and kinds of non-fiction materials I6 read to explore and expand reading interests I7 recognize that styles of writing and illustration influence meaning I10 independently locate books for personal reading or information tasks I11 identify the parts of a book and use these to aid comprehension I12 choose reading materials that are both personally interesting and intellectually accessible I13 choose books and the other formats of text of increasing variety and complexity I14 ask questions about the reading I15 suggest answers to questions about the reading I16 read to investigate new ideas, genres, and types of materials for reading I24 select information for a purpose I27 use experts and institutions in the community or online as resources I26 gather and record information using a variety of print, non-print I29 differentiate main ideas from supporting details I30 record information in note format in print and digital forms I31 use the Internet safely and responsibly I42 use graphic organizers to record and organize information I49 Use technology to reinforce classroom teaching and learning O1 demonstrate text and images through a variety of media O2 listen, view and read to identify and illustrate main ideas and themes O3 understand the elements of a story O4 respond to stories, text O5 create stories and other texts O14 organize information into a variety of appropriate print and electronic formats and products (LIT) O15 work with others in gathering and recording information R1 monitor listening, viewing and reading to ensure comprehension R2 participate in constructing literacy goals R3 understand own preferences for reading R4 expand reading selections to include different genres and styles R6 reflect on what worked or did not work during the inquiry process R7 articulate new learning R8 apply what worked to future inquiry E1 share ideas and responses to literature through discussion E2 share learning with small and large audiences E3 collaborate with others to exchange ideas and develop new understandings E5 use the writing process E13 choose an effective and appropriate medium for sharing E14 use a variety of print and electronic formats for sharing

Integration

Art – using imagination

Language stand alone Semester 1

L&S3.1 Hear the beginning, middle and end of words, including blends and digraphs

R2.3 Identify the main topic of a multi paragraph as well as the focus of specific paragraphs within a text. R2.4 Describe and connect with how a character responds to major events and challenges. R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. W4.9 Use commas in dates and to separate single words in a series. W4.10 Use commas in greetings and closings of letters. W4.11 Use common, proper, and possessive nouns. W4.12 Form and use collective nouns (group) and occurring irregular plural nouns (feet, children, teeth, mice, fish) L&S1.1c Build on others talk in conversations by linking their comments to the remarks of others.

Language stand alone Year Long

R1.1 Enjoy reading and being read to R1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts, and responding to what is read R1.3 Participate in paired, group or class reading activities

R1.4 Read and retell simple, familiar books independently with confidence and will be willing to take risks. R1.5 Read silently with a degree of independence R1.6 Start to develop personal preferences in reading R1.7 Understand and respond to the ideas and feelings expressed in various reading materials. R2.1 Ask and answer who, what, when, why and how to demonstrate key details in a text. R2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central idea, moral, or message. R3.2 Determine the meaning of words and phrases in a text relevant to grade level topic or subject area. R3.3 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. R3.6 Identify the main purpose of a text, including what the author/illustrator wants to answer, explain, or describe.

R4.1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its, characters, setting, or plot. R4.2 Know and use reference books, dictionaries and computers with some independence and confidence to locate key facts or information efficiently R4.3 Explain how specific images (e.g a diagram shows how a machine works) contribute and clarify a text. R5.1 Read and comprehend literature including stories and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. R5.2 Read and comprehend informational texts, including social studies, science, technical texts, and texts related to the units of inquiry in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range. R7.1 Know and apply grade-level phonics and word analysis skills in decoding words (e.g know spelling sound correspondences for consonant diagraphs and common vowel teams, distinguish long and short vowels when reading regularly spelled one syllable words, know final e and common vowel team conventions for representing vowel sounds, read words with inflectional endings, decode two syllable words by breaking the words into syllables, decode words with common prefixes and suffixes) R7.2 Recognize and read grade level appropriate irregularly spelled words. R8.1 Read on-level text orally with accuracy, appropriate rate and expression regarding to punctuation on successive readings. R8.2 Use context to confirm or self correct a word recognition and understanding, rereading as necessary. W1.1 Show confidence and a positive attitude toward writing. W2.1 Write about a range of topics that are personally significant W2.4 Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure. W3.1 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

W3.3 With guidance and support from adults, recall information from provided sources to answer a question. W4.1 Accurately spell frequently occurring irregular words. W4.2 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. W4.3 Use conventional spelling for words with common spelling patterns W4.4 Consult reference materials such as simple dictionary or thesaurus, as needed, to check and correct spellings. W4.6 Produce, expand, and rearrange compound sentences. W4.7 Write legible upper-and lower-case letters in a consistent style W4.8 Capitalize words at the beginning of a sentence and proper nouns (dates, names of people, holidays, product names, and geographic names.) W4.13 Use personal, possessive, indefinite, and reflective pronouns. (I, me, my, they, them, their, anyone, everything, myself, ourselves) W4.14 Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told ). W4.15 Present writing appropriately with correct directionality and spacing W4.16 Use adjectives and adverbs, and choose between them depending on what is to be modified. L&S 1.1 Participate in collaborative conversations with diverse partners about grade level concepts, topics, and texts with peers and adults in small and larger groups. L&S 1.1a Follow agreed upon rules for discussions (e.g gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics/concepts/texts under discussion. L&S1.1b Use talk to establish relationships with others and for a variety of purposes L&S 1.1c Build on others talk in conversations by linking their comments to the remarks of others. L&S 1.1d Ask for clarification and further explanation as needed about the topics, concepts, texts under discussion. L&S 1.1e Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others L&S1.1f Give instructions, directions and messages and respond to the instructions of others L&S1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. L&S 1.3 Be able to anticipate and predict when listening to texts read aloud L&S1.4 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. L&S2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. L&S2.5 Begin to develop specific vocabulary to suit different purposes, eg. descriptive, comparative or persuasive vocabulary L&S3.2 Hear and use rhyming words L&S3.3 Appreciate that a word can have various meanings (eg. light) L&S3.4 Hear and accept differences between languages L&S3.5 Appreciate and relate to different voice tones, and use tone, volume and intonation to enhance meaning V&P1.1 Understand that communication involves visual as well as verbal features V&P1.2 Understand that signs, symbols and icons carry meaning V&P1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to locate, present and record information V&P1.9 Begin to use appropriate technology such as a computer, printer, digital camera

Math stand alone

Semester 1

Measurement 2.3 Use a calendar to determine the date, and to identify and sequence days of the week and months of the year 2.4 Estimate, identify and compare lengths of time : second, minute, hour, day, week, month Pattern & Function

4.1 Create, describe and extend patterns 4.2 Recognize, describe and extend patterns in numbers : odd and even, skip counting, 2s, 5s and 10s 4.3 Identify patterns and rules for addition : 4+3 = 7, 3+4 = 7 (commutative property) 4.4 Identify patterns and rules for subtraction : 7-3 = 4, 7-4 = 3 4.5 Model, with manipulatives, the relationship between addition and subtraction : 3+4 = 7, 7-3 = 4. Number 5.1 Read, write and model numbers, using the base 10 system, to 100 5.2 Count (in 1s, 2s, 5s and 10s), compare and order numbers to 100 5.3 Estimate quantities to 100 5.4 Use mathematical vocabulary and symbols of addition and subtraction : add, subtract, difference, sum, +, - 5.6 Automatically recall addition and subtraction facts to 10 5.7 Describe the meaning and use of addition and subtraction 5.11 Select and explain in appropriate method for solving a problem.

Math stand alone

Semester 2

Measurement 2.4 Estimate, identify and compare lengths of time : second, minute, hour, day, week, month Shape and space 3.2 Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary : sides, corners, circle, sphere, square, cube 3.3 Create 2-D shapes 3.6 Give and follow simple directions, describing paths, regions and boundaries of their immediate environment and their position : left, right, forward and backward Pattern & Function 4.1 Create, describe and extend patterns 4.2 Recognize, describe and extend patterns in numbers : odd and even, skip counting, 2s, 5s and 10s 4.3 Identify patterns and rules for addition : 4+3 = 7, 3+4 = 7 (commutative property) 4.4 Identify patterns and rules for subtraction : 7-3 = 4, 7-4 = 3 4.5 Model, with manipulatives, the relationship between addition and subtraction : 3+4 = 7, 7-3 = 4.

Number 5.1 Read, write and model numbers, using the base 10 system, to 100 5.2 Count (in 1s, 2s, 5s and 10s), compare and order numbers to 100 5.3 Estimate quantities to 100 5.4 Use mathematical vocabulary and symbols of addition and subtraction : add, subtract, difference, sum, +, - 5.5 Read, write and model addition and subtraction to 20 (with and without regrouping) 5.6 Automatically recall addition and subtraction facts to 10 5.7 Describe the meaning and use of addition and subtraction 5.9 Use fraction names (half, quarter) to describe part and whole relationships 5.10 Estimate the reasonableness of answers 5.11 Select and explain in appropriate method for solving a problem.

beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and

cultures; rights and responsibilities; what it means to be human.

and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships

How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity;

our appreciation of the aesthetic.

natural world (physical and biological) and human societies; how humans use their understanding

of scientific principles; the impact of scientific and

interconnectedness of human-made systems and communities;

the structure and function of organizations; societal decision-

people and with other living things; communities and the relationships within

and between them; access to equal opportunities; peace and conflict

resolution.

Central idea

There are many ways we choose to work and relax

Changes can bring challenges and growth to the places we live

Expressing ourselves through stories help us to connect and understand

each other and ourselves

Understanding forces helps us to know how things move

Many foods are processed and transported before they reach our

tables.

There is an interdependence between plants and animals

Lines of inquiry

Differences between leisure and work in many cultures

Impact of technology on leisure time

Why people move to

different places

How places grow and

develop

How places could change in the future

How different forms of storytelling help us to connect with others

Effective story telling helps us to understand each other

Why we tell stories

how forces work to make

things move

other factors that effect how

things move

how we use our knowledge of forces to help us

Where our food comes from Why food is processed How food gets to us

Living things in natural

environments

Food chains

How living things depend on and interact with one another

Standard Social Studies SS5 Society and Identity SS7 Production, Distribution and and Consumption English V&P Viewing & Presenting L&S Listening & Speaking W Writing- Poetry (leisure/work) Opinion (leisure/work) + Ipad recording Reflection of personal preferences

Survey Math DH Data Handling

Social Studies SS1 Time, Continuity & Change SS 2 Connections and Conflict S3 Geography

S4 Culture SS5 Society & Identity SS7 Production, Distribution and and Consumption English R Reading V&P Viewing & Presenting W Writing- Personal narratives Book review Informational Power Point (urban dev)

English R Reading W Writing- Personal narratives Fictional/ non fictional story writing Opinion (effective storytelling) Letter as a book review Unit reflection (Little Marks) Review of effective storytelling (Youtube) V&P Viewing Presenting L&S Listening and Speaking

Science

PS5.4 motion

PS6.4A Effect of forces

SI Scientific Inquiry English R Reading V&P Viewing Presenting W Writing- Personal narratives Scientific method ( hypothesis, steps, materials, simple conclusion) Diagram Description of forces + ipad recording Math

M Measurement

Social Studies SS7 Production, Distribution and and Consumption English R Reading L&S Listening and Speaking W Writing- Personal narratives Flow Chart Diagram (food production) Thank you letters Invitations for guest speakers

Science

LS3.4A Interdependence/Interaction SI Scientific Inquiry English R Reading W Writing- Book report Poster (environment) Booklet (habitat) Diagrams Fact boxes

Benchmark SS 5.2g Identify opportunities for choice in personal identity SS 7.2e Explain why people make choices about how to satisfy needs and wants V&P 1.7 Begin to interpret information provided in advertisements (catalogues, magazines, billboards and on television) V&P 1.8 Begin to understand the role of familiar media in their own and their family’s daily life L&S1.5(b) Listen for a specific purpose in a variety of situation (eg stories, poetry, drama, instructions, discussion) W2.6(b) Experiment composing different forms of poetry, including free verse and those governed by a variety of structures DH1.1(b) Discuss, compare and create sets from data that has subsets using tree, Carroll, Venn and other diagrams DH1.2(b) Design a survey, process and interpret the data DH1.3(a) Collect, display and interpret data for the purpose of finding information DH1.3(b) Collect and display data in

a bar graph and interpret results DH1.4(a) Understand the purpose of graphing data DH1.5(a) Create a pictograph and simple bar graph from a graph of real

SS1.5b Describe changes in society (political, social, cultural) SS1.5c Identify cause and effect relationships in history SS1.5d Identify and use primary and secondary sources to examine the past and the present SS2.5c Explain the major ways groups, societies, and nations interact with one another (eg. trade, cultural exchanges, and international organizations) SS3.5d Describe the ways that earth’s physical and human made features have changed over time SS3.5e Describe factors that influence locations of human populations and human migration SS3.5f Describe and explain various types and patterns of settlement and land use SS3.5g Identify why particular locations are used for certain activities SS7.2c Describe how we depend upon people with specialized jobs SS7.2d Distinguish between goods and services SS7.2e Explain why people make choices about how to satisfy need and wants

R2.1 Ask and answer who, what, when, why and how to demonstrate key details in a text. R2.5 Describe the connection between a series of historical events,

R 2.2 Recount Stories, including fables and folktales from diverse cultures, and determine their central idea, moral, or message. R3.1 Describe how words and phrases (e.g regular beats, alliteration, rhymes,, repeated lines) supply rhythm and meaning in a story, poem, or song. R3.3 Describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action. R3.5 Acknowledge differences in points of view of characters, including speaking in different voice for each character when reading dialogue aloud. R3.6 Identify the main purpose of a text, including what the author/illustrator wants to answer, explain, or describe. R4.5 Compare and contrast two or more versions of the same story by different authors or from different cultures. V&P1.1 Understand that communication involves visual as well as verbal features V&P 1.6 Make inferences about what a character could be like by

observing body language, facial expression, gestures, clothing, and the way other characters respond to them V&P 1.8(b) Explore and use visual

PS.5.4A(1) Describe spatial relationships of objects PS.5.4A(2)Describe the ways things can be made to move PS.5.4A(3) Describe an object’s position by locating it relative to an other object or the background PS.5.4A(4) Demonstrate a variety of ways to make things move and describe what causes them to change speed, direction, and/ or stop PS.6.4A(1) Describe the position of an object by referencing its location in relation to another object or background PS.6.4A(2) Describe and demonstrate how the position and motion of an object can be changed by applying forces such as pushing and pulling PS.6.4A(3) Compare the effects of force on the motion of an object SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions SI.1A(3)Collect data using

observations, simple tools. record data in tables, charts, graphs, compare data with others to examine and question results

R2.1 Ask and answer who, what, when, why and how to demonstrate key details in a text. R2.5 Describe the connection

between a series of historical events, scientific ideas or concepts, or steps

SS7.2f Identify institutions that are part of economic systems SS7.2g Describe how goods and services can be exchanged SS2.5c Explain the major ways groups, societies, and nations interact with one another (eg. trade, cultural exchanges, and international organizations) R2.5 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. L&S 2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. W3.4(b) Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic.

LS2.4B(2)Describe how all animals depend on plants whether or not they eat plants directly LS3.4A(2)Identify different environments that support the life of different types of plants and animals LS3.4A(3)Investigate and describe how animals and plants that live in different places have similarities and differences LS3.4A(4) Identify the ways a specific organism may interact with other organisms or with the environment (eg pollination, shelter, seed dispersal, camouflage, migration, hibernation, defensive mechanism) SI.1A(1) Generate questions and predictions using observations and explorations about the natural world SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions

R2.1 Ask and answer who, what, when, why and how to demonstrate key details in a text. R2.3 Identify the main topic of a multi

paragraph as well as the focus of specific paragraphs within a text.

R3.4 Know and use various text features (e.g title page, contents page, page numbers, captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

R4.2 Know and use reference books, dictionaries and computers with some

objects, and interpret data by comparing quantities : more, fewer, less than, greater than DH1.6(a) Discuss, identify, predict and place outcomes in order of likelihood : impossible, unlikely, likely and certain

scientific ideas or concepts, or steps in technical procedures in a text. V&P 1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to locate, present and record information V&P1.4 (b) Study and interpret a still representation of a landscape (eg photograph, painting, model), identify what is seen, describe the elements shown in the picture and analyze the picture L&S1.5(b) Listen for a specific purpose in a variety of situation (eg

stories, poetry, drama, instructions, discussion) W2.2 Write opinion pieces, in which they introduce the topic or book they are writing about, state an opinion, supply reasons to support that opinion using linking words (because, and, also) to connect opinion and reasons, and provide a concluding statement or section. W2.1b(b) Introduce a topic or text that clearly states the opinion and creates an organizational structure in which related ideas are grouped to support the writer’s purpose. W2.1c(b) Provide reasons that are supported by facts or details. W2.1d(b) Link opinion and reasons using words and phrases (e.g for instance, in addition). W2.1e(b) Provide a concluding statement or section related to the opinion presented. W3.4(b) Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic.

communication in order to express their own ideas and interpret the ideas of others L&S2.8(b) Present stories to others developing more sophisticated storytelling skills (e.g expressive action, voice change for characters) demonstrating an increasing awareness of structure and expression L&S1.1c Build on others talk in conversations by linking their comments to the remarks of others. L&S1.5 Participate in imaginative play, storytelling, role play and dramatization of stories and poems

L&S2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. L&S2.2 Create audio recordings of stories or poems; add drawings or other visual displays to stories to recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. L&S2.4 Begin to understand that language is influenced by purpose and audience L&S3.5 Appreciate and relate to different voice tones, and use tone, volume and intonation to enhance meaning W2.4 Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure. W2.3(b) Orient the reader by establishing a situation an introducing a narrator and/or characters: organize an event sequence that unfolds naturally. W2.3b(b) Use dialogue and description to develop experiences and events or show the responses of characters to situations. W2.3c(b) Use a variety of transitional words and phrases to manage the sequence of events. W2.3d(b) Use concrete words, phrases, and sensory details to convey experiences and events precisely. W2.3e(b) Provide a conclusion that follows from the narrated experiences or events.

in technical procedures in a text.

R4.3 Explain how specific images (e.g a diagram shows how a machine works) contribute and clarify a text.

V&P1.3 Use a range of communications media (eg. drama, video, photography, computers, texts with different types of layout) to locate, present and record information

V&P1.5 Begin to interpret visual cues in order to analyze and make inferences

V&P 1.5(b) Use strategies to identify appropriate resources and find information in visual media

M2.1(a) Estimate, measure, label and compare using non-standard units of measurement : length, mass, time and temperature

M2.1(b) Estimate, measure, label and compare using formal methods and standard units of measurement: length, mass, time and temperature

independence and confidence to locate key facts or information efficiently

R4.6 Compare and contrast the most important points presented by two texts on the same topic.

W2.3 Write informative texts in which they introduce a topic or book they are writing about, use facts and definitions to develop points, and provide a concluding statement or section.

W2.2(b) Introduce a topic clearly and group related information in paragraphs and sections; including formatting (e.g headings, illustrations, and multimedia when useful to aiding in comprehension.

W2.2b(b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W2.2c(b) Link ideas within categories of information using words and phrases (e.g another, for example, also, because).

W2.2d(b) Use precise language and domain specific vocabulary to inform or explain about the topic.

W3.4(b) Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic.

Key concepts Perspective Form

Causation Change

Responsibility

Function Form

Connection

Causation Function

Connection Change

Connection function

Related concepts

Similarities differences

opinion

perspective Pattern communication

measurement movement

consequences effect

Sequences transformation

systems

Interdependence

behavior

Profile Reflective Open minded

Balanced

Thinker Inquirer

Communicator Caring

Open minded

Risk-taker Thinker

Knowledgeable Inquirer

Knowledgeable Caring

Principled

Attitudes Appreciation Enthusiasm

Respect

Tolerance Appreciation

Empathy

Creativity respect empathy

Independence Cooperation commitment

Curiosity enthusiasm

Curiosity

TD skills Thinking Self-management

Social Research

Communication skills

thinking skills social skills

Communication skills research skills

Integration

Music – being a risk-taker and thinker

ILIC I8 interpret meaning from print and electronic images I27 use experts and institutions in the community or online as resources R6 reflect on what worked or did not work during the inquiry process E9 articulate different points of view

C10 identify an issue worthy of investigation C11 respond to new ideas using a variety of strategies and tools, including multi-media options I21 understand the difference between fact and opinion I27 use experts and institutions in the community or online as resources I49 use technology to reinforce classroom teaching and learning O1 demonstrate text and images through a variety of media O2 listen, view and read to identify and illustrate main ideas and themes O14 organize information into a

variety of appropriate print and electronic formats and products E9 articulate different points of view

C6 recognize that variations in stories may result from differences in cultures O1 demonstrate text and images through a variety of media O2 listen, view and read to identify and illustrate main ideas and themes O3 understand the elements of a story R5 make peer recommendations for reading E9 articulate different points of view

C10 identify an issue worthy of investigation C12 predict and hypothesize I8 interpret meaning from print and electronic images I27 use experts and institutions in the community or online as resources I28 use text features of books or websites to locate information effectively I30 record information in note format in print and digital forms O8 interpret and respond to new ideas in non- fiction text R6 reflect on what worked or did not work during the inquiry process

R7 articulate new learning

C4 ask questions that explore and expand text in order to understand it I2 preview and select relevant texts O8 interpret and respond to new ideas in non- fiction text O16 sequence information alphabetically, numerically, chronologically or by category O17 use supporting details to expand key ideas

C3 use strategies to connect, infer, and visualize meaning from text C10 identify an issue worthy of investigation C11 respond to new ideas using a variety of strategies and tools, including multi-media options I27 use experts and institutions in the community or online as resources I28 use text features of books or websites to locate information effectively I29 differentiate main ideas from supporting details I42 use graphic organizers to record and organize information I43 take notes using key words and

phrases O8 interpret and respond to new ideas in non- fiction text

Year Long ILIC

C1 use prior knowledge and personal experience to understand information C2 use pictures to predict content and make connections between illustrations and written text C5 make deep connections between text and self, other texts, and the world C8 activate prior knowledge specific to a topic C9 ask questions related to a topic I1 locate and select resources appropriate to their own reading interests, ability, and purpose I4 distinguish fiction from non-fiction I9 recognize and use the features of non-fiction text I10 independently locate books for personal reading or information tasks I11 identify the parts of a book and use these to aid comprehension I12 Choose reading materials that are both personally interesting and intellectually accessible I14 ask questions about the reading I15 suggest answers to questions about the reading I16 read to investigate new ideas, genres, and types of materials for reading I24 select information for a purpose I26 gather and record information using a variety of print, non-print and electronic resources and tools I31 use the Internet safely and responsibly I42 use graphic organizers to record and organize information I49 use technology to reinforce classroom teaching and learning O4 respond to stories, text and poetry O5 create stories and other texts O10 create meaning from new and prior knowledge O15 work with others in gathering and recording information R1 monitor listening, viewing and reading to ensure comprehension R2 participate in constructing literacy goals R3 understand own preferences for reading R4 expand reading selections to include different genres and styles R10 use self-, peer-, and teacher-generated criteria to assess the representation of learning E1 share ideas and responses to literature through discussion E2 share learning with small and large audiences E3 collaborate with others to exchange ideas and develop new understandings E4 retell stories E5 use the writing process E7 participate in the social exchange of ideas based on listening, reading, writing, speaking and viewing

E16 communicate using a variety of expressive formats including software and technology tools, music, art, drama, and writing E17 apply models, rubrics, and/or criteria for exemplary presentation E18 present information in a variety of media and formats E25 create electronic portfolios that meet collaboratively developed and agreed upon criteria

English stand-alone Semester 1

Viewing & presenting 1.6 Make inferences about what a character could be like by observing body language, facial expression, gestures, clothing, and the way other characters respond to them Listening & Speaking 1.1 Participate in collaborative conversations with diverse partners about grade level concepts, topics, and texts with peers and adults in small and larger groups. 1.1a Follow agreed upon rules for discussions (e.g gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics/concepts/texts under discussion. 1.3 Be able to anticipate and predict when listening to texts read aloud 2.3 Produce simple and compound sentences when appropriate to task and situation in order to provide requested detail or clarification. 2.4 Begin to understand that language is influenced by purpose and audience 3.3 Appreciate that a word can have various meanings (eg. light) Writing 4.8 Capitalize words at the beginning of a sentence and proper nouns (dates, names of people, holidays, product names, and geographic names.) 4.9 Use commas in dates and to separate single words in a series. 4.10 Use commas in greetings and closings of letters. 4.11 Use common, proper, and possessive nouns. 4.12 Form and use collective nouns (group) and occurring irregular plural nouns (feet, children, teeth, mice, fish)

English stand-alone Semester 2

Viewing & presenting 1.4 Understand that not everything they see is useful or relevant and know how to make discerning choices Listening & Speaking 1.1(b) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly. 1.1b(b) Respect the power of language and its effect on others, showing sensitivity to others, listening appreciatively, and responsively 1.1c(b) Follow agreed-upon rules for discussions and carry out assigned roles. 1.1d(b) Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. 1.1e(b) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 1.2(b) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally 1.3(b) Identify the reasons and evidence a speaker provides to support particular points. 1.5(b) Listen for a specific purpose in a variety of situation (eg stories, poetry, drama, instructions, discussion) 1.6(b) Listen responsively to stories read aloud in order to identify story structures and ideas 2.1(b) Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 2.2(b) Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. 2.4(b) Organize thoughts and feelings before speaking 2.5(b) Use register, tone and voice level appropriately and purposefully Writing 1.1(b) Experience and appreciate different types of writing structures and styles 1.2(b) Write independently with confidence, demonstrating and increasing development of the individual “voice” of the writer 2.1a(b) Write opinion pieces on topics or texts, supporting a point of view with reasons and information 3.1(b) With guidance and support from peers and adults, develop and strengthen writing as needed. 3.2(b) Reread their written work to make revisions to their writing. 3.3(b) With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. 5.4(b) Form and use regular and irregular verbs. Form and use simple verb tenses (e.g I walked, I walk, I will walk). Form and use the progressive (e.g., I was walking; I am walking; I will be walking ) verb tenses. 5.5(b) Ensure subject-verb and pronoun antecedent agreement. 5.6(b) Use modal auxiliaries (e.g can, may ,must) to convey various conditions. 5.7 (b) Order adjectives within sentences according to conventional spelling patterns (e.g a small red bag rather than a red small bag) 5.8(b) Form and use prepositional phrases. 5.9(b) Produce simple, compound, and complex sentences, recognizing and correcting inappropriate fragments and run-ons, and using appropriate punctuation to support meaning. 5.10(b) Correctly use frequently confused words (e.g to, too, two, there, their). 5.12(b) Use commas and quotation marks to mark direct speech and quotations from a dialogue. 5.14(b) Begin to select vocabulary according to the audience and purpose

English stand-alone Year Long

Reading 1.1 Enjoy reading and being read to 1.2 Read fluently and confidently a variety of texts for a variety of purposes, distinguishing between literature and informational texts, and responding to what is read 1.3 Participate in paired, group or class reading activities 1.4 Read and retell simple, familiar books independently with confidence and will be willing to take risks. 1.5 Read silently with a degree of independence 1.6 Start to develop personal preferences in reading (writing reflections on reading goals) 1.7 Understand and respond to the ideas and feelings expressed in various reading materials. 2.4 Describe and connect with how a character responds to major events and challenges. 3.2 Determine the meaning of words and phrases in a text relevant to grade level topic or subject area. 4.1 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its, characters, setting, or plot. 4.4 Describe how reasons support specific points an author makes. 5.1 Read and comprehend literature including stories and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. 5.2 Read and comprehend informational texts, including social studies, science, technical texts, and texts related to the units of inquiry in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range. 7.1 Know and apply grade-level phonics and word analysis skills in decoding words 7.2 Recognize and read grade level appropriate irregularly spelled words. 8.1 Read on-level text orally with accuracy, appropriate rate and expression regarding to punctuation on successive readings. 8.2 Use context to confirm or self correct a word recognition and understanding, rereading as necessary. 8.3 Use context to confirm or self correct a word recognition and understanding, rereading as necessary. Viewing & presenting 1.1 Understand that communication involves visual as well as verbal features 1.2 Understand that signs, symbols and icons carry meaning 1.9 Begin to use appropriate technology such as a computer, printer, CD-ROM, digital camera 1.5(b) Use strategies to identify appropriate resources and find information in visual media 1.7(b) Search for, record and present information from a variety of media and texts 1.10(b) Use a range of technologies to create media works of many types (eg cartoons, designs, film animation, web pages, diagrams) Listening & Speaking 1.1b Use talk to establish relationships with others and for a variety of purposes

1.1c Build on others talk in conversations by linking their comments to the remarks of others. 1.1d Ask for clarification and further explanation as needed about the topics, concepts, texts under discussion. 1.1e Express thoughts, feelings, ideas and opinions and be able to discuss them, respecting contributions from others 1.1f Give instructions, directions and messages and respond to the instructions of others 1.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media 1.4 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue 2.1 Tell a story or recount an experience in a sequence with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 2.5 Begin to develop specific vocabulary to suit different purposes, eg. descriptive, comparative or persuasive vocabulary 3.4 Hear and accept differences between languages 2.6(b) Develop and use a range of specific vocabulary to suit different purposes when speaking and listening 2.7(b) Explain and discuss their own stories and writing with peers and adults 3.1(b) Use language confidently, appropriately and with increasing accuracy 3.2(b) Begin to communicate in more than one language Writing

1.1 Show confidence and a positive attitude toward writing.

2.1 Write about a range of topics that are personally significant 2.2 Write opinion pieces, in which they introduce the topic or book they are writing about, state an opinion, supply reasons to support that opinion using linking words (because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 2.4 Write narratives, in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order and provide a sense of closure. 3.1 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. 3.2 Participate in shared research and writing projects and respond orally to the work of others (e.g read a number of books on a single topic to produce a report, record a scientific observation.) 3.3 With guidance and support from adults, recall information from provided sources to answer a question. 4.1 Accurately spell frequently occurring irregular words. 4.2 Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 4.3 Use conventional spelling for words with common spelling patterns 4.4 Consult reference materials such as simple dictionary or thesaurus, as needed, to check and correct spellings. 4.6 Produce, expand, and rearrange compound sentences. 4.13 Use personal, possessive, indefinite, and reflective pronouns. (I, me, my, they, them, their, anyone, everything, myself, ourselves) 4.14 Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told ). 4.15 Present writing appropriately with correct directionality and spacing 4.16 Use adjectives and adverbs, and choose between them depending on what is to be modified. 1.3(b) Respond to the writing of others with sensitively and respect. 1.4(b) Write in a consistent, legible style 2.4(b) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience in accordance to grade level writing genres listed above. 2.7(b) Compose using a range of structures and styles to reflect the particular purpose of the writing 4(b) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (single sitting or a day or two) for a range of disciplines, specific tasks, purposes, and audiences. 5.1(b) Demonstrate an increasing understanding of how and why grammar works 5.2(b) Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. 5.3(b) Form and use regular and irregular plural nouns. Use abstract nouns (e.g childhood). Use relative pronouns (who, whose, whom, which, that ) and relative adverbs(where, when, why ). 5.11(b) Use correct capitalization. 5.13(b) Accurately spell high-frequency and familiar words and apply their knowledge of spelling patterns using a range of strategies to spell words of increasing complexity 5.15(b) Use content-specific vocabulary according to the audience and purpose 5.16(b) Use content-specific vocabulary which may be connected to the unit of inquiry

Math stand alone

Semester 1

DH1.1(a) Sort and label objects into sets by one or more attribute DH1.2(a) Discuss and compare data represented in teacher-generated diagrams : tree, Carroll, Venn M2.3(a) Use a calendar to determine the date, and to identify and sequence days of the week and months of the year M2.4(a) Estimate, identify and compare lengths of time : second, minute, hour, day, week, month S&S3.1(a) Use what they know about 3-D shapes to see and describe 2-D shapes S&S3.2(a) Sort and label 2-D and 3-D shapes using appropriate mathematical vocabulary : sides, corners, circle, sphere, square, cube S&S3.4(a) Find and explain symmetry in their immediate environment P&F 4.1(a) Create, describe and extend patterns P&F 4.1(b) Analyse patterns in number systems to 100 P&F 4.2(a) Recognize, describe and extend patterns in numbers : odd and even, skip counting, 2s, 5s and 10s P&F 4.3(a) Identify patterns and rules for addition : 4+3 = 7, 3+4 = 7 (commutative property) P&F 4.3(b) Understand and use the relationship between addition and subtraction : 4+3 = 7, 7-3 =4 P&F 4.4(a) Identify patterns and rules for subtraction : 7-3 = 4, 7-4 = 3 P&F4.5(a) Model, with manipulatives, the relationship between addition and subtraction : 3+4 = 7, 7-3 = 4. N5.2(a) Count (in 1s, 2s, 5s and 10s), compare and order numbers to 100 N5.3(a) Estimate quantities to 100 N5.5(a) Read, write and model addition and subtraction to 20 (with and without regrouping)

Math stand alone

Semester 2

N5.8(a) Explore and model multiplication and division using their own language / methods M2.3(b) Describe measures that fall between numbers on a measure scale : 3 1/2 kg, between 4 cm and 5 cm M2.4(b) Estimate, measure, label and compare perimeter and area S&S3.1(b) Sort, describe and model regular and irregular polygons : triangles, hexagons, trapeziums S&S3.3(b) Combine and transform 2-D shapes to make another shape S&S3.4(b) Create symmetrical patterns, including tessellation S&S3.5(b) Identify lines and axes of reflective and rotational symmetry S&S3.7(b) Locate features on a grid using coordinates. P&F 4.6(b) Model, with manipulatives, the relationship between multiplication and addition (repeated addition) P&F4.7(b) Model, with manipulatives, the relationship between division and subtraction P&F4.8(b) Model multiplication as an array N5.4(b) Count in 3s, 4s, 6s, and explore other numbers -counting by 2s, 5s, 10s, and 100s to 1000, using random starting points; counting by 25s to 1000 using starting points that are multiples of 25 N5.6(b) Automatically recall basic addition and subtraction facts - recalling addition and subtraction facts up to 20 N5.7(b) Model addition and subtraction equations to 1000 (with and without regrouping) - developing personal strategies and procedures for addition and subtraction; using the inverse operation to verify an answer to an addition or subtraction calculation N5.11(b) Compare fractions using manipulatives and using fractional notation N5.14(b) Understand and model the concept of equivalence to 1:two halves =1, three thirds = 1

N5.15(b) Reasonably estimate answers : rounding and approximation - estimating sums and differences and using estimation to verify answers; round whole numbers to the nearest 10, 100, or 1000 N5.16(b) Select and explain an appropriate method for solving a problem

Math standalone year long

M2.2(a) Understand why we use standard units of measurement to measure M2.5(a) Read and write the time to the hour , half hour and quarter hour S&S3.6(a) Give and follow simple directions, describing paths, regions and boundaries of their immediate environment and their position : left, right, forward and backward M2.2(b) Select appropriate tools and units of measurement M2.6(b) Read and write the time to the minute and second, using intervals of 10 minutes, 5 minutes and 1 minute on 12-hour and 24-hour clocks.

P&F 4.9(b) Understand and use number patterns to solve problems (missing numbers). N5.1(b) Read, write and model numbers, using the base 10 system, to 1000 - representing and describing 4-digit numbers in a variety of ways; reading and writing 4-digit numerals and number words to 1000; demonstrating place value concepts to give meaning to 4-digit numbers N5.2(b) Count, compare and order numbers to 1000 - recognizing, building, comparing and ordering sets of 4-digit numbers N5.5(b) Use number patterns to learn multiplication tables : 1s, 2s, 4s, 5s, 10s

Grade 3 Who we are An inquiry into the nature of the self; beliefs and values; personal,

physical, mental, social and spiritual health; human relationships including families, friends, communities, and

Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and

journeys; the discoveries, explorations and migrations of humankind; the

relationships between and the

interconnectedness of individuals and civilizations, from local and global

perspectives.

natural world (physical and biological) and human societies; how humans use their understanding of scientific

principles; the impact of scientific and

How we organize ourselves. An inquiry into the interconnectedness

of human-made systems and communities; the structure and

function of organizations; societal decision-making; economic activities

and their impact on humankind and the environment.

responsibilities in the struggle to share finite resources with other people and with other living things; communities

and the relationships within and

between them; access to equal opportunities; peace and conflict

resolution.

Central Idea

Understanding different ways of learning enables people to respond to their own learning needs as well as

those of others.

Humans are driven by a need or curiosity to explore unfamiliar regions

and new ideas

Authors express their ideas and feelings in unique ways

We use our understanding of scientific rules to fulfill our needs

Technological change enables us to investigate the world around us

How we use energy depends on its form

Lines of inquiry

How people construct

knowledge

What makes a healthy brain

Brain pathways and their impact on learning

Causes of exploration over

Benefits and consequences of

exploration

How exploration leads to new ideas and understandings

The role of perceptions within

poetry

The purpose of poetry

Ways poets evoke different emotions and thoughts

How we use electricity and magnetism

Benefits of using electricity and magnetism

Changing communication systems Positive and negative effects of

technological change How technology helps us to

connect with each other

Forms of energy How we use different forms of

energy to meet needs and wants Our responsibility to the

sustainability of energy resources

Standards Social Studies SS5.2 Society & Identity English W Writing- Poster (Brain) Survey (learning styles) Personal Journal Electronic portfolio reflection Unit reflection (Little Marks) Information Literacy Inquiry Continuum C Connecting and Communicating

I Investigating O Organizing and Creating R Reflecting E Expressing and Collaborating

Science SS1 Time, Continuity & Change SS2 Connections & Conflict SS3 Geography English W Writing- Powerpoint explanation & opinion (explorers) Bibliography Biography (explorer) Personal Journal Plot structure Adventure story

Unit reflection (Little Marks)

English R Reading LS Listening and Speaking W Writing- Compare & contrast (poetry) Opinion (poetry) Writing poems Personal Journal Unit reflection (Little Marks)

Science PS1.4F Properties of matter PS4.4A Energy Transfer SI.1A Scientific Inquiry English W Writing- Scientific method (title, prediction, materials, procedure, results, conclusion) Rules for math games Note taking Categorizing

Circuit diagram Report Unit reflection (Little Marks or De Bono’s Thinking Hats)

Social Studies SS8.5 Science, technology and society Science HS1.4A History of Science English W Writing- Historical narrative Plot mountain Unit reflection (Little Marks or De Bono’s Thinking Hats) Math

DH Data Handling

Science ESS7.4A Caring PS3.4A Forms of Energy PS3.4B Heat Energy PS3.4D Light energy English W Writing- Google presentation (energy) Bibliography (min 3 sources) Persuasive presentation (energy) Reflections from camp

Unit reflection (Little Marks or De Bono’s Thinking Hats)

Benchmarks SS5.2F Identify roles and behaviors that people demonstrate when in group situations SS5.2G Identify opportunities for choice in personal identity W2.2d Use precise language and domain specific vocabulary to inform or explain about the topic.

life, climate, geology and environments SS1.2A Identify stories about past events, people, places or situations SS2.5A Describe how wants and needs have implications beyond the self SS2.5B Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories: politics, economics, geography, ethnicity/race/gender ad culture SS3.2B Explain the concept of location SS3.2C Use maps and graphs, tables, and diagrams to read and display geographic information SS3.5B Apply appropriate resources and geographic tools to generate and interpret information about the earth SS3.5C Apply concepts such as location, distance, scale, movement and region W2.2 Introduce a topic clearly and group related information in paragraphs and sections; including formatting (e.g headings, illustrations, and multimedia when useful to aiding in comprehension.

R1.4 Maintain a “reading reflections” or “learning journal” R1.6 Recognize and appreciate different literary styles and genres R1.8 Understand and respond to the ideas, feelings and attitudes expressed in various texts R1.9 Begin to recognize the author’s purpose (to inform, persuade, entertain, instruct) R1.10 Begin to understand that texts may be interpreted differently by different people R2.2 Determine a theme of a story, drama, or poem from details in the text. Summarize using key details from the text. R2.6 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in stories, myths, and traditional literature from different cultures. R7.1 Read text aloud with fluency, expression and with regard to punctuation W1.3 Respond to the writing of others with sensitively and respect. W2.5 Begin to use literary devices such as similes, onomatopoeia, and alliteration

W2.6 Experiment composing different forms of poetry, including free verse and those governed by a variety of structures

PS1.4F(1) Observe and sort objects that are and are not attracted to magnets PS1.4F(2) Predict whether or not an object will be attracted to a magnet PS1.4F(3) Describe what happens when c like and opposite poles of a magnet are placed near each other PS1.4F(4) Describe the physical properties of magents PS1.4F(5) Determine the relative strength of various magnets (eg size, number of paper clips attracted etc) PS4.4A(3) Identify the uses of electricity PS4.4A(4) Construct and explain a simple electric circuit PS4.4A(5) Demonstrate that electricity flowing in circuits can produce heat, light, sound, magnetic effects SI.1A(2) Generate and follow simple plans using systematic observations to explore questions and predictions SI.1A(3)Collect data using observations, simple tools such as thermometers, balances, watches and magnifiers. Record data in tables, charts and bar graphs. Compare data with others to examine and question results W2.3c Use a variety of transitional words and phrases to manage the sequence of events.

SS8.5B Examine ways in which tools and techniques make certain tasks easier SS8.5C Describe ways that tools and techniques can have both positive and negative effects SS8.5D Describe changes in scientific knowledge and technology that have affected your host country HS1.4A Explain how anybody can be a scientist Identify ways (eg create things, ask questions, make observations, figure things out) that everybody can do science Identify ways scientists work together to solve problems (eg share results, teamwork, investigate) Identify ways in which science and technology have greatly improved human lives W2.1c Provide reasons that are supported by facts or details. W2.1e Provide a concluding statement or section related to the opinion presented. W2.3 Orient the reader by establishing a situation an introducing a narrator and/or characters: organize an event sequence that unfolds naturally.

W2.3b Use dialogue and description to develop experiences and events or show the responses of characters to situations. DH1.2 Design a survey, process and

ESS7.4A(2)Identify resources we get from the living (eg forests) and non-living (eg minerals, water)environment and that resources are necessary to meet the needs and wants of a population PS3.4A(1)Observe how energy does things (eg batteries, sun, wind, electricity) PS3.4A(2)Explain that energy comes from different sources such as electricity, and water and is utilized in many common objects PS3.4A(5)Describe the usefulness of some forms of energy (eg. electricity, sunlight, wind, sound) and how energy works W2.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W2.2c Link ideas within categories of information using words and phrases (e.g another, for example, also, because).

interpret the data DH1.3 Collect and display data in a bar graph and interpret results DH 1.4 Use the scale on the vertical axis of a bar graph to represent large quantities DH1.6 Understand the purpose of a database by manipulating the data to answer questions and solve problems

Key concepts Form Function

Causation Responsibility

Perspective Reflection

Function Causation

Change connection

Form Responsibility

Related concepts

Evidence Perception

reflection Interpretation Opinion Review

Sequences Patterns

consequences

Communication Technology

Digital citizenship systems

Sustainability Consequences

Profile Balanced Knowledgeable

Inquirer Communicator

Open minded Reflective

Inquirer Reflective

Caring thinker

Principled Risk takers

Attitudes Independence commitment

Curiosity Respect

Appreciation empathy

Creativity Enthusiasm Cooperation

Integrity Respect

Confidence tolerance

TD skills Self management skills Thinking skills

Research skills Thinking skills Communication skills

Social skills research skills self-management skills

Research skills Communication skills

Self-management skills

Integration

ILIC C2 use pictures to predict content and make connections between illustrations and written text C11 respond to new ideas using a variety of strategies and tools, including multi-media options I4 distinguish fiction from non-fiction I9 recognize and use the features of non-fiction text I24 select information for a purpose and electronic resources and tools I32 identify the types of information required O8 interpret and respond to new ideas in non- fiction text O18 merge visual and written information from a variety of sources R6 reflect on what worked or did not work during the inquiry process R7 articulate new learning E8 use an understanding of audience in presentation E17 apply models, rubrics, and/or criteria for exemplary presentation E18 present information in a variety of media and formats

C4 ask questions that explore and expand text in order to understand it C10 identify an issue worthy of investigation I16 read to investigate new ideas I21 understand the difference between fact and opinion I25 use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic I26 gather and record information using a variety of print, non-print and electronic resources and tools I28 use text features of books or websites to locate information effectively I30 record information in note format in print and digital forms I48 keep a record of resources used O14 organize information into a variety of appropriate print and electronic formats and products O18 merge visual and written information from a variety of sources R7 articulate new learning E2 share learning with small and large audiences E3 collaborate with others to exchange ideas and develop new understandings

C6 recognize that variations in stories may result from differences in cultures C7 recognize that differences in interpretation of stories are important aspects for discussion and consideration O2listen, view and read to identify and illustrate main ideas and themes O4respond to stories, text and poetry O5 create stories and other texts O7 compare, contrast, infer and synthesize to create meaning from text(s I42 use graphic organizers to record and organize information E1 share ideas and responses to literature through discussion

C12 predict and hypothesize O6 listen, view and read to analyze ideas and information O15 work with others in gathering and recording information R10 use self-, peer-, and teacher-generated criteria to assess the representation of learning E4 retell stories (LIT)

C13 ask focus questions related to aspects of the topic or issue I8 interpret meaning from print and electronic images I21 understand the difference between fact and opinion I25 use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic I31 use the Internet safely and responsibly I33 develop appropriate, efficient, and effective search strategies, including the use of specialized search engines I35 use the school library and the electronic catalogue to find information and resources I48 keep a record of resources used I59 use information responsibly and understand personal safety issues related to internet use O19 use point-form notes to develop sentences in own words E14 use a variety of print and electronic formats for sharing E25 create electronic portfolios that meet collaboratively developed and agreed upon criteria

C13 ask focus questions related to aspects of the topic or issue I8 interpret meaning from print and electronic images I16 read to investigate new ideas, genres, and types of materials for reading I33 develop appropriate, efficient, and effective search strategies, including the use of specialized search engines I48 keep a record of resources used O1 demonstrate text and images through a variety of media O6 listen, view and read to analyze ideas and information O19 use point-form notes to develop sentences in own words E6 use digital editing tools E25 create electronic portfolios that meet collaboratively developed and agreed upon criteria

Year Long ILIC

C1 use prior knowledge and personal experience to understand information C3 use strategies to connect, infer, and visualize meaning from text C5 make deep connections between text and self, other texts, and the world C8 activate prior knowledge specific to a topic C9 ask questions related to a topic C14 ask a question that will generate meaningful inquiry and that is interesting and worth answering I1 locate and select resources appropriate to their own reading interests, ability, and purpose I15 suggest answers to questions about the reading I26 gather and record information using a variety of print, non-print I34 choose the best resources for the task I49 use technology to reinforce classroom teaching and learning O10 create meaning from new and prior knowledge O16 sequence information alphabetically, numerically, chronologically or by category O17 use supporting details to expand key ideas E5 use the writing process E25 create electronic portfolios that meet collaboratively developed and agreed upon criteria

W3.3 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. W5.12 Use commas and quotation marks to mark direct speech and quotations from a dialogue.

R2.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text. R2.4 Describe in depth a character, setting, or an event drawing on specific details in the text (e.g character’s thoughts, words, or actions. )

Language stand alone Year Long

W1.1 Experience and appreciate different types of writing structures and styles W1.2 Write independently with confidence, demonstrating and increasing development of the individual “voice” of the writer W1.3 Respond to the writing of others with sensitively and respect. W1.4 Write in a consistent, legible style W2.1a Write opinion pieces on topics or texts, supporting a point of view with reasons and information W2.1b Introduce a topic or text that clearly states the opinion and creates an organizational structure in which related ideas are grouped to support the writer’s purpose.

W2.1d Link opinion and reasons using words and phrases (e.g for instance, in addition). W2.3d Use concrete words, phrases, and sensory details to convey experiences and events precisely W2.3e Provide a conclusion that follows from the narrated experiences or events. W2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience in accordance to grade level writing genres listed above. W2.7 Compose using a range of structures and styles to reflect the particular purpose of the writing W3.1 With guidance and support from peers and adults, develop and strengthen writing as needed. W3.2 Reread their written work to make revisions to their writing. W3.4 Conduct short research projects that use several sources to build knowledge through investigations of different aspects of a topic. W3.5 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W4 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (single sitting or a day or two) for a range of disciplines, specific tasks, purposes, and audiences. W5.1 Demonstrate an increasing understanding of how and why grammar works W5.2 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. W5.3 Form and use regular and irregular plural nouns. Use abstract nouns (e.g childhood). Use relative pronouns (who, whose, whom, which, that ) and relative adverbs(where, when, why ). W5.4 Form and use regular and irregular verbs. Form and use simple verb tenses (e.g I walked, I walk, I will walk). Form and use the progressive (e.g., I was walking; I am walking; I will be walking ) verb tenses. W5.5 Ensure subject-verb and pronoun antecedent agreement. W5.6 Use modal auxiliaries (e.g can, may ,must) to convey various conditions. W5.7 Order adjectives within sentences according to conventional spelling patterns (e.g a small red bag rather than a red small bag) W5.8 Form and use prepositional phrases. W5.9 Produce simple, compound, and complex sentences, recognizing and correcting inappropriate fragments and run-ons, and using appropriate punctuation to support meaning. W5.10 Correctly use frequently confused words (e.g to, too, two, there, their). W5.11 Use correct capitalization. W5.13 Accurately spell high-frequency and familiar words and apply their knowledge of spelling patterns using a range of strategies to spell words of increasing complexity W5.14 Begin to select vocabulary according to the audience and purpose W5.15 Use content-specific vocabulary according to the audience and purpose W5.16 Use content-specific vocabulary which may be connected to the unit of inquiry R1.1 Read independently, fluently, accurately and with understanding R1.2 Engage daily in individual silent reading with concentration R1.3 Use reading for pleasure, instruction and information R1.4 Maintain a “reading reflections” or “learning journal” R1.5 Show an interest in a variety of literature and informational texts R1.6 Recognize and appreciate different literary styles and genres R1.7 Express preferences in reading materials R1.8 Understand and respond to the ideas, feelings and attitudes expressed in various texts R1.9 Begin to recognize the author’s purpose (to inform, persuade, entertain, instruct) R1.10 Begin to understand that texts may be interpreted differently by different people R2.3 Determine and respond to text by identifying the main idea of a text and explain how it supported by key details; summarize the text. R2.5 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, and in accordance to the unit of inquiry including what happened and why, based on specific information in the text. R3.1 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade level topic or subject area.

Math stand alone

Year long

DH1.7 Use probability to determine mathematically fair and unfair games and to explain possible outcomes. M2.2 Select appropriate tools and units of measurement P&F4.2 Recognize, describe and extend more complex patterns in numbers P&F4.4 Identify patterns and rules for multiplication and division : 4 x 3 =12, 3 x 4 = 12, 12 / 3 = 4, 12 / 4 = 3 P&F4.5 Model, with manipulatives, the relationship between multiplication and division P&F4.8 Model multiplication as an array P&F4.9 Understand and use number patterns to solve problems (missing numbers). N5.3 Estimate quantities to 1000 - estimating and counting the number of objects in a large set N5.4 Count in 3s, 4s, 6s, and explore other numbers - counting by 2s, 5s, 10s, and 100s to 1000, using random starting points; counting by 25s to 1000 using starting points that are multiples of 25 N5.8 Use mathematical vocabulary and symbols of multiplication and division : times, divide, product, quotient, x, / N5.9Use and describe multiples strategies to solve addition , subtraction, multiplication and division problems - recognizing situations that call for addition and subtraction; explaining addition or subtraction methods and the reasons behind it N5.10 Read, write and model multiplication and division problems N5.15 Reasonably estimate answers : rounding and approximation- - estimating sums and differences and using estimation to verify answers; round whole numbers to the nearest 10, 100, or 1000 N5.16 Select and explain an appropriate method for solving a problem

Math stand alone

Semester 1

DH1.1 Discuss, compare and create sets from data that has subsets using tree, Carroll, Venn and other diagrams M2.1 Estimate, measure, label and compare using formal methods and standard units of measurement: length, mass, time and temperature M2.3 Describe measures that fall between numbers on a measure scale : 3 1/2 kg, between 4 cm and 5 cm M2.4 Estimate, measure, label and compare perimeter and area M2.5 Model addition and subtraction using money M2.6 Read and write the time to the minute and second, using intervals of 10 minutes, 5 minutes and 1 minute on 12-hour and 24-hour clocks. P&P4.1 Analyse patterns in number systems to 100 P&F4.6 Model, with manipulatives, the relationship between multiplication and addition (repeated addition) P&F4.7 Model, with manipulatives, the relationship between division and subtraction N5.1Read, write and model numbers, using the base 10 system, to 1000 - representing and describing 4-digit numbers in a variety of ways; reading and writing 4-digit numerals and number words to 1000; demonstrating place value concepts to give meaning to 4-digit numbers N5.2 Count, compare and order numbers to 1000 - recognizing, building, comparing and ordering sets of 4-digit numbers N5.5 Use number patterns to learn multiplication tables : 1s, 2s, 4s, 5s, 10s N5.7 Model addition and subtraction equations to 1000 (with and without regrouping) - developing personal strategies and procedures for addition and subtraction; using the inverse operation to verify an answer to an addition or subtraction calculation

Math stand S&S3.1 Sort, describe and model regular and irregular polygons : triangles, hexagons, trapeziums

alone Semester 2

S&S3.2 Identify , describe and model congruency in 2-D shapes S&S3.3 Combine and transform 2-D shapes to make another shape S&S3.4 Create symmetrical patterns, including tessellation S&S3.5 Identify lines and axes of reflective and rotational symmetry S&S3.6 Understand an angle as a measure of rotation by comparing and describing rotations : whole turn ; half turn; quarter turn; north; south, east and west on a compass S&S3.7 Locate features on a grid using coordinates. N5.11 Compare fractions using manipulatives and using fractional notation N5.12 Model addition and subtraction of fractions with the same denominator N5.13 Use mathematical vocabulary and symbols of fractions : numerator, denominator, equivalence N5.14 Understand and model the concept of equivalence to 1:two halves =1, three thirds = 1

How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our

creativity; our appreciation of the aesthetic.

natural world (physical and biological) and human societies; how humans use their understanding of

Central idea

There are many interrelated dimensions to health and wellbeing

Modern society causes changes in nomadic cultures

Values are expressed through various beliefs

Alternative energy sources are important for our future

Markets exist to satisfy the needs and wants of society.

Human behavior affects the availability of resources for all living things

Lines of inquiry

Types of body systems How body systems are

connected Factors that affect body systems

Nomadic cultures Changes of modern society How changes influence nomadic

cultures.

Beliefs that are important to me Values that are important to me How rituals and artifacts

symbolize beliefs and values

How energy is transferred Changing uses of energy Harnessing energy to meet the

demands of human society

How a market economy works Economics of a market place Factors that affect this economy

The water cycle

How water is used

The effect people have on water as a resource

Standards Science LS.2 Matter and Energy Transformation Personal, Social and Physical Education

AL Active Living

M Measurement

English R Reading

W Writing –Notetaking

Bullet points

Brochure

Text features

Explanation

Persuasion (body systems) Journal reflection (multiple format)

Earth week (news)

Emails / letters

Unit reflection –online portfolio

Science ESS6.4B Climate and Weather Social Studies SS1 Time, Continuity & Change SS2 Connections & Confliction SS3 Geography Math N Number DH Data Handling M Measurement S&S Shape & Space English

W Writing – Notetaking & organization Powerpoint Compare & contrast Personal opinion (nomads) Journal reflection (multiple format)

Earth week (news)

Emails / letters

Social Studies SS 4 Culture SS 5 Society and Identity English R Reading W Writing- script writing Personal reflection(artifact) Quotes& idioms (artifact) Notetaking Venn diagram Journal reflection (multiple format)

Earth week (news)

Emails / letters

Unit reflection –online portfolio ILIC C Connecting and communicating I Investigating O Organizing and creating R Reflecting E Expressing and Collaborating

Science PS3.4A Forms of Energy PS3.4B Heat Energy PS3.4D Light energy SI.1A Scientific Inquiry English

R Reading

W Writing – science procedure Explanation of scientific principles How to Poetry Personal opinion (poetry) Argument/debate (energy sources) Journal reflection (multiple format)

Earth week (news)

Emails / letters

Unit reflection –online portfolio Math DH Data Handling M Measurement

Social Studies SS 7 Production, distribution and consumption SS 2 Connections and conflict English

W Writing –report Poster (advertising) Notetaking Paragraph writing Journal reflection (multiple format)

Earth week (news)

Emails / letters

Unit reflection –online portfolio Math

N Number DH Data Handling M Measurement S&S Shape & Space

Science ESS5.4A Energy in the Earth’s Systems

ESS7.4A Biogeochemical cycles

HS1.4A History of Science

SI Scientific Inquiry English

W Writing- Cause & effect presentation ( people + water, choice of format)

Poetry – alliteration, metaphors etc

Blogs – introduction using blogger

Journal reflection (multiple format)

Earth week (news)

Emails / letters

Benchmarks LS.2.4A (3) Explain that all organisms require a form of energy to survive and that humans and other animals obtain energy and materials from food LS.2.4A (4)Explain that all living things have structures that provide basic needs for survival LS.2.4A (5) Associate specific structures with their functions in the survival of an organism LS.2.4B(4)Explain that all organisms require a form of energy to survive and that humans and other animals obtain their energy and materials from food

AL(1)Our daily practices have an impact on our well-being; We can observe changes in our bodies as we exercise AL(2)Regular exercise is part of a healthy lifestyle; food choices affect our health; good hygiene can help prevent illness AL(3)Regular exercise, hydration, nutrition and rest are all important in a healthy lifestyle; we can develop and maintain physical fitness by applying basic training principles AL(4)Identifying and participating in activities we enjoy can motivate us to maintain a healthy lifestyle; there is a connection between exercise, nutrition and physical well-being M2.1 b Select and use appropriate standard units of measurement when estimating, describing, comparing and measuring M2.2b Use measuring tools, with simple scales, accurately R3.1 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade level topic or subject area. R4.6 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

ESS6.4B(2)Describe weather by measurable quantities such as temperature and precipitation ESS6.4B(3)Observe, measure and record data on the basic elements of weather over a period of time (ie, precipitation, air temperature, wind speed and direction, air pressure) ESS6.4B(4)Identify and use the tools of a meteorologist (eg. measure rainfall using a rain gauge, measure air pressure using a barometer, measure temperature using a thermometer, measure wind speed using an anemometer) ESS6.4B(5)Relate weather forecast

accuracy to evidence or tools used to make the forecast (eg, feels like rain vs. barometer reading is dropping) SS1.5B Describe changes in society (eg, political, cultural, social) SS1.5C Identify cause and effect relationships through history SS2.5B Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories: politics, economics, geography, ethnicity/race/gender, and culture SS3.5E Describe factors that influence locations of human populations and human migration SS.3.5F Describe and explain various types and patterns of settlement and land use SS3.5G Identify why particular locations are used for certain activities DH 1.2a Design a survey, process and interpret the data M2.1a Estimate, measure, label and compare using formal methods and standard units of measurement: length, mass, time and temperature M 2.2a Select appropriate tools and units of measurement M2.6a Read and write the time to the minute and second, using intervals of 10 minutes, 5 minutes and 1 minute on 12-hour and 24-hour clocks M 2.10b Use and construct timetables (12-hour and 24-hour) and time lines M2.11b Determine times worldwide. S&S 3.7a Locate features on a grid using coordinates. S&S 3.11b Use the language and notation of bearing to describe

position N 5.21b Read, write and model addition and subtraction of integers (negative numbers) R4.6 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

SS 4.5.dDescribe how cultural contributions from various groups have formed a national identity SS 4.5eExplain the elements of culture (language, norms, values, beliefs) SS 4.5f Define the elements of a belief system (creed, code of behavior, rituals, community) SS 5.5.e Identify and describe ways that ethnicity and cultures influence people’s daily lives SS 5.5h. Examine the difference between ‘acceptance’ and ‘tolerance’ R2.5 Explain events, procedures, ideas, or concepts in a historical,

scientific, or technical text, and in accordance to the unit of inquiry including what happened and why, based on specific information in the text. R2.6 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in stories, myths, and traditional literature from different cultures. R3.2 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g verse, rhythm, meter and drama, cast of characters, settings, descriptions, dialogue, stage directions) when writing or speaking. R3.4 Distinguish their own point of view from that of the narrator or those of the characters. R4.5 Compare and contrast the treatment of similar themes, topics, and patterns of events in stories, myths and traditional literature from different cultures.

PS3.4A(5)Describe the usefulness of some forms of energy (eg. electricity, sunlight, wind, sound) and how energy works PS3.4B(4)Explain that thermal energy (heat) moves more rapidly in thermal conductors (eg metal pan) than in insulators (eg plastic handle) PS3.4B(5) Describe the effectiveness of different insulating and conducting materials with respect to thermal energy (heat) flow PS3.4D(2)Observe and record shadows at different times of the day PS3.4D(3)Investigate the properties of transparent and opaque objects

(eg plastic wrap and aluminum foil) PS3.4D(4)Describe how light can be reflected by a mirror, bent by a lens or absorbed by the object PS3.4D(5) Describe how light can interact with matter such as transmission (which includes refraction) absorption, and scattering ( which includes reflection) SI.1A(4)Use measurement tools and standard units (eg. centimeters, meters, grams, kilograms) to describe objects and materials SI.1A(5) Construct a simple explanation by analyzing observational data. Revise the explanation when given new evidence or information gained from other resources or from further investigation DH 1.3b Find, describe and explain the range, mode, median and mean in a set of data and understand their use DH1.5a Find, describe and explain the mode in a set of data and its use M2.3b Understand that the accuracy of a measurement depends on the situation and the precision of the tools M2.7b Use decimal notation in measurement: 3.2 cm, 1.47 kg R2.5 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, and in accordance to the unit of inquiry including what happened and why, based on specific information in the text.

SS 7.5.b Distinguish between human, natural and capital resources SS 7.5.d Explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services SS 7.5.e Describe how trade affects the way people earn their living in regions of the world SS 7.5.g Describe primary causes of world trade SS 2.5.c Explain the major ways groups, societies and nations interact with each other (eg trade, cultural exchanges, and international organizations)

DH1.1b Design a survey and systematically collect, organize and record the data in displays : pictograph, bar graph, circle graph pie chart), line graph DH1.2bCreate, interpret, discuss and compare data displays (pictograph, pie chart, bar / line graph ) including how well they communicate information Make predictions based on data and draw conclusions DH1.3a Collect and display data in a bar graph and interpret results DH1.4a Use the scale on the vertical axis of a bar graph to represent large quantities DH1.4b Create and manipulate an electronic database for their own purposes DH1.5b Set up a spreadsheet, using simple formulas, to manipulate data and to create graphs M2.5a Model addition and subtraction using money S&S3.12b Read and plot coordinates in four quadrants. N5.14b Read, write and model multiplication and division of decimals (with reference to money) N5.18b Identify and represent ratios as comparisons of part-to-part and part-to whole relationships, and solve problems involving ratios.

ESS5.4A(1)Compare temperatures in sunny and shady places

ESS5.4A(2)Investigate and report how sunlight affects plant growth

ESS5.4A(3)Provide examples of how sunlight affects people and animals by providing heat and light

ESS5.4A(4)Investigate and record temperature data to show effects of heat energy on changing states of water

ESS5.4A(5)Identify the sun as a source of energy that evaporates water from the surface of the Earth

ESS7.4 AX (2) Identify resources we get from the living and non-living

environment and that resources are necessary to meet needs and wants of a population

ESS7.4AX(4)Describe the ways Earths renewable resources (eg fresh water, air, wildlife and trees) can be maintained

ESS7.4AY(5)Identify examples where human activity has had a beneficial or harmful effect on other organisms (eg feeding birds, littering vs picking up trash, hunting/conservation of species, paving/restoring greenspace)

HS1.4A(4) Identify ways in which science and technology have greatly improved human lives (eg. food quality and quantity, transportation, health, sanitation, communication)

Identify the benefits of recycling, reducing, reusing

HS1.4A(5) Identify consequences of natural and human induced environmental changes (eg. erosion, tsunami, deforestation)

DH1.1a Discuss, compare and create sets from data that has subsets using tree, Carroll, Venn and other diagrams

DH 1.6a Understand the purpose of a database by manipulating the data to answer questions and solve problems

DH1.6b Use a numerical probability scale 0 to 1 or 0% to 100%

DH1.7a Use probability to determine mathematically fair and unfair games and to explain possible outcomes.

DH1.7b Determine the theoretical probability of an event and explain why it might from experimental probability.

Key concepts Function Connection Causation

Causation Change Form

Perspective Reflection

Connection Change

Function Causation

Reflection Responsibility

Related Systems Migration Values Sustainability Systems Interdependence

concepts Interdependence Urbanization culture beliefs

behaviour

global warming interdependence Climate change

Profile Knowledgeable Balanced

Caring Reflective

Open-minded principled

Inquirers Thinkers

Risk-taker Communicator

Caring Knowledgeable

Principled

Attitudes Curiosity commitment

appreciation Respect Tolerance empathy

Enthusiasm Cooperation

Integrity Independence

Creativity Confidence

TD skills Self-management research

Thinking skills Social skills

social skills communication skills

Social skills research skills

communication skills

Thinking skills research skills

Integration Mongolian B PE – Health related fitness

Music- using recycled materials to make instruments

ILIC C8 activate prior knowledge specific to a topic I28 use text features of books or websites to locate information effectively I35 use the school library and the electronic catalogue to find information and resources

I40 evaluate resources for usefulness I54 prioritize resources by usefulness O14 organize information into a variety of appropriate print and electronic formats and products O17 use supporting details to expand key ideas O18 merge visual and written information from a variety of sources

C2 use pictures to predict content and make connections between illustrations and written text I2 preview and select relevant texts I17 scan to locate key topics I18 skim to identify key words and phrases I42 use graphic organizers to

record and organize information I44 determine when more information is needed in order to extend online searches and link I46 develop a structure to organize and store information I48 keep a record of resources used I49 use technology to reinforce classroom teaching and learning I53 provide evidence of responsible digital citizenship O1 demonstrate text and images through a variety of media O7 Compare and contrast O9 synthesize prior and acquired information O10 create meaning from new and prior knowledge O17 use supporting details to expand key ideas E20 demonstrate respect for intellectual property by understanding copyright and plagiarism

C6 recognize that variations in stories may result from differences in cultures I24 select information for a purpose I33 develop appropriate, efficient, and effective search strategies, including the use of specialized search engines

I37 Choose appropriate links from a web search I39 understand what primary and secondary sources are and when to use each one I58 use appropriate language and etiquette in communicating information I59 use information responsibly and understand personal safety issues related to internet use O2 listen, view and read to identify and illustrate main ideas and themes O10 create meaning from new and prior knowledge R9 understand how new knowledge influences prior knowledge and hypotheses R11 Consider constructive criticism from peers and teachers in reflection E3 collaborate with others to exchange ideas and develop new understandings

C11 respond to new ideas using a variety of strategies and tools, including multi-media options C12 predict and hypothesize I29 differentiate main ideas from supporting details I47 sort information by topic and sub-topics and by criteria such as

time, importance, cause and effect O3 understand the elements of a story O5 create stories and other texts O8 interpret and respond to new ideas in non- fiction text O19 use point-form notes to develop sentences in own words E9 articulate different points of view

C8 activate prior knowledge specific to a topic I7 recognize that styles of writing and illustration influence meaning I21 understand the difference between fact and opinion I38 use other libraries, including online libraries to search for

information I55 use different kinds of resources to expand and verify information I56 interpret information from graphic representations, statistics, and media sources O6 listen, view and read to analyze ideas and information

C10 identify an issue worthy of investigation C14 ask a question that will generate meaningful inquiry and that is interesting and worth answering

Year Long ILIC

C1 Use prior knowledge and personal experience to understand information C3 use strategies to connect, infer, and visualize meaning from text C4 ask questions that explore and expand text in order to understand it C5 Make deep connections between text and self, other texts, and the world C13 ask focus questions related to aspects of the topic or issue I4 distinguish fiction from non-fiction I5 locate and read award-winning and quality book I8 interpret meaning from print and electronic images I9 recognize and use the features of non-fiction text I14 ask questions about the reading I15 suggest answers to questions about the reading I25 Use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic I26 gather and record information using a variety of print, non-print and electronic resources and tools I27 use experts and institutions in the community or online as resources

I30 record information in note format in print and digital forms I31 use the Internet safely and responsibly I32 identify the types of information required I34 choose the best resources for the task I36 use the school website for curricular and resource links I43 take notes using key words and phrases I57 develop graphic organizers to record and organize information O4 respond to stories, text and poetry O15 work with others in gathering and recording information O16 sequence information alphabetically, numerically, chronologically or by category R10 use self-, peer-, and teacher-generated criteria to assess the representation of learning E5 Use the writing process E6 use digital editing tools E13 choose an effective and appropriate medium for sharing E14 Use a variety of print and electronic formats for sharing E25 create electronic portfolios that meet collaboratively developed and agreed upon criteria

Language stand alone

All year

R1.1 Read independently, fluently, accurately and with understanding R1.3 Use reading for pleasure, instruction and information R1.4 Maintain a “reading reflections” or “learning journal” R1.5 Show an interest in a variety of literature and informational texts R1.6 Recognize and appreciate different literary styles and genres R1.7 Express preferences in reading materials R1.8 Understand and respond to the ideas, feelings and attitudes expressed in various texts R3.3 Describe the overall structure (e.g chronology, comparison, cause/effect, problem/solution) of events, ideas or concepts, or information in text or part of a text). R4.2 Locate, select and use reference books, dictionaries and IT to find information R4.3 Interpret information presented visually, orally, or quantitatively (photographs, maps, charts, graphs, diagrams, time lines, animations, or interactive elements) to demonstrate understanding of a text (e.g where, when, why, and how key events occur) R5.1 Read and comprehend literature including stories, dramas, and poetry, in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. R5.2 Read and comprehend informational texts, including social studies, science, and technical texts in accordance to units of inquiry, in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range. R6.1 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. R7.1 Read text aloud with fluency, expression and with regard to punctuation

R7.2 Read on level text fluently with purpose and understanding. R7.3 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R7.4 Use context to confirm or self correct word recognition and understanding, rereading as necessary.

R1.10 Begin to understand that texts may be interpreted differently by different people R2.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from text. R2.4 Describe in depth a character, setting, or an event drawing on specific details in the text (e.g character’s thoughts, words, or actions. ) R4.1 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

R1.9 Begin to recognize the author’s purpose (to inform, persuade, entertain, instruct) R2.2 Determine a theme of a story, drama, or poem from details in the text. Summarize using key details from the text. R2.3 Determine and respond to text by identifying the main idea of a text and explain how it supported by key details; summarize the text. R3.2 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g verse, rhythm, meter and drama, cast of characters, settings, descriptions, dialogue, stage directions) when writing or speaking. R3.5 Compare and contrast the point of view from which different stories are narrated, including difference between first and third person narrations. R4.4 Explain how an author uses reasons and evidence to support particular points in a text.

Math stand alone

P&F4.1a Analyze patterns in number systems to 100 P&F4.4b Model and explain number patterns P&F4.5b Use real-life problems to create a number pattern, following a rule

P&F4.6a Model, with manipulatives, the relationship between multiplication and addition (repeated addition) P&F 4.7b Identify describe, and represent patterns and relationships in the number system including triangular numbers and perfect squares N5.4a Count in 3s, 4s, 6s, and explore other numbers - counting by 2s, 5s, 10s, and

100s to 1000, using random starting points

- counting by 25s to 1000 using starting points that are multiples of 25

N5.4b Identify all whole number factors and pairs of factors for a given whole number through 144 N5.5a Use number patterns to learn multiplication tables : 1s, 2s, 4s, 5s, 10s N5.9aUse and describe multiples strategies to solve addition , subtraction, multiplication and division problems - recognizing situations that call

for addition and subtraction - explaining addition or

subtraction methods and the reasons behind it

N5.22b Read, write and model exponential notation

P&F 4.2b Understand and use the relationship between multiplication and division (inverse function) P&F 4.3b Understand and use the relationship between division and subtraction P&F 4.4a Identify patterns and rules

for multiplication and division : 4 x 3 =12, 3 x 4 = 12, 12 / 3 = 4, 12 / 4 = 3 P&F 4.5a Model, with manipulatives, the relationship between multiplication and division P&F 4.7a Model, with manipulatives, the relationship between division and subtraction N5.1b Model exponents as repeated multiplication N5.3b Read, write model and order numbers, using the base 10 system, to millions and beyond ; and to thousandths and beyond N5.5b Automatically recall and use basic number facts including memory multiplication facts for numbers from 1 to 10 and recall from memory multiplying and dividing by 10, 100,and 1,000

P&F 4.1b Understand and use the relationship between multiplication and addition P&F 4.3a Understand and use the relationship between addition and subtraction : 4+3 = 7, 7-3 =4 P&F 4.8a Model multiplication as an

array P&F 4.8b Complete number sentences with the appropriate words and symbols including ≥, ≤, ≠ P&F 4.9a Understand and use number patterns to solve problems (missing numbers). N5.1aRead, write and model numbers, using the base 10 system, to 1000 - representing and describing 4-

digit numbers in a variety of ways

- reading and writing 4-digit numerals and number words to 1000

- demonstrating place value concepts to give meaning to 4-digit numbers

N5.2a Count, compare and order numbers to 1000 - recognizing, building, comparing

and ordering sets of 4-digit numbers

N5.3a Estimate quantities to 1000 - estimating and counting the

number of objects in a large set N5.6a Automatically recall basic addition and subtraction facts - recalling addition and subtraction

facts up to 20 N5.6b Create and solve multiple digit multiplication and division problems N5.7a Model addition and subtraction equations to 1000 (with and without regrouping) - developing personal strategies

and procedures for addition and subtraction

DH2.3a Describe measures that fall between numbers on a measure scale : 3 1/2 kg, between 4 cm and 5 cm P&F4.6b Develop, explain and model simple algebraic formulas in more complex equations : x +1 = y ,

where y is any even whole number N5.7b Read, write and model addition and subtraction of fractions with related denominators and comparing unlike denominators N5.8b Read, write and model improper fractions and mixed numbers N5.9b Compare and order fractions N5.10b Compare and order fractions N5.11a Compare fractions using manipulatives and using fractional notation N5.11b Simplify fractions N5.12a Model addition and subtraction of fractions with the same denominator N5.12b Use the mathematical vocabulary of fractions : improper, mixed numbers N5.13a Use mathematical vocabulary and symbols of fractions : numerator, denominator, equivalence N5.13b Read, write and model the addition and subtraction of decimals to the thousandths N5.14a Understand and model the concept of equivalence to 1:two halves =1, three thirds = 1 N5.15b Round decimals to a given place or whole number N5.16b Read, write and model percentages N5.17b Interchange fractions, percentages and decimals

DH2.4a Estimate, measure, label and compare perimeter and area DH2.4b Develop procedures for finding area, perimeter and volume DH2.5b Determine the relationships between area, perimeter and volume DH2.6b Estimate, measure, label

and compare, using formal methods and standard units of measurement, the dimensions of area, perimeter and volume P&F4.2a Recognize, describe and extend more complex patterns in numbers N5.10a Read, write and model multiplication and division problems N5.15a Reasonably estimate answers : rounding and approximation - estimating sums and differences

and using estimation to verify answers -round whole numbers to the nearest 10, 100, or 1000 N5.16a Select and explain an appropriate method for solving a problem N5.23b Select and defend the most appropriate and efficient method of solving a problem : mental estimation, mental arithmetic, pencil and paper algorithm, calculator.

M2.8b Understand that an angle is a measure of rotation M2.9b Measure and construct angles in degrees using a protractor S&S3.1a Sort, describe and model regular and irregular polygons : triangles, hexagons, trapeziums

S&S3.1b Use the geometric vocabulary of 2-D and 3-D shapes : parallel, edge, vertex S&S3.2a Sort, describe and model regular and irregular polygons : triangles, hexagons, trapeziums S&S3.2b Classify, sort and label all types of triangles and quadrilaterals : scalene, isosceles, equilateral, right-angled, rhombus, trapezium, parallelogram, kite, square, rectangle S&S3.3a Combine and transform 2-D shapes to make another shape S&S3.4a Create symmetrical patterns, including tessellation S&S3.4b Understand and use the vocabulary of types of angle : obtuse, acute, straight, reflex S&S3.5a Identify lines and axes of reflective and rotational symmetry S&S3.5b Understand and use geometric vocabulary for circles : diameter, radius, circumference S&S3.6a Understand an angle as a measure of rotation by comparing and describing rotations : whole turn ; half turn; quarter turn; north; south, east and west on a compass S&S3.6b Use a pair of compasses and protractors S&S3.7b Understand and use the vocabulary of lines, rays and segments : parallel, perpendicular S&S3.8b Describe, classify and model 3-D shapes S&S3.9b Turn a 2-D net into a 3-D shape and vice versa S&S3.10b Find and use scale (ratios) to enlarge and reduce shapes

- using the inverse operation to verify an answer to an addition or subtraction calculation

N5.8a Use mathematical vocabulary and symbols of multiplication and division : times, divide, product, quotient, x, / N5.20b Read, write and model integers

natural world (physical and biological) and human societies; how humans use their understanding of

Central idea

People’s passions can inspire them to new learning and action

Children have access to different rights depending on where in the

world they grow up.

Technology changes how we express ourselves

Understanding the properties of natural resources affects how we use

The decisions we make affect ourselves and others

Humans affect the balance between economy, environment and resources

Standard English L&S Listening & Speaking V&P Viewing & Presenting W Writing- Reflective writing blogs Process journey book (reflective) Poetry writing Emails for exhibition Exhibition reflections in process journal

Social Studies SS4 Culture SS5 Society & Identity SS6 Government Math DH Data Handling English L&S Listening & Speaking V&P Viewing & Presenting W Writing- Blog article – fact boxes, headings, captions, graphics Bibliography Cause & effect essay Powerpoint presentation –notetaking, paraphrasing, summarizing Bibliography Unit reflections using prompts Portfolio reflections online

Math DH Data Handling English V&P Viewing & Presenting W Writing- Persuasive essay Survey Infographics Reading response letter Unit reflections using prompts Portfolio reflections online

Science ESS.3.4A Rock, Minerals, Soils, Uses of Earth Materials Math DH Data Handling English W Writing- Reflection writing for exhibition Personal narrative Lab report Classifying (rocks & minerals) Labeled model of Earth’s layers Unit reflections using prompts Portfolio reflections online

Social Studies SS5 Society & Identity SS8 Science, Technology, & Society English R Reading W Writing- Compare & contrast essay Personal narrative Biography Reading response letter Unit reflections using prompts Portfolio reflections online

Science ESS.3.4B Earth’s Materials HS.1.4ACareers English L&S Listening & Speaking W Writing- Debate structure- question & response Notetaking, summarizing, forming opinion Writing a myth Unit reflections using prompts Portfolio reflections online

Lines of inquiry

An inquiry into…… (student’s passion)

Connection between rights and responsibilities.

The ways that nations and international organizations aim to protect children's rights

Connection between location and rights

How individuals make decisions about using technology in their daily lives

The impact of technology and science on a developing society

How new values, beliefs and attitudes are a result of new technical knowledge

Properties of natural resources How humans use natural

resources Benefits and consequences of

using natural resources

Decisions are influenced by a person's values, beliefs and point of view.

Decisions have an effect on

the individual and others.

People have rights and

responsibilities when making decisions.

Connection between human’s needs and wants of resources

Impact of technology and science on a developing society

Consequences of human and natural changes on the environment

Benchmark L&S2.5 Prepare and deliver an individual presentation for a variety of purposes (to entertain, to inform, to persuade, to direct) V&P1.3 Recognize the our interpretation of visual presentations are influenced by our background and experiences

SS4.5e Explain elements of culture (language, norms, values, beliefs) SS4.5h Describe advantages and disadvantages associated with cultural diversity SS4.5i Examine cultural diffusion SS5.5 e Identify and describe ways that ethnicity and cultures influence people’s daily lives SS5.5 f Explain how social systems prescribe racial, ethnic and gendered identities SS5.5 h Examine the difference between “acceptance” and “tolerance” SS6.5a Identify issues involving rights, roles and responsibilities of individuals in relation to society SS6.5g Identify and describe means by which citizens can monitor, evaluate and influence actions of their government DH1.1 Design a survey and systematically collect, organize and record the data in displays : pictograph, bar graph, circle graph pie chart), line graph DH1.4 Create and manipulate an

electronic database for their own purposes L&S2.5 Prepare and deliver an individual presentation for a variety of purposes (to entertain, to inform, to persuade, to direct)

DH1.1 Design a survey and systematically collect, organize and record the data in displays : pictograph, bar graph, circle graph pie chart), line graph DH1.5 Set up a spreadsheet, using simple formulas, to manipulate data and to create graphs V&P1.1 Define the role of advertising as part of media V&P1.2 Interpret and analyze the purpose and point of view of a visual presentation (television programme, advertisement, video) V&P1.7 Recognize that visuals are constructed for particular reasons

ESS.3.4A(1)Identify the earth materials found in aquatic and terrestrial environments ESS.3.4A(2) Use the senses to observe and describe the properties of a variety of earth materials ESS.3.4A(3) Describe, compare and sort rocks, soils and minerals by similar or different physical properties ESS.3.4A(4) Use the physical properties of hardness, luster and reaction to vinegar to identify common minerals PS2.4A(4)Investigate and explain that not all materials react the same way when an action is applied to them DH1.2 Create, interpret, discuss and compare data displays (pictograph, pie chart, bar / line graph ) including how well they communicate information; Make predictions based on data and draw conclusions DH1.4 Create and manipulate an electronic database for their own purposes

SS5.5a Describe how families influence the individual SS8.5e Describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific knowledge and technological knowledge R3.10 Analyze multiple accounts of the same event or topic, noting similarities and differences in the point of view they represent.

ESS.3.4B(3)Identify different uses of Earth’s materials based on their properties ESS.3.4B(4)Identify Earth’s materials that are used as fuel and other ways that humans use these materials to meet needs and wants ESS.3.4B(5) Determine and support explanations of the uses of Earth’s materials ESS.3.4A(5) Identify the importance of minerals, ores, and fossil fuels as Earth’s resources on the basis of their properties HS.1.4A(4) Identify ways in which science and technology have greatly improved human

HS.1.4A(5)Identify consequences of natural and human induced environmental changes

L&S1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. L&S1.4 Provide reasons and evidence to support or defend a claim that is not necessarily their own

V&P1.3 Recognize the our interpretation of visual presentations are influenced by our background and experiences V&P1.8 Understand that the form and quality of the presentations of their work reflects their thinking and attitudes

Key concepts All concepts Connection Responsibility

Function Responsibility

Change Form

Causation Form

Connection Perspective

Related concepts

Relationships, rights technology Natural resources Effect Consequences

Influences Decisions

Resources

Profile All profile Inquirer Caring

Communicators

Risk-taker

Knowledgeable Thinker

Open-minded Principled Reflective

Reflective communicator

Attitudes All attitudes Empathy cooperation

Creativity Independence

Independence Curiosity

Integrity Tolerance

Enthusiasm Confidence

TD skills All skills Thinking Social

Research Self-management Communication

Research Thinking

Thinking Social

Social Communication

Integration Mongolian B, Art, Music, PE

Grade 1 – Linking together, looking at the effects of decisions.

ILIC C13 ask focus questions related to aspects of the topic or issue C14 ask a question that will generate meaningful inquiry and that is interesting and worth Answering I19 understand the relationship between information and the medium in which it is presented I51 check for reliability and credibility of a source R14 apply constructive criticism and comments from peers and instructors to future inquiry E11 show evidence of original thought E24 understand the impact of design on visual presentations MLA 12 include a separate reference page that includes the titles and URLs of books, articles and websites used in research MLA 13 include a separate reference page that includes authors (last name, first name in alphabetical order), titles, publishers and URLs of books, articles and websites used in research

MLA 14 include a separate reference page centered and labeled Works Cited listing references alphabetically by author or title, in hanging indent style MLA 15 use full, standard MLA format

C4 ask questions that explore and expand text in order to understand it C5 make deep connections between text and self, other texts, and the world C6 recognize that variations in stories may result from differences in cultures C7 recognize that differences in interpretation of stories are important aspects for discussion and consideration C9 ask questions related to a topic C10 identify an issue worthy of investigation I5 locate and read award-winning and quality books I21 understand the difference between fact and opinion I27 use experts and institutions in the community or online as resources E9 articulate different points of view

I18skim to identify key words and phrases I31 use the Internet safely and responsibly I49 use technology to reinforce classroom teaching and learning I53 provide evidence of responsible digital citizenship I56interpret information from graphic representations, statistics, and media sources I59 use information responsibly and understand personal safety issues related to internet use O10 create meaning from new and prior knowledge O15 work with others in gathering and recording information O27 use technology effectively to organize single medium and multimedia content O28 use different styles, fonts, programs, media for targeted and specific effects R8 apply what worked to future inquiry R13 reflect upon personal change of ideas and perspectives

E19 use a standardized MLA format for print and electronic documents E6 use digital editing tools E20 demonstrate respect for intellectual property by understanding copyright and plagiarism

I60 report sources in a standardized MLA Format O25 use a variety of note-taking strategies to develop paragraphs in own words R6 reflect on what worked or did not work during the inquiry process R10 use self-, peer-, and teacher-generated criteria to assess the representation of learning R12 assess the inquiry process and adjust for future inquiry E8 use an understanding of audience in presentation E11 show evidence of original though E17 apply models, rubrics, and/or criteria for exemplary presentations E22 act as an expert and teacher in presenting information E24 understand the impact of design on visual presentation MLA12 include a separate reference page that includes the titles and URLs of books, articles and websites used in research MLA 13 include a separate reference page that includes authors (last name, first name in

alphabetical order), titles, publishers and URLs of books, articles and websites used in research

I1 locate and select resources appropriate to their own reading interests, ability, and purpose (LIT) I2 preview and select relevant texts (LIT) I3 differentiate amongst genres of literature and kinds of non-fiction materials I6 read to explore and expand reading interests (LIT) I8 interpret meaning from print and electronic images (LIT) I9 recognize and use the features of non-fiction text I11 identify the parts of a book and use these to aid comprehension I26 gather and record information using a variety of print, non-print and electronic resources and tools I27 use experts and institutions in the community or online as resources (interview) I28 use text features of books or websites to locate information effectively I33 develop appropriate, efficient, and effective search strategies, including the use of specialized

search engines I36 use the school website for curricular and resource links I37 choose appropriate links from a web search I38 use other libraries, including online libraries to search for information I39 Understand what primary and secondary resources are and when to use each one I40 evaluate resources for usefulness I46 develop a structure to organize and store information I47 sort information by topic and sub-topics and by criteria such as time, importance, cause and effect O7 compare, contrast, infer and synthesize to create meaning from text(s) O22 sequence information by cause-and-effect, importance, priority O24 find and appropriately use newly available online tools

O8 interpret and respond to new ideas in non- fiction text O18 merge visual and written information from a variety of sources O22 sequence information by cause-and-effect, importance, priority R2 participate in constructing literacy goals (LIT) MLA 13 Include a separate reference page that includes authors (last name, first name, in alphabetical order), titles, publishers and URL's of books, articles, websites used in research.

ILIC Year Long

C1 Use prior knowledge and personal experience to understand information C3 use strategies to connect, infer, and visualize meaning from text C8 activate prior knowledge specific to a topic C11 respond to new ideas using a variety of strategies and tools, including multi-media options I24 select information for a purpose I25 use effective search strategies, including use of still and moving images, key words and search terms in conducting inquiry into a given topic I34 choose the best resources for the task I35 use the school library and the electronic catalogue to find information and resources I42 use graphic organizers to record and organize information I43 take notes using key words and phrases I44 determine when more information is needed in order to extend online searches and links I45 verify findings using additional sources I48 keep a record of resources used I54 prioritize resources by usefulness I55 use different kinds of resources to expand and verify information I56 interpret information from graphic representations, statistics, and media sources I57 develop graphic organizers to record and organize information I58 use appropriate language and etiquette in communicating information O14 organize information into a variety of appropriate print and electronic formats and products

Language stand-alone Semester 1

R1.4 Identify and categorize genres of literature and informational text types (eg science fiction, mystery, historical novel, drama, memoir fable, myth, biography, novel, essay) R2.3 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. R2.5 Explain the relationships or interactions between two or more individuals, events, or concepts in a historical, scientific, or technical text, in a accordance with units of inquiries, based on specific information.

Language stand-alone Semester 2

L&S 1.5 Understand and use a variety of literary devices such as metaphor, simile, personification when speaking R2.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story respond to challenges or how the speaker in the poem reflects upon a topic. Summarize using key details from a text. R3.1 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes, and idioms. Understand that words can evoke mental images. R3.4 Identify the elements of plot (exposition, rising action, climax, falling action, resolution) and the pattern in story outline (choice, reversal, understanding) R3.5Show awareness that poems have layers of meaning and that they need to be read and reread, and questioned and reflected on to yield their meaning. Be aware that poems are open to a range of interpretations R3.6 Use specific vocabulary to comment on and analyze poetry (line, couplet, stanza, rhyme scheme, etc.) R3.7 Compare and contrast overall structure (e.g chronology, comparison, cause/effect,conflict, problem/solution- of events ideas, concepts or information in two or more texts. R3.8 Describe how a narrator’s or speaker’s point of view influences how events are described. R4.1 Analyze how visual and multimedia elements contribute to the meaning, tone beauty, of a text (e.g graphic novel, multimedia presentation of fiction, folktale, myth, or poem. R4.3 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons support which points. V&P1.4 Develop an awareness of how characters are constructed V&P1.5 Analyze the different meanings that can be conveyed in different versions of the same story (eg film/film, film/book, comic strip)

Language stand-alone Year long

L&S1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher led) with diverse partners on grade level topics and texts, building on others ideas’ and expressing their own clearly. L&S1.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. L&S1.1b Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

L&S1.1c Review the key ideas expressed, draw conclusions, and consider evaluations, in light of information and knowledge gained from the discussions. L&S1.1d Give complex instructions, directions and messages and respond appropriately to those of others L&S1.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L&S1.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. L&S1.5 Understand and use a variety of literary devices such as metaphor, simile, personification when speaking L&S1.6 Listen appropriately for a sustained period and for a variety of purposes (eg to seek information, to gain knowledge, for instructions, for enjoyment) L&S2.1 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L&S2.2 Include multimedia components (e.g graphics, sound and visual displays in presentations when appropriate to enhance the development of main ideas or themes. L&S2.3 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L&S2.4 Use a wide vocabulary and complex sentence structures with a high level of accuracy L&S2.5 Prepare and deliver an individual presentation for a variety of purposes (to entertain, to inform, to persuade, to direct) L&S3.1 Show an active interest in and respect for other languages L&S3.2 Identify and appreciate differences and similarities between languages L&S3.3 Communicate in more than one language L&S3.4 Understand how language can influence points of view and the responses of others R1.1 Critically evaluate their own choices in books and distinguish and appreciate commendable or notable literature R1.2 Read widely across the genre and show and interest in a variety of literature R1.3 Show appreciation of different writing styles R2.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text R2.4 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g how characters interact). R3.2 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to grade level topic or subject area. R3.3 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem. R3.7 Compare and contrast overall structure (e.g chronology, comparison, cause/effect,conflict, problem/solution- of events ideas, concepts or information in two or more texts. R3.9 Make informed judgments about the author’s purpose R3.11 Independently select appropriate reading strategy for the purpose of the activity (eg scanning, skimming, rereading).

R3.12 Be familiar with the standard organization of informational text R4.2 Locate, access, organize, and synthesize information from multiple print or digital resources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. R4.4 Compare/contrast stories in the same genre (e.g mysteries or adventure stories- on their approaches to similar themes or topics R4.5 Integrate information from several texts on the same topic in order to write and speak about the subject knowledgeably. Generate new questions after reading and connect these to prior knowledge and experience. R5.1 Read and comprehend literature including stories, dramas, and poetry in the grade level text complexity band proficiently with scaffolding as needed at the high end of the range. R5.2 Read and comprehend informational texts, including social studies, science, and technical text in the grade level text complexity band proficiently, with scaffolding as needed at the high end of the range. R6.1 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g.,roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. R7.1 Read on-level text with purpose and understanding. R7.2 Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. R7.3 Use context to confirm or self-correct word recognition and understanding, rereading as necessary. V&P1.6 Identify and analyze the structures and features characteristic of a range of visuals

Math stand-

alone Semester 1

M2.8 Understand that an angle is a measure of rotation M2.9 Measure and construct angles in degrees using a protractor M2.12 Convert units within a given measurement system to include length, weight/ mass, and volume. S&S3.1 Use the geometric vocabulary of 2-D shapes : parallel, edge, vertex S&S3.2 Classify, sort and label all types of triangles and quadrilaterals : scalene, isosceles, equilateral, right-angled, rhombus, trapezium, parallelogram, kite, square, rectangle S&S3.3 Describe the characteristics of a right triangle. Determine the degrees of the interior angles of triangles S&S3.4 Understand and use the vocabulary of types of angle : obtuse, acute, straight, reflex S&S3.5 Understand and use geometric vocabulary for circles : diameter, radius, circumference S&S3.6 Use a pair of compasses and protractors S&S3.7 Understand and use the vocabulary of lines, rays and segments : parallel, perpendicular P&F4.1 Understand and use the relationship between multiplication and addition P&F4.2 Understand and use the relationship between multiplication and division (inverse function) P&F4.3 Understand and use the relationship between division and subtraction P&F4.4 Model and explain number patterns N5.8 Read, write and model improper fractions and mixed numbers N5.10 Model equivalency of fractions : 2/4 = 1/2 N5.12 Use the mathematical vocabulary of fractions : improper, mixed numbers N5.13 Read, write and model the addition and subtraction of decimals to the thousandths N5.15 Round decimals to a given place or whole number N5.20 Read, write and model integers N5.22 Read, write and model exponential notation

Math stand-alone

Semester 2

M2.4 Develop procedures for finding area, perimeter and volume M2.5 Determine the relationships between area, perimeter and volume M2.6 Estimate, measure, label and compare, using formal methods and standard units of measurement, the dimensions of area, perimeter and volume M2.7 Use decimal notation in measurement: 3.2 cm, 1.47 kg S&S3.1 Use the geometric vocabulary of 3-D shapes : parallel, edge, vertex S&S3.8 Describe, classify and model 3-D shapes S&S3.9 Turn a 2-D net into a 3-D shape and vice versa S&S3.10 Find and use scale (ratios) to enlarge and reduce shapes S&S3.11 Use the language and notation of bearing to describe position S&S3.12 Read and plot coordinates in four quadrants. P&F4.5 Use real-life problems to create a number pattern, following a rule P&F4.6 Develop, explain and model simple algebraic formulas in more complex equations : x +1 = y , where y is any even whole number P&F4.7 Identify describe, and represent patterns and relationships in the number system including triangular numbers and perfect squares P&F4.8 Complete number sentences with the appropriate words and symbols including ≥, ≤, ≠

N5.7 Read, write and model addition and subtraction of fractions with related denominators and comparing unlike denominators N5.11 Simplify fractions N5.16 Read, write and model percentages N5.17 Interchange fractions, percentages and decimals N5.18 Identify and represent ratios as comparisons of part-to-part and part-to whole relationships, and solve problems involving ratios N5.21 Read, write and model addition and subtraction of integers (negative numbers)

Math stand-alone

Year long

DH1.3 Find, describe and explain the range, mode, median and mean in a set of data and understand their use DH1.6 Use a numerical probability scale 0 to 1 or 0% to 100% DH1.7 Determine the theoretical probability of an event and explain why it might from experimental probability DH1.8 Determine combinations and permutations of given real- world situations by multiple strategies, including creating lists M2.1 Select and use appropriate standard units of measurement when estimating, describing, comparing and measuring M2.2 Use measuring tools, with simple scales, accurately M2.3 Understand that the accuracy of a measurement depends on the situation and the precision of the tools M2.10 Use and construct timetables (12-hour and 24-hour) and time lines M2.11 Determine times worldwide. M2.12 Convert units within a given measurement system to include length, weight/ mass, and volume. N5.1 Model exponents as repeated multiplication N5.2 Understand and use exponents and roots as inverse functions: 9 2, 81.

N5.3 Read, write model and order numbers, using the base 10 system, to millions and beyond ; and to thousandths and beyond N5.4 Identify all whole number factors and pairs of factors for a given whole number through 144 N5.5 Automatically recall and use basic number facts including memory multiplication facts for numbers from 1 to 10 and recall from memory multiplying and dividing by 10, 100,and 1,000 N5.6 Create and solve multiple digit multiplication and division problems N5.9 Compare and order fractions N5.14 Read, write and model multiplication and division of decimals (with reference to money) N5.19 Add, subtract, multiply, and divide (with and without remainders) using nonnegative rational numbers N5.23 Select and defend the most appropriate and efficient method of solving a problem: mental estimation, mental arithmetic, pencil and paper algorithm, calculator. N5.24 Model and distinguish between factor and multiple and prime and composite numbers. N5.25 Use mental math and estimation strategies to predict the results of computations (i.e., whole numbers, addition and subtraction of fractions) and to test the reasonableness of solutions N5.26 Select, sequence, and use appropriate operations to solve multistep word problems with whole numbers.

ISU Programme of Inquiry October 2015 - isumongolia.edu.mn_POI.pdf · ISU Programme of Inquiry October 2015 O15 Work with others to gather and record information R7 articulate new

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