ro

ED-205 313.

AUTHOP'

.2 INSTITUTION

SPONSAGENCY:

PUB DATE ;"

NOTE

DOCUMENT RESUME

RC'012 826

Marti, David, Ed.: And Oth rsSmall 'Schools-Student Learn no Obiectiyes,---K-84Reading, Language Arts, Math ntios. K-3: Science,Social Studies. .

Educational Service District 199, Mt...Vernon, Wash.:WashimgtonOffice of the State Superintendent ofPublic Instruction, Olympia. .

Bureau of Elementary and Secondary Education1DREw/OE1, Washington, D.C.Or 77175p.: For related documents, see RC 012 825 and RC012 927 - 851... Not available in paper copy due tocolored pages.

?DRS PPTCE MF01 .Plus Postage. PC Not Available froi EDRS.DESCRIPTOPS *Behavioral Obiectives: Educational Objectives:

'Elementary Education: Family (Sociological Unit):Geography: *Language Arts: Hap Skills: Mathematical.Applications: *Mathematics: *Reading Skills:SCiences: *Small Schools: *Social Studies: Speech'Communication: Spelling: State Curriculum Guides:Study Skills: Wi.ititg Skills

IDENTIFIERS Washington

ABSTRACTDeveloped by pr4.marv,teichers and 10'elamentary

ihrincipals trot small school districts inWaShington, this handboo1C-contaitsrsegtenc4d student learning objectives for- grades K-.3Ihscience *and social studieS and fOr.gradesit-9 In reading, languagearts, and mathematics. Thellandbook itlesigned.to-assist teachersw4th.theImprovemett of ctrrictlum and instruction and to-aid:Smallerdistricts lacking. curriculum.perSonnel to comply Kith WashitgtontsStudent Learning ObiectiVes.Law...-WithtmeaCtsvott&t,-41.1-ObjeCtives,are 1Ssted or format pages to allow distriCt personnel ,to personalizetbe oblectives to meet their own district prograts.. Preceding eachlislitng of objectives, are two important pages: one identifies the

programgoals for that subiect and.the oiler identifiasthe'scopeof the subject and alSo serves'as.a table/ of contents for the14sti'ng of oblectilies. The' firstsection of the bo9k contains'a .brief"..!..ntroduction, a general table of contents;- a ,listing of GOtls ofwashingtot Common Schools,.an.exPlanttiot-of the format-and thedefinition of terms used on the objectiie fortat piges.(Author/CMT

*********4********************************************************1c***,* \,Reproductions supplied by EDPS*are:the.best that cat. be aide' !

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,"PERMISSION TO REPRODUC THISMATERIAL HAS BEEN GRANT D BY

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April 1977

47 *Mt 1981 ct,3

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RECEIVED gl)

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TO THE EDUCATIONAL RESOURCES smALL scHooLINFORMATION CENTER (ERIC)."

STUDENT LEARNING 0

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c\? U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONr.74 CENTER (ERIC/

This document has been reproduced asreceived from the person.or organizationonginating it.Minor changes have been made to improvereproduction quality. -

K8 Reading Language Arts Mathematics

Points of view or opinions stated in this document do not necessarily represent official NIEposluon or policy.

-3 Science Social Studies

Dr. Frank B. Brouillet, State Stperintendent of Public-Instruction, Olympia, Washington

2

-

STUDENT LEARNING OBJECTIVESa

K-8

ReadingLanguage ArtsMathematics

K-3

SCience.

Social Studies

This is-a.publicatiop of the Curriculum'aid Instruction Division of

the State Superintendent of Public Instruction, OlyMpla, Washington

Dr.'Fiank B. Brouillet.State-Superintendent of Public,InsekUction

. Di. 1Jgtk Frisk

Deputy Superintendentr.

Dr. Donald, Hair

Assistant SuperintendentDivision of Curriculum and Tnstruction.

William Radcliffe,:Director'

Program Development

Therese Destito. Supervisor'

Small Sdhools Curriculum ProjectA

a

se

ACKNOWLEDGMENTS

. .

The Small SchoolsStud4nt Learning Objectives were written bya'consortium _

of teachers and administrators froil-local districts, Educational-Service .

District 1 9 and the'Office of"Sliperintendent of Public Instruction.. _

. .

.,

Small'Schooln Planning Committee:Dr. David Hartl, AsSiStant Superintendent,. C & I, ESD 109.

.1

JoAnne Nelson, CoOrdinator,Small SchoolsProject, ESD 109,.Robert Gilden, Administrative Assistant, Lake Stevens Schbol DistrictEugene Elledge, Assistant Superintendent,:Monroe School district_Don Van Lie*, .Elementary Principal, Granite Fails School-District,Robert Estes; Director of Curriculum,. Lake Stevens School DistrictRonald Crawford, Assistant Superintendent, SnohomisYSchool Districtgcha

1rd Reim, Elementary PrinCipal; Stanwoo4School District-

Tom S, ie, Elementary Principal, -Sultan SchoOl.District.Dr. Donald Hkr, Assistant Superintendent, SPI 'se.

1

Therese:Destito, SUperviSor, Small SChools Projadt; SPI...,_

. ,.

Reading_ CommitteeIC-3: - . 4

Carol Cox, Teacher, Lakewood School DistrictDorothy Cooper, Teacher; Granitelralls School DistrictElaine Campbell, Teacher, Lake Stevens School DiitrictLorraine Van Brocklin, Teacher, Arlington School District'.Richard Reim, principal; StiniwoOd School District j

Dan 4tvold, TeaCher, Stanwood. School DistrictJoanne Gotovac, Teacher, South Whidbey Scholl DistrictTomSofie, Principal, Sultan School DistrictHal Ring, Principal,Darringt-on-S-choo-l-District

Reading ComMittee'4-8:-Lana Andrews, Teacher, Monroe School.District.Gordon Birklid, Elementary Principal, Lake StevensfSchool DistriCtDorothy A. ;Bolton, Teacher, Lakewood School DistrictRebecca Bouchard, Teachei; Stanwood School District' iCarroll Brown, Elementary Principal, Snohomish school. District

a

.

,

'Dana. M. Brovin, Teacher, South-Whidbey School District ,,Carol avis, Teacher, Lake Stevens Sthool District

:i JoAnn Douglas; TeaCher,.Sultan School District 4

Jon Fyllyd-, Teacher, MonroeSchool District 4

John H4ger,'Elementary Vice-Principal, SultankSchool DistrictMarvin Hendrickson, Elementary-Principal, Arlington:School District-Linda Kavaney, Teacher, Arlington School DistrictDon Keith, Teacher, Lake-Sievens School District-Gaylord Luginsland; Elementary Pripcipal, South Whidbey School District-Lynette Lundberg, Teacher, Sultan School Distriqt e

'Nellie B. Mote, Teacher, Darrington Schocii DistrictJohn *shall, Teacher, Darrington School. District

,Imogene Raines, Teacher, Snohomish School DistrictMary E. Requa, Teadher, Darrington School Distriet

,...William Robinson,-Teacher, StanwoOd(School DistrictDawn.RtAyan-;,) Teacher, Lake Stevens School DistrictJohn B. Steele, Teache t'k, Arlington-School District '.,

William Stoclain, Teac er, Lakewood School DistrictBrownie Wilson, Elementary P incipal, Stanwood .School Di trice

. ,

41

ii

Reading - Special Consultants:Margaret Olson, Supervisor, Right to ead, SPI

Myrtle Snyder, Supervisor;Reading,.SPINancy Angelo, Consultant.

Lan u ge Arts Committee K-3:.llis Runquist,'ItrincipaI, Lakewood Sthool District

.Marvin'kendricksOA, Principal, Arlington, School. District.

-Deenna-Satobteneacher-;---Monroe-School-Distriet.Betty Moore, Teacher,'South Whidbey School DistrictBernice Hendgrson,.Teather, Granite Falls School DistrictTeresa Trivett: Teacher, Arlington:School DistrictI4trick Curran,-Teacher; Monroe School District?lartha Priest, Teacher, Lake Stevens School District.Eita Elliott; Teacher, lakewOod School District'Norma Wieman, Teacher, Darrington School DistritAnn York,-Teacher, Sultan School District

Language Arts Committee 4:4:June Anderson, Teacher, South Whidbey School District

. .

Jeanne Bartlett, Teacher,,ArlingtonSchool.DistrictMarilyn. Brow0,A.eacher, Monfoe SchoolDistritt:Beth.E..Campbell,:Teacher, Stanwood School DigtrictBruce Cooley,. Teacher; Sultan.School District .(

Wender Donovan,- Teachgr,- Arlington. School DistrictDatie Eldridge, Teacher, Stanwood School DistrictKippy FranssOn Teacher, Granite Falls School District-Paul Gilbert, Teacher, Lake Stevens School DistrictJohn Hager, Elementary'lace-Frincipal, Sultan School District19'), Harding, Elementary-Princiiml,.Monroe Schoel District .

Gary. Haslett, Junior.High VicePiincipal, SUltadschaol District

Herbert-HoWer, cho4 Prinapar,-ArlingtOn-Saho61-DistrictLyle Kellogg, Teache , Arlington School DistrictDavid Lindemuth, Te er, Monroe School Dittrict

Don NelSon, T6aCher, uth1WhidbeySchool District.John Pershall,.Teac4er, Dairington School Dist'rigtJane.peterson, Teacher, Snohomish School District

- ultdu S ohooi-Distiltt .

.

WilliS_Rnquist,-Elementary-Principal,--Lakewood-School-DistrictFrances Sanford, Teacher; South Whidbey. School District

.

Harold Sigler, Teacher,Lake Stevens-Schopl,DistrictMary Smith, Teacher, Lakewood School District . .

Sharon Solem, Teacher, Granite Valls School DistrictGary. Timmerman, Junior High Principal, Lakewood Sehodl District,Brownie Wilson, Elementary Principal, Stanwood School District

a

,`Special Consultants:'Charles Blondino, Supervisor, Language Arts and ProjeCt Manger ,

Student Learning -Objectives Law, SPILouise MarkertEnglish Specialist, Seattle School DistrictNancy McManni Consultant, Lanpage Arts, Shoreline- School District

Rita Clark; COordinatar, .j..anguage. Arts, Auburn School District

Ann Foleyy Teacher, Edmonds School District._

Sophronia Tomaras, Teacher, Tacoma SchO61 District

.

iv

6

. -

Mathematics Committee K-3:Hilde Ward, Teacher, Lake Stevens. School)UstictCarolyn Holdorf, Teacher Monroe School. DistrictEsther Klempel, Teacher, Granite Falls School DistrictSusan Mullen, Teacher, Lakewood School DistrictJean Floyd, Teacher, Monroe School DistrictGary Ramps, Administrator, Monroe Christian SchoolKathy. Ahrens, Teacher, Sultan School District

Ruth-Kromann3-Teacher,=StanwoodtSchool-bistrictDon Nelson, Teacher, South Whidbey SchoOl DistrictLindaVandenberg, Teacher, Darrington School. DistrictGary Pederson, Teacher Core. Intern,.Arlington School Diitrict.

Mathematics Committee 4-8:

Robert Alexander, Teacher, South Whidbey.School Di strictGreg Coffin, Teacher, Monroe School District \

Jan Downen, Teacher,. Darriffiton School DistrictMary Ann Ford, Teacher, Arlington School' District

* 1

Joanne Frazier, Teacher, Snohomish School DistrictRon Gann, Teacher, Lakewood School DistrictKenneth Haakenstad, Teacher, Lake Stevens School DistrictJohn Hager, Elemoitary. Vice Principal, Sultan School DistrictNancy Harden;.Teacber, Lakewood School District.Gary Haslett, Junior High Vice-Principal,,Sultad'School.DistrictDave King, Teacher, Monroe School DistrictMike Lynch, Teacher, Sultan School DistrictLarry S. Martinec,-Teacher, Granite-Falls-School District .

Jaies Morse, Middle School Principal, Monroe' School, District

I/ Bob Powell, Teacher,. Granite Falls School District'Lois E. Pruiett, Teacher,.Arlington SchoolDistridt

Elementary-Priritipai, Darringtm School District.RichardSchalo, Teacher, Sultan School DistrictRobert_Smith, Teacher, Snohdmish School District'Tom Sofie, Elementary Principal, Sultan SchoolDistrict_Dave Swartos,' Teacher; Arlington School. DistrictWilliam Van Brocklin, Middle School pridtipal, StanwobOcheol Distfict)).on Van Liew, Elementary Principal, Granite Falls School DistrictRod Junior- High PrincipaSnohomish-SchoctI7District

cial Consultants:

'Robert Lepse, Mathematics Consultant, Northshore School DistrictEl,den'Egbers Supervisor. of Mathematics, SPICarol Werner, Elementary Mathematics Specialistjohn Kenny, Elementary MathematiesSpecialistReg Waddoups, Teagier, Seattle Public Schools

Social Studies Committee:.Marian Nelson, Teacher, Sultan School DistrictJanice Erikson, Teacher, South Whidbey School DistrictKathy Brevin, Teacher, Darrington School'District'Betty Snyder, Teacher, Lakewood,School District.Shanna Galli, Teacher, Arlington School DistrictCheryl Johnson, Teacher, Snohomish Schodi DistrictKathy Tuck, Teacher, Snohomish School _DistrictAnn Farrell, Teacher,)pnohomish School District

v

47 f,V

.Lorraille Jones, Teacher, Snohomish chool District

-Marlene Tucke r Teacher. Snohomish chool District

, e, Don Van Liew, Principal, Granite alls School District

:Special Consultants:-.

r..Theodore RaltSoithis,Voeial Studies Consultant, University of Washington

George Whitney, Supervisor, Social Studies, SPI

Dale Brown, Map and.Globe Specialist

Science-Comthittee,= ).

_ e.

.Jan Kelly, Teacher, Dirrington ScfioolDiStrict

Joan Schroeder ,-Teacher; - Sultan School District

Mary Ann:jacobsen, Teacher, South Whidbey School. District

Marilyn Barnhill, Teactier,Stanwood School DiSerict.,

,Jeannelankhauser, Teacher, Lake Stevens School.District

Leslie Garrison,. Teacher, Arlington School District

Harold Bakken, Principal, Monroe School. District

Jan Waali, Teacher, Granite Falls School District

Melody Buck, Teacher, Stanwood School District-

.

Special.Consultint:Dr. John Smith.Science Consultant, University of Washington

James Garner, SUpervispr, Science, SPI

Resource Personnel:. 1-

David Kennedy;SuperVidor, Environmental Education, SPI

'TonyeAngell, Director, Environmentaf EdUcation, ESD 110

Dr...Hairy Johnson,Supervisor,,Program Evaluatipn,SPI

Richard Lutz, Supervisor, Career Education, SPI

James Crook, Co-Director 'Career Education Project,'

'Cashmere', Peshdiin4yden School DistrictsKathy Lautensleger, Career Education Assistor, ESD 171;

Harry Silverthorn, Career Education Assistor, .ESD 189

Chuck BlOnditio,'COnsultant, Goal Based Curriculum, SPI

Larry Hanson, Marketing- Director, The Everett'Heraid'

Teddi Baer, Consultant,; Newspaper irrthetlassroom.

Alice Rathburn, Consultant, Newspaper in ihe,Classroom

.Ron Fernandes,,_ Public Information Officer, ESD 189:

Ron, Dubuque, Coordinator, Instructional -Materials Centers -.ESH 189

AI Huff, Manager, Data Processino-operktive, ESD 189

.

Phyllis- Wilson, Assistant and Typiqt, SPI

Meri Smith, Cc:Ver, SPI. r

; Dr. David Hartl, Editor, E$D 189

'Jo Anne Nelson, Editor, ESD189Therese Destito, SPI

r

.

INTRODUCTION

The Small-Schools materials were:4developed during the school year1975-76 through the cooperatiVe,effort of three levels of educationalorpniAations_:_,,locairegiestalLand-state___IForty primary teachers andten e4 eionentary lleiiicipala.fromstailldistricts in SnOhomishand IslandCounties (ArlingtoiWDArrington,Grenita Falls, Lake .Sfevens, Lakewood,Monrpe, Snohomish, Stanwood,. Sultan, South WhidbeY*.and,Monroe ChristianSchools) developed and sequenced student Iearning'objectives : for gradesR7-3 in..five curriculum areas:. reading, language'artsMathematics, ,-science.and social studies,

. .

,During the current. - school year (1976-77), these objectives were field-tested by primary teachers-in.,the above mentioned districts as well as,by primary teachers in districts in Eastern Waahington (Methow Valley,.,:Chelan, Entiat, Leavenworth,yeshastin/Dryden,iprondo, Rbyaity,Washtucni, Wahluke, quincy;. Othello'and Wilson creek).' .bontained with-in this.book are the objectives,grades.R-3, which have been revised

. based upon thefeedback of .teachers in, pilot diStricts: Also containedwithin this book is the working copy' of the Small Schools objectives,

' grades 4-78,..for reading,'language arts and. mathematics Field testingand revision.. Of these objectives is planned for the 1917748 school--::year. These objectives. were compiled during the current sChool year

:113y:intermediate and junior highlmiddleachool'teachers and.: principals--from the-same -iiistiptEctswhich participated.in'the deveIciPmentprimary materials, These educators were assisted by .curriculum spe`qql-

&and aud S.P:I..personnel.-

Original funding for theproject-was made available through a"-Title.\ IV,.Part C, grant awarded to the Lake Stevens SChool District. Technical

'assistance. in the deVelopmentf'the winning prdposarizasprovided by '

ESD 189:and'S.P.I. Since NoveMber 1975, funds for .the project havebeen madeiaVailablethroligh the Budget of the Superintendent isf:PubliCInstruction, Division of Curriculum and Instruction. ESD 189 and ihe:oifice of the SliperintendelitofPublic Ihstructionhave workea COoper-'-:ativelyto provide participating' districts with curriculum assistance,cirganizationarleadership, editorial services aftethe-puhlication ofmaterials.

.

a

ORGANIZATION' OF BOOK

As you will notice, this book is color coded.wieh objectives foxy(each subject listed On different colored paper: treading- green,

language artg-yellow, matheMaticsblue, social. studies-buff and

science -pink. All objectives are listed onformit pages which.allows district personnel to personalize the Objectives to meettheit-own digtrict-progralig:--Within-each-colored-section-of the -

'book, prAceding theligting .of dbjectiVes, are to important pages;One:paiN identifieg. the K-12 ptopam'goals7for that subject; andhe other page identifies the scoPeof the,subjectand also serves,as a table of content for the listing of objectives..

The white sheets within tHisbook contain not only a brief:iniro-._duction, but also a general table of:contents, a listing. of State

Goals fOr,Washington Common Schools; an' explanation of the format.

and the definition, of terms used on the objective format'pages.d ,

RELATIONSHIP TO THE SLO LAW,

The purpose of this boOkland.all.otherSmall Schoon'materials-isto assist, teachers with, the improvement of curriculhm and instruction.

-.In-addition, it is--expected that-rieny--smallei-7-distri-Cts-lacking-cun---

xiculum personnel will. find.this book.helPful in complying-W-ith the

SLO Law.. (This Law requires districts to identify student learningobjectives and to evaluate each siudent'S performance related to the

attainment of. the objectives.):COntained.witkin this bookare many

more Objectives, than "any district would choose to identify as their,

SLO objectives. In order%tOprovide districts with assistancelin..' -".

identifying objectives which mightCompose their SLO list,, some

.objedtives have .been asterisked (*). The selection; shown by-:

asterisks; of gthdent l'earningobjectives:within-the book by Small.SchoolspersOnnel is made with the\undeigeanding thatit serves only.as a-model of one way district.peisonnel.may age the. Stall Schools.

-ohjeCtliesto.help them meet the requirements of the SLO Law. The

.asterisking.° 'objectives is not intended to indicate'todistrrct

. .

personnel'obj ctiveswhich must appear on thekr-§LO_list.

All othet obje tives.ldentified.by district personnel, but not'in:-

cluded,in their LO list Of objectives, may \e treated as enabling1r:supporting oblectiesto the SLO ohlectives.. ,For more information.

concerning the SLO Lawsee:the Handbook -for School District Imple-

mehtation of the Sttlent'Leatning Objectives Law.availablejtOm the

office.of thF State Superintendent of Public-Instruction.

viii

a

I.. -State- Goals for WaShington .Common. Schools. .

II. -Format ...'xi-xii

_

xiA. Explanation of Smal Schools FOrmatt.B.. Definition 'of Format Terms' ... , . ...........xii

.

III. Reading (K-8:-- Green). ... -..,...,...-... .

, ..

A...Program Goals- ..

B. Scope and Table of Contents .. . ... ..........e..,... .. *. ... . .... 2

C. Objectives ' .

.1,..

,:."*.. 3-:37.4

.

IV. - Language Arts (K -8 --, Yellow) ....1.....f : - .39f74 .

,

.. . . .. . ., 7

' A. PirogramAGoals .4 ..; .B. ',Scope and. able of Contents"::-.. . ......-7,..C. -Objectives'

.

1-37

1

V. Mathematics (K-8 7- Blue)

A.. .

Program GoalsB. "Scope and Table of 'Co'ntents

.

C. Objectives.z.0,7

Social' Studies (K-3

A. rogrant GoalsB. Scope and T41e ContentsC. Objectives",

Scierice (K-3

VI-.

....; 394041 -74.

7' : 75-122

A.B.

C:

Program Goals.... 1

Scope. and Table Of-ContentsObjectives

75.76

77-122

.123-155

13124125.455

157-465.;

157

g - 158 7

r: 159-165

SMALL SCHOOLS.. PROJECTtf

4

OR\ THE WASHINGTON. COMMON' SCHOOLS

1. As a result:of the process of education, all students

.should-have-the-basic --skills-slid kqowledge_necessary.,

to peek information, to present.. ideas, to listen to

and interact, with others; and to use judgment and

iMaginatiOn in .pexceiying and resolving problems.-

21. As a result of the process of education, all students

should understand_the'''.elementS of- their physiCal and--

emotional well-iceing.. i

As a result .ok. the process of educatIon,- all students

should know the basicprinciples:of the Ameri.can demo-

cratic hOritage.- . .

. -., ' . - -. .,...

As a result of the process of education, all students

should appreciate the- wOnders of the natural world ,

human. achievements and:failures,' dreams and capibilities.-

.a result of the proCesS of education,!all students-

hould clarify their basic- Values and develop a' commit-.

ment to act upon these values,*.thin the framework of.'

their rights and` responsibilitieS- as,participants in.

the democratic: process`;-'. 7

As a ressUlt.of the proeess of education, a1,1 students

should interact with people bf diffetent "Cultnres, races,.

generations, and life styles with significant rapport...

7. As:a result of the process of education, all students

should participate In social, political, economic, andfamily activities with the_ confidence that' their actions

make a difference. _ , .

,

. As. a result of the process: of _education, all studentsshould' be prepared for their next career-

_ - -

9. As a -result ,of the _process of eduoatioiii all students

shb-Uld use leisure time iu_positive and satisfying ways.

.10 : As a-.-resiilt ;of the ;process of :education;. alt.Audents

.

shoUld be committed to ilfe--1ong;llearnin thict- :personal-

-:growth.

FORMAT,

,.,

One unique feature of the Small SChools Curriculum is the format -.or arrange-.ment of information on the page. :The format was developed in order to faciaitate the transportability of the product by allowing'ddstricts to persohalizethe.curriculuM materials to meet their own educational programs.

, ..!. .- _. . :

.

The format page contained within this book liSts the sequence of student'learning objectives related. to a specific area of the curriculum for eitherreading, language grtd,mathematics,.sciance or. social Studies...,For.eachobjective, agrade placement has been. recommended indicating whdre.eachobjective should be taught and mastered. The grade recommendation is madewith the understandingthat it applies to most students and that there willalways'be some students who reqUire either a longer or- shorter time thanrecommended to master the knOwledges; skills and valued- indicated by theObjectives. . .. . - . . V. ,

..

. .

. .. : .

. . . . .. .

.

,ColuMns at the sight of the page have been provided so district personnel canindicate the grade plad4Mant of objectives to coincide with the curriculum'materials'availableiO their, schools.. The_aolumnsmaY also be-used to indi-cate where an. objective is introduced (I),- practiced.(P),, reinforced (R),or mastered (M) within a district Curriculum. DiStrict:personnel may.choOseto delete an objective.by striking it from_the list or add another objective'

,

by writing it directlY on the Sequenced objective4age..,

. SMALL SCHOOLS PROJECT - Working Copy

SUBJEl-1: ............

SPECIFIC AREA: Vocabulary- K 1 21 3

1

.

.

The student knows:--antonyms are leard_,,Lahat he4e opposite meanings, i.e.. bot,cold

Stop-bottom, night-au*, -

,,,,,,host'words have mnitinle meaning..

..mynotyme dire wqdi that.. have'illetlar meanings, i.e.. large -big.

war- above. ',.._...

homonyms are words thatifound the same but have diffe;pnt meanings

.and spellings. i.e.. pear-pair; eight-ate. weight -wait', know-no.

0

4 .

,'

.

.

1

1-3

2-3

2-3

,

1-3

-1-3.

X

.

X

XX

X

_

X .

XX

X X

X X

A

XXX

rX

X..

X

X

The student is able to:.

. quickly recognize the high ...frequency words, i.e.. the. in, is. on.

no, a, he. she, go,. not, to. you, we and will. .

1. reed.

read unknown words by uming context clue. in combination with

phonetic clue.;.

describe meanings of word. In the context of sentence. or .tories.

.read and understand the meaning of antonyms appropriate to him/.

her instructional level. ..

d the'mnardng Of mynonyms appropriate to hill

1-3-1-3

1

2-3__-_tmAd-pnd-undsHer instructional level.

___i_____

.read and understand the peening of homonyms,sppropriate to his/

her instructional level.. .

.

'.

.._ ...--.,..-

2-3

. .

'The student values: -

.

.

O

Furthermore; this'hook has heen three -hole i)onchedand.gutmea bound, so,-district personnel May.rearrange'theepages within a notebookettrparallel.their district curriculum of classroom teachinglinits:

_

BEST COPY ,AVAILABLE

)

SMALLTSCROOLS PROJECT

DEFINITION OFFORMAT TERMS

Subject indicates abroad. course of'study.'The'subject classifies thelearning. into one of the. general areas orthe.currichlum, i.e., reading,.

mathOinatiessocial'studies.

Specific Area indicates e particular.learning'category contained within

the subject. Within .the subject of reading there exist several specificareas, i.e., comprehension.Astudy skills,'YOrd attack skills.

State Goal indicates Azbroad term policy statemerArelating to the edu-cation dr all students within the State of Washington. In 1972 the StateBoard of. Edhcetion adopted.10 State Goals for. the Washington.Common Schools.

District Goalgenerally reflects the expectations of the community regardingthe kinds of le4rning that should result from school experience. These goals'

are employed, mainly to inform the citizenry of the broad aims of the school.

Mhen district,goaA are 'correlated to student learning objectives communitymembers are able-to see how their expectations for schools are translateddaily into the teachinghearning process of the classroom.

Program Goals are K-12 goals which do not specify grade plaeement, These

goals Provide the basis for generating subgoals or objectives for courses .

'or units of study within a subject area.' Program goals are used, as a basis

.for defirg the.outcomes of an entire area of instruction such as mathe-matics, anguage arts 'or social studies. ' ,'

i. .

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Student Learning.0b3ectivee..

'Thethree majortypes:Orlearning objectives whichaave.been identifiedknowledge, process and 'value objectives.

Knowledge Student Learning' Objectives identify something, that.:is: to be known and begins-with.the-worde., "The.student knows..."Knowledge objectives specify,the knowledge a student is expected

'to learn. These Objectives include' categories of learning suchas specific facts, principals and laws, simple generalilations,

.

similarities end differences, etc..

An. example of a Knowledge:Student Learning ObjeCtive is "The

student knows guide words in a ctionary indicate the first,

and last words on the page." -; .

Process Student Learning Objectives identify something thestudent is able to do and begins with the words, "The studentis able to...." These 'objectives' are associated with. the

rational thinking processes of communication, inquiry, problemsolving, prodgption, service and'human relationihips.

An example of a Process, Student Learning-Objective is: "The

student is able to associate a consonant sound with_the letter

-name:"

Value Student Learning Objectives identify only the type ofvalues which foster the context of the discipline. These

objectives a thought to be most uniformlyand consistentlyapproved ,by ociety as, supporting..._ the major aims "of the

discipline.

are

An example of aValue Student Learning ObjectiVe is:, "The student

values reading as a worthwhile leisure 'time activity.". _

1Axii

Sl4Ait SL'idOLS PROJECT

. READING PROGRAM GOALS

.

1. The student desires to read and through self-initiative,seeks out reading for pleasure'and knowledge:

2._ .

The student develops a functional reading level to satisfypersonal,.social,'educational,,,environmentl and vocationalneeds and interests.

. The'student possesses word recognition skills .(visual diicrimindrion, audktbry,discriminatiOn,iphonetic analysis andstructural, analysis) necessary to, read.

4. A. The student's vocabula- ry 1. expanded through involvementim,reading..

-1.The student:posseeses.an.appreciation-for.the:power of:words and'proficiency in the use"of,words.

, . .. - . . .

,. .

.

5. The student pOssesses listening skills necessary for develop.ment in reading. - .

The student possesses comprehensionskills neceSsary. to under..stand:, interpret,. evaluate and respond to. printed materialswhen readinghpth orally and silently.

7: Theeiaent possesses study skills necessary'to satisfypersonal, social,. educational,'environmental and vocationalneeds and interests.

SMALL SCHOOLS PROJECT. 4

I. WORD RECOGNITION SKILLSA. Discrimination -- K-2 4"\

B. Auditory Discrimination -- K-1 4

.. C. Phonetic Analysis 5, 6

. Consditene -- K-3 Emphasis -- 4 -8 Maintenanee -, .. 'us 5 -...

.

. Vowels'-- 1-3 Emphasis -- 4-8 Maintenance'. 6

. Structural Analysis.

i , 7-10

Rhyming Endings* Phonegrams -- 1-3 7Syllables --.1-3 Emphasis =- 4-8 Maintenance 8

Compound Words.=- 1-3 Emphasis - =.4 -8 Maintenance . .8 ,

. Root_Words -- 1-3 Emphasis -=-478.Maintenance 9 .

Inflected Endings -- 1-3-EmphasiS -- 4-8.Maintenance 9

Prefixes -- 2-3 Emphasis 4-8 Maintenance '9

. -Suffixes -- 2 -3 Emphasis -- 4-8 Maintenance '9

. Contractions -- 1-3 Emphasis -= 4-8 Maintenance 10.

II.. VOCABULARY .11 -13

A. Context and vocabulary -- K-3 ,,. 11

. B.. General 7- 4-8 - . ',. 12

C. Root.WordS, Prefixes,. Suffixes -- 4-8 13

III. COMPREHENSION..- 1

i 14-23.

B. lateral --- K-8 :

.

15'

17A.,Puncruation - -6'

...

.-, . C. -Inerprerive,=.- K-8 .; .... 19

D. Evaluation -- K-8 , g,,,

. E. Appreciation 7,;- K-8 22, 23

IV. ORAL READING, SILENT READING -- 1-8 f -;.... , 244 25

.

.

V.- STUDY SKILL?.

..

26-36

A. .Following Directions -- K -3, maintained throughout 26.

B. Alphabetizing and Dictionary Skills -- K-8 '.- 2i.28.

C. Parts of a Book.-- R=8 . ,29,:30.

p._ Parts of a Newspaper 77.K-3' , 31

ib -.

,(Inc u

rY = K-3

ding.production and didtribution of a newspaper:4-

E. L

,

32

F. Locating-Referencenibiary -- 4-8 33:

G. Locating-Reference/Encyclopedia -- 4-8 ° .Z34

H. Organizing - Outlining, Note Taking, Report Writing 7- 4-8.....- 35

-74°L. R_ entention -- 4-8 26

VI READING-IN THE CONTENT AREAS: 4-8 37

READINGSCOPE (K-8)

3-10

SMALL SCHOOLS PROJECT

Reading.

..

SPECIFIC AREA: Word Recognition Skills: Visual Discrimination.

,

_.

.

,;...The student

..

the relative spacial'positions, i.e., left, right, top, bottom,

6

-

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K-1K-2

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K-1

K-2....

.

.

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.

irontback, -over, under-, an .up, down, between.

correct directionality when reading and writing; !eft to right,(

.

, top to bottom..- .

relative sizes, I.e., large-small, big-little, tall-short.'. picture 'clues are important to understanding the written 'text.

. ... - . ,.

: ..

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. . .

.*

, ,. .

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The student is able to %

**: identify relive spacial positions, i.e., left, right, top,bottom, front,. back, over, under, on,. up, down,:beiwdea.' ,

. locate the positions left, right, top, bottom on paper.(blank sheet and printed page) J -

p . progress from left-ro right and from top to bottoth when readingor writing. .

* distinguish objects accbrdi to their size.*. ,,identify colors: red, yellow; blue,, green, orange, black, brown,

. purple. _

. match color words wit rt appropriate colors. '- -

-. use visual memory to retain and predict a visual pattern ofletters, shapes,- tubbers.

*. distinguish likenesses and differences in pictures, letters,and words'.. ' . . . -

*. recognize and name the capital_ and lower case letters of thealphabet.

. use picture clue to understand a story.

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rhe 'student values:. .

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SMALL. SCHOOLS PROJECTa e

Z ../ v,.,

..;C40 7Z, 0 CI

4 ,:SUBJECT: Reading

'C.,C) 4

.SPECIFIC AREA: Word Recognition: Auditory Discrimination

K 1

The student knows:

. rhyming words end with the same sound, i.e., make-cake, hate-gait

late-weight, late-great.

I

r

The student is., able to:

listen for likenesses and diffe'rertes in common soundS,

i.e.,,source, rate pitch, voluble-

*. audiXbrily disdriminate.rhyming words. .

*. auditorily discziminate consonant sounds.1

The student values:

-4-

K-1

4 .

SMALL SCHOOLS -PROJECT

UBJE T: Reading

SPECIFIC AREA: Word Recognition: Phonetic Analysis - Consonants .

I

.K 4.

. . .The student knows:.

.

.

. the consonantLletter sounds. .

. the two lett# 'consonant blends, i.e.,. bl, sp, br, cr.

. the three letter consonant b ends (consonant clusters) .e,''.

spr, s.1,. /

. the conse digraphs: ch, s th, wh, ng. ..

.

the sounds .-de by the letter .'! ': /s/ as in sunk-/z/ as in his,.

/sh/ as in sure, and /zh/ as in occasion- ,

..that the letter "c" has two sounds: "s"; soft sound (when fol-lowed by the-letter i, e or 5,, as in city, cent, circus, cycle)

K-11-2-2-3

1-2K-3

1-3

-1-3

2

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K-.1

1-2

1-2.

K-2

1-12

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and the nc", hard sound (when followed by any letter other than

ir Vor Y)- ,

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. . that the letter "g" has two sounds: generally the "j", (edit)

- sound as in gem, gym and the "g", (hard) sound- as in get.,_giant,

. go; Rive. ,... ..-

. that some words contain silett consonants, i.e., knows, half,-lamb,write,..high.

,. that the same sound maylbe.made by 'different combinations:.f, f; cks, x;..Ok,*k. .

. . .

e.sfudent is able to:.,.

.

* . associate a_cOnsonant sound with the letter name: ,,

* ... distinguish single consonant' sounds- i_n the initial and final:position. . .

.

* . associate the sound of two-letterconsonant blends with the .-litters that form.the blends. . :

. distinguish twasletter consonant blends in. the initial and:'.,, .

final pOsition:* . associate the sound ,of three' letter consonant Mends (consonant

clusters) with the letters 'that form the. blends'. :

* . distingui'sh the consonant digraphs in the initial-and final, .

positions. ..

. apply the knowledge and skills about consonanls to reading.

.

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The student values:A /-

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'SMALL SCHOOLS PROJECT

Reading _

.j1

e0tZt,er A; 4.

00.40

-4-1 et

c7 4, Pi.S0 ;tr. -

SPECIFIC AREA Word ReP-Iognition: Phonetic Analysis - Vowels

K 1 2 3 4

The student ..., ..0 aoknows: , ,,

. .. 1- .. ... , _

the short%vowel soUndS (a, e, i, o, u). '

--. -the-short-voweL-pattern ofone szllable words(cvc).

. , the lang-Vbwel. sounds (a% e.i, i, o, u) . 1-2

. 'the long vowel 'pattern of one syllable words (clioe). 1-2.

two successive vowels frequently represent one sound. .2

' . the soundsymbol relationshiEs of the following vowel com-binations(voWel,Aigraphs): oa, de, ai,'ea, ay; (first vowelc,'usually is long and the sepond is silent). - -- 0 1;;-2

. -blended (linked) sound made by the following vowel combinations .

N. (diphthongs): oi, oy, ou, ow, ew; au, aw. ,

2-3

. some vowel combinations make more than one sound: ow, ea, oo, ie. 2-3

'the letter "r" following i vowel modifies the vowel sound - .

(murmur sound) so it is neither icing nor short, i.e., ar; are, .

air, ore, or, ear. .r 2-3 .

.

er, ir, or, ar, ur may have the sound of er. .2-3

..

.-

The student is'able-tol .

,

- ,. ,

*. auditorily discriminate the long and short vowel sounds. 1-2

*. read one syllable words with the short vowel pattern (cvc),i.e., hat,' red, pen, not, pin. r

. .

*. 'read onelSylia5le words With the long vowel pattern (cvoJfinae)i.e make, Pete, pine, note, June. 1-2

*. read Words with long vowel combinations-(vowel digraphs), 1.4.,

road, feed, .rain, meat,,saY. -. 1=2

*. read words with vowel of vowel combinations that make more. .

than one sound, i.e.:' 2-3

_ow how, grow . ..

1r I ea great, meat, bread' -.

oo good, food .

>, ie pie,: chief .

.

.

_

Y cry, funny*.' read .words with blended sounds made by the following. vowel

combinations (diphthongs), oil, boy, out, how, few, saw, haul. 2-3

*.. read words in which "r" modifies the vowel sound, i,e.-car, .. .

Pare, fair, more. ,, for, near. 2-3

*. read words with .the "er" -sound, i.e.,'her,"fir, dollar, hurt',,

(.,'

.

woik: / ' G ' 2-3

. apply the knowledge and skills about vowels to readilig. 1-12-

The student values ., .

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, . -6-

MALL SCHOOLS PROJECT.,

410SUBJECT: Redding

SPECIF AREA: Word Recognition: Structpral Analysis - Rhyming

.0.; C., , A

7

Endings (Phonograms)A

K 1

The student knows:

c.

The studeheis.able to:

. IdentifT common word patterns (rhyming endings or phonograms).as an aid in reading unfamiliaK;Vocabulary, i.e., first grade:..an, ate,ail; able, akevs11,-ent, qat,.ogd, ill;.second/thirdgrides:. ange, ark,e0ie, ough, ight. \s

use the knowledge of.wOrd patternSas an aid to readini.unr,miliar vocabular±.-

4.

The.stUdept valueg:

1-1

-1

SNAIL SCHOOLS PROJECT

Read 4,

io

. .

0

SPECIFIC AREACWord Recognit&on: Structural Analysis - Syllables' .

.

f

.

2 3P 4- Compound Words .

I.'.

The student knowi:Syllables .

.

.

.

,

.

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2-3

2-3

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1-31-3

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.. each 'syllable ..has a vowel sound. -

* . when there are twin or double consonantsin a word the word is-divided into syllables between the consonants-(lit/tle,

.num/ber) and the vowel sound is shoft or a schwa. .

* :`when a word has only one consonant coming between two vowels,-either the word is divided before' the consonant and the vowelt

sound is long, i.e,, pu/pil, ti/ger, fi/nal; or the word, is1 divided after the consonant-and the vowel sound :Ls short, i.e.,

. .

. fin/ish, lem/on, mod/ern. ' .

Compound WardSk .

..

. a compbund word is composed of two or more words thatcombine.their meaning to form a new word and is written as one word.

--

The student-is able to: Y-Syllables

* . auditorily identify the number of syllables in words..

. apply syllable seneralizations in decoding new words.

'Compound' Words .

1 .

* . identify the .two separate words in a compound word..,* . develop compound words from two or more words.4

. apply the knowledge and skills about syllables and cOmpoundwords to reading.

.

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The student values:

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SMALL. SCHOOLS PROJECT.

SPECIFIC AREA: W4d'Recognition: Structural Anallys -. Root Words,...'. .

4'

. . . *

Infle ted Endings, Prefixes,-tOfixes.-.

/ : .. I. !. ;The student knows: . ...

base:. a root word IS the base to which affixed parts may be added.. a prefiX',is a commonSyllable.added to the beginning of a root:word and alters the'meaning:of therootsword.: . .

. .

.. asuffix is-a common'endi:ng or syllable\Which is added to theending cif..a root word and alters'the meaning of the root word.

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The student is-able to: ..-

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*. read aroot Word to which an inflected 'endidg.has-been added:.s, es,..d, ed, ing, er, est: -. .

.

.

. use common prefixes in decoding W6rds,..Ne.,:us, in, alis,, re..

usecommon: suffixes ii decOding words, i.e.,le, 1Y, ful,: able, ,tiOn,.sion.. . '-:- :,

.

. ,read words whose endings are formed by: .

.

doubling, cOnsoUaUts:and add ending .chop, hoppIng; step, .'

stepped) .

nging, y to i and'add-ending "(city, Cities; .bappy.,

- . . . ,echanging f to v and add s,. as ,(wife, 44IveS; half, ha1vd0.-'

. dropping -ending-(hive, Hoping, .''th. e

.

fi nal,e and .add

dine, diner)..,

. .: . .

.

. adding es to words ending in's, bh,.tch,_Sh, x, o.-(See Language Arts Grammar for ObjectiVes reiated.to the

...writing of word &dings.) . . ..,

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nit.? student values: ..

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SMALL SCHOOLS PROJECT

SUBJECT: Reading

71-

40 do o o- 4

.SPECIFIC AREA: irn rd Recognition : Struotural Analysis - Contractions

K 1

The student knows::..

. .

.-ti..-

_ ..

a Contraction is two words written -as one, t.iith:one or more% -

letters ,removed and an apoStrophe' inserted in. thai ;place.i- .. .

.

-The-s-tuden-r.71.-8-abIe. to:

read -contractions with only one letter omitted; , -donl-t;

isn.' t , shouIdn' t , weren't t:.

*. read contractions with/more than One letter omitted, i.e.,. .

Won'.*, I've, wetv.e,.

-*. idehtify the original words in contractions.. .

apply. the knowledge and aboui contractions" to reading.

I.

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.

ri .1ti :14.

-3

1-2

2-32-3

1 -12

:SMALL SCHOOL' PR6JECT.

7 .

^Yrs. e -4../

SPECIFIC AgEA: Context and Vocabulary

K

.

.

,

.

The student knows: .

-context clues tell much about-the meaning of unfamiliar Jords.... antonyms are words that have opposite meanings, i.e., hot-cold,;.'.,:- top-bottom, niglit-day.

--.

.. most words have multiple meanings.--:,,., synonyms are words that have similar meanings; i.e., large-big,

over-above.. homonyms are words that sound the same but have different

meanings and spellings, i.e pear-pair, eight-ate, weight-wait,know-no." 1 , .

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The student is able to: .. .

...

* . Tlickly recognize the high frequency words, i.e., the, in, is,on,.no,"a, he, she, go, not, to, you, we and will.'

. ,read words in isolation appropriate to his/her instructional'level. .

1/ read unknown words at his/her instructional level; by using the ,

- context .clues in combination with phonetic clues..describe-meanings,of words in the context of sentences orstories. .

.y* . read and understand the meaning of antonyms -appropriate to.,his/

.t her instructional level. - ,

* . read and understand the meanini.,Of synonyms appropriate to his/her instructional level.

-

* .. read and understand the meaning of homonyms appropriate to his/her ihatructional leveI.

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Yhe student vdlues:. .

.

reading 4S7 an aid to increasing vocabulary.vit.

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SMALL SCHOOLS PROJECT.:--Working Copys

ReadingSUBJECT:

SPECIFIC AREA Vocabulary: General ..

- 4; 5 6 -'.1

',5.

The student knows: :

. context is anaid to getting the meaning of the word. :

,

antonyms are words that have oppositemeanings, i.e., alert--

drowsy, bleak -.cheerful.most words have multiple meanings. '

* . synonyms are words that"have similar meanings, i.e., over -.above.-

, accurate - careful, acquit - pardon, '.

homonyths'are words that sound the same but have different

spelling and meanings; i.e.,:pear-- pair, eight'- ate, weight -

wait.homographs' -are words that/are spelled the same but have

different. derivations and meanings, and may differ in ,

0 pronounciation, .i.e., fair (market) - fair (just), object (noun)

- objedt.(verb). -

the thesaurus is a resource for building vocabulary by

identifying synonyms, antonymS.and woid.usage.

. an acronym is a word formed'W the initial letters-of words in

a set phrase. ,. . .. :, .-<,

. each subject; area has vocabulary unique to, the discipline..

4

,

-

.

-8

-8

4-8

-8.

7-87-8

4-8

4-84-8-

4-84-84-8

_7-8

.

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4-8

4-8

.

.

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.

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The student is able touse the context of a selection to aid in pronouncing an

unfamiliar word. .

* . use context for the purpose of getting the meaning a an unknown

'Word. /.

"determine pronunciation and meaning of, homoraphs.g .

' recognize and translate signs/symbols which are.ov,itical for,,-.

international survival. ... ..-,_

recognize and interpret abbreviations.

*'. expand general vocabulary through involvement in reading-Af

. use the thesaurus to locate synonyms, antonyms.and

specialized vOcabulary. ,

P:.

use the' specialized vocabulary to increase comprehension in the

. subject area.

.

_ .

,

The student values: , -

: and,appreciates the power of words.,-.

an expanding meaning vocabularY as an aid to understanding and

communication.

.<

a

a.

.

.7

-12:-.

SMALL "SCLHO01.,S 'PROJECT Working Copy

'SUBJECT: Reading

Vocabulary:. .Root Words, Prefixes, SuffixesSPECIFIC AREA:

0

2 it, '^y,

QOM. c4o 0 -cotr Jet4Z,

5

..'The- student ,i;.1.4s:- .

. the meaning of comMon:.Latin and Greek root .(baSe) wordS.,

meaning'Pf prefixesi.;:and:.how theyaffect .the meaning of theroot 'word,. :.. ..

, .

Meaning a suffixes. and:hOw :they. affectect the meaning of- the root(base) word.. :.. ' -.. -.

: OrefiXeS and suffixes may. change the part Pf speech of a .

root (base) Word:'many words -ili our language have -been derived from names or

,

borrowed from different. languages.

The student: 4.e able. to:

recogniie root Oase) words.use root (base) words to build word meanings.use common Latin and Greek. roots. as an aid to getting meaning.use knowledge of prefixes and suffixes to increase-wordmeaning.

The student valuee:.

.--13- A"'"

7 -8

4 -8

4-8

4-8

7 -8

4-64-6778.

4-8

SMALL SCHOOLS PROJECT

CTTII 7 Rorl {no

SPECIFIC AREA: Comprehension: Punctuation

K 1 2 3-4.

The student knows: , ,

. that punctuation marks are an aid to' comprehension..

. that S'period signalsthe end of a statement.

. that a question mark signals the end of an asking sentence.

. thata comma signals a pause. .

. that an exclamation mark-signals strong feelings.

. that a comma signals an explanatory phrase, the name of a personspoken to, or tRe separation of items in a series.

. a quotation mark signals the words spoken by an individual.-. an apostrophe signals a contraction or ownership.

. .

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1-31-21 -2

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1-3

1-31-3

2-31-3

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The student is able to:a -P

.

- -

. determine in context the specific strong feeli signaled bythe exclamation mark. 1 . .

. determine the meaning signaled by comas.

. determine whether quotation-marks are used to indicate wordsspoien or identify special names or titles.determine that the,apostrophe signals a contraction or .apossessive. .

.

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The student values: 4r

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SMALL SCHOOLS PROJECT --:Working:'.Copy

Reading

SPECIFIC AREA: Comprehension: Punctuation

4 5 6 7' 8.

The student knows: .

.

.

.

..

. the comma signals a pause or setieS of items. ,

.

. the dash' signals a'longer pause than that signaled by the comma.

. the ellipsis (...) signalg an interruption in thought orconversation.

. the parenthesis signals an_explanation of the preceding word.or adds information. . .

. the colon signals an explanation or list will follow..

. the semicolon can be used .in place,of a connecting word such as"and" or "but."

._ ......

*.. the words between double quotation marks are Usually the exactwordsgomeone said oi",the title of a story, article, poem-Orsong. . .

dingle quotation marks are.used, around theexact words.someone ., .

:has said', or the title. Of.aStory, article, Roem or song when ..t,

these are, within the speech of another storycharacter. :

..

. there are.methods of'distinguighing thoughts from verbalexpressions in cartoons.

. .

4:.

04 O° .

..

.

.

:

4

.

L.

--

.

.

.

. .

.

,--

.

.

.

_

_

, .

.

_..

.00.

The student is abis.t6:_

. ..,;

use punctuation marks ag an aid to getting meaning n.s enti,

\and 071 reading.. .

. -

...

.

. ...11

.. .. ..

.

.

..

.

..'A

The student values:.

.

. .

.

.

(1.0

--45 . 4%# ,-*

SMALL SCHOOLS.. PROJECT

%

SI.TBJECT1-.Reading

. . .

-SPECIFIC -AREA. --Comprehension:--Literal

C'). NYCI7

It, t, CO . 0

/z/41.177-cio qd

4

The student knows: . .

literal details are stated, facts such as names of characters;setting,. incidents and time the story or event todk.place.the main-idea of a storT (selection) or paragraph is an ea limit_stateMent.which conveys the theme or focus-of-t e story.(selec7.tion) or paragraph.sequence is the order of incidents or actions 'in a selection.

The student'is able to:._ . . .

recall-details (when eiplicitl,y stated), from listening to a

selection read orally by another.. . -.

locate details:(when explicitlystated): afterhaving read a

selection. . t*.. recall the mein idea (when explicitly.stated) from a selection

teed'by self or others.'. recall-a,sequence (when.expl1citly stated) from listening to

a selection read- orally by another. ..

recall a sequence (when explicitly stated) of a selection read:.

by self.. . . ..

recall character traits.(when explicitly stated) from li tening,

to a selection.read:Otally. . .

.

.

*... recall cause and.effect relationships (whenexplicitly staff ed)from listening to .a selection b5flself or' others.recall comparisons (when explicitly stated) :in a selectionread self or,-others. -.

. .

_,Te student values:

-16-

K-1

1-3

2 -3

K-1

K-1

1-3

2-3

2 -3

SMALL SCHOOLS i1i0JECT - Working Copy

UBJECT:

, -

Reading

ORPECIFIC AREA: Comptehea0on: Literal, /

,

.

- ,-.

4 5 6 7,

. 1

The student knows:-r

a pronoun referent identifies a person, place or thing-previously named or implied.' ,

.- adverbs answer how, wheh, where, how often.

. clue words, i.e., ffrst, then.; while, lbefore, after, are. anaid in noting sequence. _-

. special type (italics, bold face) is a tool used by authorsto. aid the reader to perceive intended meaning.literal details are stated facts such as names of characters,'setting, incidents and time a story took place.

. sequence is the order of incidents or actions in a selection.the main idea of a selection is an explicit statement whichconveyes the theme or focus of the selection.

. .

a

.

-

.

_1

4-5'N

5 78

4-8

4-8

4-64 -6.

4-8

4=6

5-83-8

1-8

4-8

4-8

4-8

4-8

4-8

4-8

.

y

t

°

.

1

,

'

.

.

,

\

_.

.

I

1

.

.

The student is able t :

* . use pronoun refere as an aid in determining meaning.use adverbs to determine how, when where and how often. -

use clue words as an aid in determining sequence when reading.. use special type (italic, bold face, capitals) as an aid to

I/getting the, meaning of a written seleceion.

.

* . 'recognize, recall and/or locate detailg (when explicitly stated)from a selection rtad. ., . :

* . recognize, recall and Identify main ideas (when explicit*r

stated) from a selection read: -- .'

* . recognize, recalland locate sequence (when explicitly stated)from a seleceion read. .

,

-recognize,.recall and locati character eraits (yhen explicitlystated) from a selectfon read. .

recognize, recall and locate cause and effect (whenexiblicitlystated) from a selection read: .

*, .

recognize, recall and locate comparisons (when explicitlyStated) from a selection read.

.

%

-.

-.,

The student values: .

-..

.

f#'

-

)

.2"

,

-17-r V .4

MALL SCHOOLS PROJECT

Reading

4 '

"°.

au,......,,,. . ,SPECIFIC AREA: Comprehension: Interpretive

2. 3 4. 1t t.

4

'-3

.

.

-.

i

1

1-3

1 -3

-3'-3-3

'-3-3

3

3

.

.

.

, ....

....

,--,...-

.

. .The student knows: - -

- inferred 'detail's are those details which the author did not-include but could-,(have) made the material more interesting '#appealing. \.

. the miin idea theme .or focus may not be (explicitly) stated inthe selection. .

some of the events or actions of the story may.not be explicitlystated-. ' ,

-. -. ,

- . . Et, .

..' . -- , . -

- .

The student is able to

.- sense emotion/mood of a selection read by self or others.*. 'predict outcomes 'of a selection read by self or others.*. infer character traits' in a selection read by self or others.

. to make generalizations from a selection read by- elf or others.

*. draw conclusions from a selection read by self or others. .

*. infer 'the main idea of a selection read by self or others.. infer the literal meanings from the author'; figurative use oflanguage. ..

make a simple analogy from a selection read by self or others.-

- .. -

.- . ,

-,- . -,.

._

. ..,

. . N.

.. .

. .

.. .

. _

_

. - .

....

.

.

.

. ,

. -.

. .

Ii ie student values: -

.. .

. .

- ...

.

. . .-.

. .

,.. .

.. .

.

-

., s

, .

.

. ..... .

.-.. . . .

I . l'i 4' ..

. . . . . .

. . -18--

-.thdiALVSCHOOLSPg04ECT:7-..WOrkingtopy. .

, -,.. .

IPOUBjECT: Reading ei

:1..

. -

SPCIFIC AREA:"CoMprehensi;5:7 InterPretive 1-4..

o

ftr

00 00. (V. - 44 000 tO C./ftr4.ftf

.

4 5 6.

The-studeaws:ideas events oractionaMay be implied rather than. stateddirectly ia SeleCtion.:an analogy is'a comparison of two rhingahat are related, in

;some "way. . ,

. -

inferred 4etails'are: those details Which'include' but Could have made:the Materialinterestingior-appealing.the Maio ide.a, theme or focus may.noi-be

.the'author.:didnotmore informative

::'Atated.inthe selection..

The student is able to:

* I infer sequence -in a seleCtion.* . .identify an unstated main idea.* . infer. .character traits from actions, .feelings and rboughtsof

characters.. classify characters, traits, events and personal experiences,

times, places and ideas in a reading selection.* . infer cause and effect-relationships: -* draw conclusions and subitantiate them with reference.. material read. ,....-draw conclusions and get to. new situations.,: ,-.

;* .'prediCt the outcome of .a.seleetion::.. .

P summarize-a selectidn. ." .

* .-recognize:relationships between aaalogoug paira-... ,..-inkermeanings from figurati4e"3anguage:

,. personifications...

-4., idioms - metaphor," simile

_

too' the

The, student values:

relating personal experiencesto-stories read:(character'S'actions and feelings).-

.r r.

4=8

5-8

6-87-8

4 -8

6-8

4-43

7-8

4-8

4-8.

4 -8

4-64-..8

44

/27

.

SHALL SCHOOLS PROJECT. - -'

-.,

-col: *-f o '.

& o rt, A. ,..

SUBJECT:.'Cj; ..'ir'

IP oir *o

ti CO

4.1 0

Reading

SPECIFIC AREA: . Comorehension: Evaluation-2- 4-

The atudent.knows:

The student is able to

*. determine whether incidents, events, or characters. are real

or fanciful from listening to or reading a selection.

make-judgments of worth, desirability, or acceptability of-acharacter's actions from Aistening to'orreading a_selection.

The student values:

el 4

-.20-

'1-3

:"

v

SMALL SCHOOLS PROJICT - Working Copy

. Readin

SPECIFIC AREA: 'Comprehension:. Evaluation.

5 6

.

-enI

, .

_The student knows:

-

.

.

. 'not all material written as fact is true..

..'.. bias exists in written material. .

. sensationalism is .used to get attention:. .

recency of copyright:affects.the accuracy. of.matdrial..:. .

....

. .

..

.

-..t-.

..

..I . ..

..-

\ .

...

. ..

-

..

.

-.4-8

'6-8

6-8.

0-8.6-8,

_

.

4- 8

.4-6

7.7.8

678

5.:78

7-87-87-8

7 -8

.

.

.

.

.

.

.

. .

1

The student is able.to:, .

. evaluate a selection in terms of recency ofcopyright .'information:' ; -- .

.

determine whetherher a selection or incidents in a selection.are real.or imaginary. 4.

.

' . detepine whether a selection- or incidents inL a selectiont

: repr;sent fact or opiniOn :.

- maka.judgments of worth, desirability or acceptability of a.17..tSCtfon.. .: .

'it . ::ident.ify obviously stereotyped characters, events or situationsin aselection: .

* . make evalUatiOns of advertising.recognize propaganda t

. .'techniques

*,. recognize bias /4(1.'prejudice within a selection.* . evaluate material as to relevancy or irrelevancy of facts as

they pertain to a.question to be answered. -. ,

. .. . .

.4..,..

%.

.

.

.

; . t .. -

-The student values; :. . -

.the worth of reading selections to himself/hergelfas an .

individual. . . . .

* .: .

- . . .

.

...

. ,

. .

C.r.. .

.

;'.-:7 .

,. -21- .4-#4.4.

.

. - ..

.

SMALL SCHOOLS PROJECT

SUBJECT: Reading

ti 4.C,

CO. 5%r 00 0 e

00 0 4. 0.

SPECIFIC AREA: CoMprehension: Appreciation -

The studentAtrunm7:-

rile student is able to

make an emotional responseselection read orally.

. make an emotional response toself.

to content from listening to oC

content of a selection read'by

tidentify with characters and incidents from listening to a.selection read orally by another.

. identify with characters and incidents from a selection read by

self.

. illustrate or describe mental pictures fro; listening to aselection read: orallY by another.

:'illubtrate-or describe mental pictures from a selection read

by self.

he student Aralues:

K-3

K-3

K-3

K -3

K -3

K-3.

.SMALL.SCHOOLS PROJECT7 Working Copy

-Reading' ..

SUBJECT:

SPECIFIC AREA,: Comprehension: Appreciation

0 e45,0 0 4

co,yam

41.

4 5 6 7' 8

.Th student knows:

. readineis a,source of enjoyment. 4-8feelang and emotions are-affected by what is read.an individUal's experiences influence his/her response towhat &read. 4-8

4-8

Tie, student' is able to:

. sense emotion or .m od of a seledtion.make an emotional esponse to content.identify with ahara rs and

. create mental pictures from reading a'selection.

The student. values:',

.1- 1 reading for pleasUre.and information.. 4-8. reading own work and wortof'peers.1 , .. 4 -8

. reading a selection and relating it to own peridnal experiences. .4-8,

: author's creative;. unique use.ofkanguage. .. ....,.. 4-8

, . .

4-84-8.478

4i78:

-23-.:.' .

SMALL 'SCHOOLS.PROJECT

,.;,-.SUBJECT: Reading

SPECIFIC AREA: , Oral Reading; Silent Reading

The student knows:-: : (

silent rgading always. precedes Zia]. reading

The student is able to:

. read silently'and respond to literal, interpretive andcriticalquestions. , cread silently at inde*ndent level.

. read Orally with fluency to give meaning to a.reading selection.Use expression appropriate to. :the selection when reading athis/her instructional level. -.

. read orally_at hisjher inatructional. level to ftovide.information..increase rate of reading and iiput of infofmation.

Tho.studemt values:'

reading, and will choose to read silently... reading, and will choose,to read Orally-for others..

g

-24-

SMALL SCHOOLS PROJECT,- Working Copi,;?'.

.- .-

111 SUBJECT: Reading

SPECIFIC AREA: Orar Reading, Silent Reading-

. " .

44

0 4.1CJ

co 4t., Iv4,

do 0do co .G

SZT 1bY (tr.CO: Iv

. 44,

5 6 ' 8

The student knows:Oepurpose of oral reading is to. share a,written Selectionwith audience. .:,

. . -

readingsilent reading precedes oral readipg when possible'.. oralreading446lows.the-rate.O.reakling.O ".the number.oruew. ideas.on the page detertines,rate (4Wet

ideas--faster rate). . .

to reread silently clears.uP misunderstandingi...

The student is able to:-Oral Reading .

-

. . read:orally -with.fluency and expression togive,Mealling"tO areading selection. . .

. read orally at his /tier instructional level :prove a point,,.provide information and toshow meaning: '.

enunciate, clearly andproject 'his/her voicep be heard.Silent_ Reading _ _ -

read sikently at7hiSiher independenxread Silently andrespondto.literalinterpretiveandcritical.questions.determine the tone of the paSsage:When reading silently.survey and adjust-rate'accordingto cotplexity of 'Materials-increase"rate of'reading and input .of Information:.

s.

The student value's:,

reading:and will choose. to read silently.. reading and w111.enoose to readorally. for.Othere.

.reading a widevariety afprinted"paterialS..sharing reading experiences.witb:others.

i;

4 -8.5-8478.;

5-84-8

4-8

"4-8-

4-8'

4 -8

478'5 -8

5-8

.4 -84-8,

. -SMALL SCHOOLS PROJECT

SUBJECT:

SPECIFIC AREA:

Reading

,.

0',..,

Cl/ 4 .- .00 0 C' 0

-.. .. tb, ^Y qy4 Q..^t'

Stud); Skills: Following: Directions

K

st6denE-knows:7--

following,directions or instructions, written or,:or-al, usually-increases'ymes accuracy and success in school work:-

The ,student to:.

.listen and fol/oW:anoral one step direction.(one task).JiS.tenvand follow an Oral two step. direction.Iisten and f011Owan bral.three or mOre.step'Tead.and follow'a-one.<-Step direction.read and follow-twoStep directions. ,

read and follow three. or More step directions._ _

The suid6ti,t...valut4s:

3

K-11.1-2

2-3

"SMALL. SCHOOLS PROJECT - Working. Copy.

- Readin

SPECIFIC AREA Study Skills: Alphabetizing and Dictionary Skills

4 5 6. 7 O.,

The student,knows:word definitions are-ba-sed

)

on parts of speech.guide words are listed at the top of the page and aid inlocating words.meaning of the symbols used'to indicate pronunciation.

,.

4-8

"4-8

7-8

.

-,

..,,,.. _,..,,, .

........., ___

.

,

'

.

li

4

4-5'.

6 ,

'.4-6

4

7-87-8

7-84-8 i'

$'

6-8,

6 -8

..

-

,

,

L.

T

Y

The student is able to:24-1

recognize ttie division of pile. dictionary te-determine inwhich one-half or one -third the words may be found.locate' wards' in a dictionary alphabetically by: .

second letter.

*third letter*fourth letter .

*.. .

_

utilize guide words to locate words on a page..

. use the dictionary to locate syllables in a word..

. use the lictionary to locate the accented syllable in a word.use the dictionary to determine part of_speech on words:

* . use pronunciation key as an aid in reac4hk words.* . select appropriate definition to fit thecontext. -

recognize that dictionaries vary in-completeness, i.e.,abridged - unabridged, -appendices and additional helps. -

. use the telephone directory, especial4T- the yellow pages di..

locate information. .

t

- t. .

,..

.

,.4,-

The student values:

...._

.T..

..

.

. ,

i.

.

-27'!:1.___.

.

NA,1,1,...SCilOOLS.PROJECT

UBJEeT: Reading

i. vs,e4 0

el 0eo 'cii '-, or'b' 4, co

c.)4 i."-.'7

C.) 4

iPECIFIC AREA Study Skills: Alphabetizing and Dictionary Skills

K l 2 3 4.,

Ile studentknows:. -

.

* . the alphabetical order-of the letter. _K-1

.lists of names are usually arranged in alphabetical order. 1-3

. "information ,ontained in a telephone book, dictionaty andencyclopedia is-iisted-in-alphabeeical-order -- 1-4

*. guide words in a.dictionary indicate the first and last wordson the page. ,..

2-4.

the dictionary is divided apprmeimately in' half between-theletters M. and N.

., ,"

3

,

, . .

'he student' is able to:. '' .

.

* ..alphabetize words by their first letter. 1

* . 'alphabetize words by their second letter. 2

* . alphabetize words.by their third letter. 3

* . alphabetize words by their fourth letter. 3-4

* : use guide words in a dictionary to locate words for correctspelling and meaning. . _ 3-4

.

";., ..

.

q . J..- ,,

. .

.-.

,

he student values:

. ..

.

. .

,A .-31 1 A.

. ...

3

' SMALL, SCHOOLS .PRdJECT

Reading-.

SPECIFIC AREA Study Skills:- Paits of i Book

. K 1 2' 3 4.

. . . - . . .

The student_, knows: .--c;

* : the title ishe name of a book or story.. . pictures on 'the cover or in the book relate to the story or

stories in the book. . -

the authoris,the person who wrote the book or story.the illustrator iethe perion who_drew,the pictures in rhp

-

.

-1

K-11-2

.

.

.

.

.

,

.

_

.

.

.

.

.

.

,

,

..

.

'book or story: := _,

5t.. a table of contents is locAted in the front of the' hook and.

identifies the beginning page of each chapter or st6ry....

* '... .title page is located-in the front of the book and identifies. 'the author, illustrator.and publisher.

pubaiher is the person or. company who.(that) publishes printedmaterial. -.

;an indeX is located at the end of.the book and lists alphabet-Acally main words; concepts and.liamesof persons oi placesmentioned in the book and the pageS on which'they appear.

, .

/- : .

.

.

.

,

.

2 -3

2

2-4

3-4

2

3

K-12

.' .

The student is able to:,.

..

. use the table of contents to locate the beginning page of achapter or story in a book.

. use the index to locate concepts, main words, and names of,persons or places appearing in the book.pa

,tis

. ;' .

., ...

...

.. .

. . . . .

.

.

.

.

.

.

.

.

..

.

,

The student values: .

. 'books and takes proper care of them by not"(1) marking the .

pages, -(2) folding the corners, and (3) bending the cover-sothe.binding cracks. :

_

..

..

.

'1--29- .4. 1 t_I

SMALL SCHOOLS-PROJECT - Working Copy

SUBJECT: Reading

SPECIFIC AREA: Study. Skills:

//0 0 Ivop oo od 44

iv b(.1

Pa -tts of a Book

6 8

The student knows:

* . table of contents lists chapfers or sections of a book-andpage numbers.

* . the glossary of a book 'lists important names and-definitionion important words found in the

* the index-assists in locating sp ific information andtsusually found, inn the back of -a book.

The student is:able to:

. usethe table' of contents.locate.the name of:the pUblisher%

. locate copyright date..

_.

use the index to. ind main' topic.,:subtopic and Cross-reference,use the glossaiyto. locate important names and definitions.....

The student values:

4-6

476

- :

4-6

4-64-8:

ski

SMALL SCHOOLS PROJECT.

SUBJECT: Reading.

'''

SPECIFIC AREA: Study Skills: -Parts of a Newspaper, Production '.

K 1 2 1 4. and Distribution of .a Newspaper

(

The student knows: .

. the newspaper is facts, opinions and pictures about his/hercommunity find the world.

. ... .

..,there are many kinds of information in the newspaper thataffeCthis/her life, i.e.:, TV guide, sports, weather, advertising,

. comics, games. :

. . people work at .ManydifferentjObsto produce and distribute.the newspaper..

. .

,..the advertising in the newspaper provides people with knowledgeabout products, prices and services 'available in the community.newspapers are published on aTeriodic basis, i.e., daily,weekly, biweekly..

_ . .

. the headline tells the 'story in the briefestjsossible way.. . the-body of the story tells the story In detail.'

. the size of the headline is. related to the article's importance.the placement of an article in the newspapeijs related to its'

importance. ..

,

K7.3

K-3

K-3

;2-3,

2-31-31-327342-3

.

1-31-32-32-3

.

K-3K-31-32-3

.

\

.

_

.

.

.

.

.

..

.

.

.

.

...

.

.

.

.

,

. .

4

.

.

.

,The student is able to: , . .

.

:. .:.

.

. .identify the headline and the body of a story.. ,

,

.,identify pictures and captionS.: .

%... use the index to locate different parts of the newspaper.. ':

. . determine the importance of news by its size and placement.

- .: :

..

. .

:..

. .

. . .

,

,

,: -

.

)---

.

.

. .

- .

.

. . .

..

The student -values:.

.

. the newspaper for. providing many jobs _for:people in the.

community..

..:'

the role of the newspaper as a vehicle for presenting the,news.:. the role of the newspaper as a market place. .:: , .

. the role of the newspaper as a voice in the 'Community.

P. .

. .

..

.

.

.-

. .. ,.

.:

. ...

. A:- .1,: LI.

-31-... .

-... -,,

SMALL SCHOOLS PROJECTr's

SUBJECT: Reading

- ..,

1) ' 44 :

4.., 4,Cr <,

ei.

IP.../ er ei h. ,

co..,. a,

,- 47 c.,

,,Q.,

SPECIFIC AREA. Study Skills. Library.

3 4

The-Stbdent

how books are catalogued within their, school library, in order.to select books'appiopriatecto ilaicLest and reading level.

the types of books to be found-in the library, i.e., fiction,nonfiction; rOdYenCe,,periodicals. , 4

he student is able to:

Mb

herstudent

ihe library.as a source for learning and pleasure:

-327"

AAk-.1

1-2

'1-3

SMALL SCHOOLS-PROJECT - Working Copy

xeaarnprd,"."-...- .

-

...'

SPECiFIC-AREA: Study Skills: Locating- Reference/Library

4 .

4 5 6

.

7' 8,:

.

. .

The student knows: ' .

,.

. books in the. library are shelved in group& according to type, ..

-i.e.,.stories, biography, reference, factual infoimation. y

-spedific books and other materials or groups of books can be. located through the card catalog and other visual guides,

: i..e.,. shelf labels,-wall sign's, diagrams. .,.

* the card catalog is arranged in alphabetical order and,referendes subjects,-.authors.or titles. % %

.nonfiction books are divided into ten subjectgroups.(DeweYDecimal. System). . -

.

that Readers Guide and Subject IndeitO Children's Magazines

.

.

.

-

4-8

4 -8

4-L8

5-7

5-8

4-84-6

7-8

4-7

4-8

4-8-

,

5-8

4-7'.

6-8

.

.

:''

.

--1

.0

.

.:.

.-

,

,

.

.

.

,

.

.

,,,Index magazine articles alphabetically. . -

.-there are specialized'references for locating information:. encyclopedias alst-alphabetically information onA 'wide range of subjects. .

. atlases are a bound collection of maps, tablescharts.

. almanacs are annual publications including calendars,. , tables and/or othenb useful info'rmation: --.

. vertical files c9ntain-pamphlets,'clippings, pictures and 4charts. '

. . _ .

e student is able to:.. .

* . identify specific types of information found on catalog cards,i.e., author, title, Call number, number of pages, annotation.

,., identify the three main kinds of cards, i.e., author, subject,title. .

use card catalog call number and visual guides to locate books/materials: : ...=

locate basic information in magazine index entry, i.e:, title ofarticle, title of magazine, pages, -date of publication.--.-use appropriate procedures to locate information in reference-materials. o 4

...

' . use the vertical file to locate neededInformntion.'. 7--

.. identify the ten main_Dewey Decimal groups.and their numbers,i.e., 10.0, 200, etc. r

. .

The student'values:-

.

.

.

..

,

. .

"1-33- .1

A4

...

;

SMALL SCHOOLS PROJECT Working. Copy

SUBJECT:. Reading-----

SPECIFIC AREA: Study Skills: Locating-Reference/Encyclopedias

5 6 7.

The student knows:

encyclopedia topics are arranged alphabetically.most encyclopedias have-indexes for locating topics that are-not main entries. --,,:::: ,

.

. long articles Will be dLvided into subtopics.encyclopedia year-books or annuals update information on ..:

Subjects.

4.

The student is Able. to:

locate a. subject in an encyclopedia.

* , use the index of an encyclopedia to Iodate information.., use cross reference information that it Specifically .related

to the topic ,("see")-, and that which is less related. ("see

also").* . use subheadings within an.article to locate specific.-

,s information.Obtain informationfrosrvisualS in the encyclopedia..

'1

I.The student values:

. .

-34-

./

4-6_4-8

478-

4 .

44

4-6

4-8

SMALL SCHOOLS PROJECT - Working Copy

Readin

,SPECIFICSPECIFIC AREA Study. Skills: Organizing

I

4 51 6 8 ... .'-' ...

,

The student knows:.

. an outline is a -list of topics on a subject ;arranged in aparticular framework.' ,

i

in ,an outline, A. Roman numeral identifies a main topic. 'in-an outline, a capital letter identifies a sulitopic.

. z-in an.outline, a numeral indicates a st ub-subtopic. .

,.

- . .

--

,

. ._..,

,..

'7-8

.

4-8

4-6

4-6

6-8

.

4-54-5

5-64

5-66-8

7-8

7 -8

7-8

y

.

See language Arts: Outlining, Report Writing,. Note Takingfor :other objectives related to this area.. A4

The stutent is.ableto:.

'. determine the main- topic of a well written paragrasphthek . determine' the main topic of a paragraph containing two,topics....p . deteriaine: the topic and 'subtopics of a paragraph.

.- determine the topics And subtopics of a selection containingmultiple'paragraplis. .

. determine the topic, snbtopic .and details of a paragraph.make an outline 'from well written materials, which identifytopics, subtopics and details. - .

., take notes fro* an article read./organize *1". organize notes into outline form. .:- ,

1

. make a report' (oral` or written) using notes in outline form.

.

. .. - -

.,

The student values: . ...,.- . - - ..

. ..

. . . ...

-.-- - -.....

.bz.

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ti

2: a........

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SMALL SCHOOLS PROJECT -Yorking Copy- , -ty

. 0 4.. CO 1:4 '`f el

-4..0 iv 4"

00 0 4'd 000 b . CO 0

It"4.,

''' rtfe/Q.

'SUBJECT:',Reading

SPECIFIC AREAL Study Skills: Retention

6 6 8

Thestudent,knows:'.. studying in'the same time and same place aids remembeting. .*

spicirig studying Ads memory more than studyingall: at one time.

. notes must.be re-readro have value.. when it is appropriate to: ,

take notes, i.e., if the purpose_is for diacussion.make an outline, i.e., if the purpose is for reporting.

Write a summary paragraph, i.e., if the putpose is to

summarize.

The student is able to:

. 'paraphrase or restate ideas found in reading.

. retain general informatiot with the use of aids such as.notes

and outlines.read notes organized in,outline form.'read abbreviatidhs, symbols and shorthari5 used when takihg flares.

The student. values:,

1

4 -8

4-86 -8

6 -8

6-8

618

4-8

6-86-86-8-

A.

SMALL SCHOOLS PROJECT'.- Working Copy.

ReadingFlo.,%........

.

SPECIFIC.AREA: Reading in the Content Areas

4 54-

6...

.

1

.The student knows:

. the rate of silent reading depends on the subject matter, thedifficulty of the material and the purpose for.--readingx ''

Ai,p, .. specialized vocabulaiy for each subject area /

* . visual and graphic material is used to get information.'* . skimming is used to locate the general topic of a paragraph. .

* . scanning is used to locate specific infdrmation in a selection:_ 0

'. .

.

.

.

. .

. .

A. #

.

.

.

......

'

.'

5-84-84-87-87-8

-

4-84-8

4-8

4-8

1-8

7-8

74.

;7-8

.

.

.

,

A

.

.

.

.

.

4

.

.

.

,

.

The student is able to:. adjust reading rate to purpose aid difficulty of material.

recognize new vocabulary unique to a specific'cOntent area:read material for specific purpose, i.e., main:idea, locatingfacts, substantiating ideas. z'

read material (graphs, charts, scales, etc.) specific to certain'content areas. .

.

preview a selection by skimming to locate topics in order toanticipate content and determine relevancy.scan a Selection4for important words and/or sentences in ordeto locate specific information. , A

. retain specific information with complete and accurate reTallby using mnemonic\ devices or repetition.use a formal study technique; i.e.,

SQ3R (Survey, Question, Read; Recite, Review);Read-Verbalize-Read; , .

PQ4R (Preview, Question, Read, Reflect, Recfte, Review);Tite-Lapse Reading (read now, wait awhile, read. agai6)-.

. ..

, S. ,

I

_ .

'the student values:.

.

. .

z ,

.

..

,

.. .

.

. .

-37-

LANGUAGE ARTS.PEOGRAM GOALS(K-12)

1. The student uses language effectively in interaction with others,'gaining and improving speaking and:;. listening in srOupcommunication process.

. The student writes openly, creatively and clearly.

3. The student acquires; interprets and evaluates information throughpurposeful'and critical observation and listening..

. The'student responds in subjective, analytic 'and.evaluative-waysto literature'and_the humanitiest:as a reflection of the life,

-values and idele-Zf-t-hks and otfier. cultures.

5. The student comprehendthvrinted material needed to succeed'ineducational, vocational'and social interests and-inquiries.

6'. The student recognizes: that ideas are expressed in many ways:in varieties of dialects, of verbal modes, of styles and usagelevels, of associations, and points of view.

7. a) The studentadapts .peech and writing to different purposes,-audiences and' communichtion forms. b) The studentAsh mechanicsand conventions of writing and speech appropriately-to assureaccuracy and clarity in communication.

The student expresses and interprets ideas; attitudes and feelingseffedtively in verbal and nonverbal ways.

. - .' :7

ce-..The"Student knows. that language adapts to .the needs, of people

. 'through time. :.-.- . -.."a .. -

. -. 7-

10.. The. student knows. that one's expeiience in.the licirld:is given..

.

meaning and shape by his/her.language..

. .

The previous numbered Page in

the original document wks blank.

SMALL SCHOOLS.PPOJECT0. :

. LANGUAGE ARTSSCOPE (K-8).

I: HANDWRITING 41-42A. Manuscript -- K-3 41B. , Cursive -- * :42

II. , .LANGUAGEA. Nature of:ianguage -- 4-8:B. ..Gramar.

43-4843-44, 45, 4647, 48

.III. .WRITTEN EXPRESSION ._.( 49-63' ..:),

A. .General -7.-.478 .49..

B. Practical .. : 5040Capitalization -- 1-7 ,...... . . ......... ..........-Punctuation -- 1-8: 32,-53

. Plurals,:Possessives ...-.1. - 54 -'

. Sentences.-- 1-8,,, 55, -56

Paragraphs ,----143 , 55, 57

Outlining-- 4-8 ..-.5,

58.

.

. Report Writing lIncluding NotOtaking) --' 678 ,..4 59.Proofreading -- 4-8. . 60 _.

..;....

*-Letter'Writing 61,:627.,'... .

SoCial Letter --'3-51 :. -4.---- it.C.. ..3fP.. ,- :61 '

Business Letter --,-5-6 1 . ,. ,-

6.2-,.'..;_.,;;

p CreatiVe Writing -- 4 78 ... - ' 43....-: - , -- - ,,z;.....

IV: LISTENING -- K-8,,-....

65

V. SPEAKING K-8 66- 67

VI. DRAMA -- K-8 f* 6IZ-69

VII, LITERATURE * 70-74

A. Prose -- K-8 70, 71,

B. Pmetry -- K -8. 73, 74

SPELLING -- 1-8 Under Separate Cover.. .....

0,- 0

VIII.

y.

SMALL SCHOOLS PROJECT

410SUBJEgT:Language Arts

SPECIFIC AREA: Handwriting: Manuscript, Cursive

<,

,

cz,

c.,

co ct.FQC

40 di v-

^y

',The student knows:

r

The student is able "to :.

draw straight lines, circles and curves.trace shapes, lines and letters.

* ...write upper and lower case letters in manuscript.4ie.. write words using correct manuscript form and spacing..

. trace slant lineS, ovals and curves.* ., write'upper and lower case cursive letters in slant and

joined form.

write-words-using correct cursive form, slant and spacing.. .

:

The' values:

-.,,.teat and legihie handwriting as a means.of communication.

Z`

K-1K-I.

C=2=

'1-2

2-3.

2-32 -3

K-3.

-SMALL -SCHOOLS- P ROJ ECT ---Work-ing- Copy

SUBJECT:Language Arts

SPECIFIC AREA: Handwriting: Manutcr6t. Cprsive

The student knows:O

The student is able to:

maintain legibility and efficiencyflitien writing in*manuscripi

form. t- :

* . Wtite,cursive.letters with correct slant; spacing and-size.

write word6 and sentences legibly and efficiently using

cursive form. -

,

., ...--. -

The student values:

sMALL SCHOOLS PROJFICT.-.WICTking Qgpy.

"'SUBJECT:Language Arts

. SPECIFIC AREA:: Language: -Nature of Language

6

. . Nt,

The student.knows: - . .

. language is a system of symbols which represent concepts orideas, and may be a sound, word phrase, object 6r behavior

4' language ie-used to communicate, to give meaning and shape to'experiences and -to clarify ideas and concepts.

, 4

there are many types of language,-i.e. finger spelling, signangnage,-Morse Code, computer languages.

tanguage reflects a changing culture and is shaped.or determined

the culture's attitudes and values'.appropriateness' of formal afid informal language depends on

1 .

situation,'. words and phrases have both denotative and connotative meanings.. a standard dialect is generally defined as the speech of those

,

most influential in the social, economic, educational and .

media areas.

. -The student is alidie.to:'Th. =

1 .

. .

. .

...recognize dialect variations, i.e., pronunciation; rhythm,inflection, distinctive eXpressiona:adjust his/her language to various purposes,' andiences,and.

11$ MslatnicocimuciveOr.. .-, _. , ,.. .

. .

.

..

.., recognize language thneiOlesigned.,:tolnfluence people, i.e,',advertising, government.;

. use words and phrases that ave both denotative and,'Connotativf... _.

Aeanings. .:.-

.-, .-s.-.:

. . ,

The stu4ent:,Value's: .. :

.

.. . . .

. .reading'Writing,speakingand.listening.

.-. the use of words, while recognizing.theirlimitalions:--__

. language variations, i.e. , native ranguage,. dialects and other

variations,-

'-43-

1-LI

4-8

4-8

4-8'

4-8.

4-84-8,

4-8

7.78.

6-8

4-6

68.

4-84-8

4-8

SMALL SCHOOLS PROJECT

SUBJECT: '..kaYiguaie. Arts

IS

0 4. 0el-o

Oo co 4--, 0

c,o .4., ",,

SPECIFIC AREA: sixammarl_Ninina.:2zanalins,_Adti3resVerhs

1

--.

Adverbs, Subject,: predicateK

The student knows:. ".

some words (nouns) name persons, places or things'.* . some words (Proper nouns) name particular persons, places or

things and always .begins with a capital letter.. some,bwords (pronouns) are used in place' of. nouns.

some- words (adjectives) describe nouns or pronouns.. most action words are verbs. .

most. sentences contain a subject and' a predicate.some words (adverbs) describe verbs, adjectives or anotheradverb. .

The student is able to:.

lc -. identify words that are names of people, places or things.distinguish between a proper and common noun.

* . identify words (verbs) that show action.*.. identify subject-verb agreement in sentences.

= .

\

The-!!ftudent.

.

1-2

1-2

2-3K-3

1-3

2-3

2-3.

2-31-33

SMALL SCHOOLS PROJECT - Working Copy

TE41,1, Laneualte Arts

ta,

OUDJEA.L.

SPECIFIC AREA Language: Grammar - Parts of Speech

5 6 8. '

The student knows:

a noun names persons, animals, places, things orideas.. a pronoun is used in the place of knoun.

- verbs are words used to express action or state of being.. adjectives are words that modify nouns and pronouns.

most adverbs.mOdify verbs, adverbs-and adjectives. i

. some adverbs modify adverbs and adjectives.

. prepositions are words which identify place or direction, i.e.,on, up, over, across, i , from. , . .

. prepositional phrases a ays begin with a preposition and endwith a noun. .

,0prepositional phrases can function as adjectiVes or adverbs.conjunctions are words that join words, phrases and clauses,i.e., and, but, or, neither, nor, either, both.interjections are words that express strong feeling, i.e., wow,

1oh, `ouch.

*

.

4-,5

4-64-6.--

4-6

5-8-6-8

5-8

7-877.8

7-8

7-8

7-8

4-6

4-67-8

4-67-84-67-84-67-8

_

,

.

.

.

The 'student is able tors.

* . .,identify nouns by their singular and plural forms. _

. identify nouns by their signals (determiners) and by theirposition. .

,

* . distinguish between the various kinds o'f nouns: common and.

'proper. .

* . identify pronouns... Q-* . identify prepositional phrases.* . identify verbs.* . identify verbs by form and position.

* . identify adjectives. .

* , identify adjectives by position and by variant forms.

* . identify adverbs. (...,

* . identify adverbs by position and meaning._. ... -

,

.

The student values:

, .

-.

.

.

. .._ .

-45- `''''

MALL scmomp PROJECT - Working Copy

UBJECT:Language Arts

PEGIFIC AREA Language: Grammar - Sentences

/64'. c#66t).c./11:4.1a.:7

(ZI1:7

.i Cl41,

4'1 q1CI

4 5 6 7' 8

he student knows:. ..

.

a sentence'consists of subject and predicate. . '..- -

a simple Sentence consists of one independent'elduse..a compound sentence consists of two or more independent clanses.

- .. .

a eomplaex sentence consists of one.indepeadent and one.or,pOredependent clauseS.'

.

- .-:.

..

that word.ordet is essential to meaning in English sentences.sentences can be classified into .patterns .according to -,.

their structufe. . ,

, .

Examplesof sentence patterns:. . *.

. Pattern I The fire burns. (subject, verb) .

. Pattern II The dog bit the man. (subject,. verb, object). . .

. Pattern III My dog is.a collie. (subject,-verb and sub-jectiV complement) -. -.7. :. _ .-.

. Pattern IV The air is cold. (subject,-verb,-*jectivecomplement) .

.

. Pattern V Bill gave the dos a. bone.. (subject, verb,

indirect object, direct object) -... ::':....

..Pattern VT The class elected Bob presiddnt. ..'"z.

(subject, verb, object, objective complement)'

ie .student is able to: , ,

'recognize a tomplete.sentence:identify tbe.subject'and predicate in a sentenee:

-zdeOgnize subjectverb agreement in sent:epees,use terminology to identify sentence patterns.

be student 3i,1ues:

..

7.46 ,LA

72.:

.0

SMALL SCHOOLS PROJECT

U T: Language Arts

SPEC1FlC AAEA: Usage

i.

K

The student knows:

.

Theudent is' able .to: .

--.,...,lise -commeln.and proper nouns correctly in Sentences.. .

use words -(adjectives) in describing a person; Pladeor ilitgt,

..: . use action words (verbs); correctly in'sentenceS.. -':,- ......-.. use the preSent, past and of the irregular "tdlibeft

1 .verbs, in standard English, i..e.,sam, isy,arewaiweie:, will,shad.

.. use adverbS in describing verbs, adjectives or tither adverbs.use '.'a".and. "ani! correctly in writing:.

.. use pronoun forias correctly. '., ... .. .

write sentences with correct subject verbsgregMenr./. _..

0,:,

The student value:

-4717

2-3

2 -3

3

2 -3

171.

3

SMALL SCHOOLS PROJECT - Working Copy,*

itLanguage Arts

SUBJECT:

SPECIFIC AREA:. Language: Usake

' The student knows:. .

-usage-IA...a:matter of appropriateness and-social.acceptance..

usage. of grammar. is impoitAntAn the.podesscomkunication.most adverbs modify verbs and antweiqUest 'beginning' with

how,-When.and:where;':jconjunctions -are words used to jdin*ordsisphr ses orclauses

in sentences, i.e.,.bud, but,.eithei;:or,:bgt...interjectionttare wotdt used to 'express 'strong feelingS,i.e..

ouch. -%

.

42 ,

prepositions are words which identify plce or direction;. .4.,

up, on, across. .

The student is able to:e'

* . use' negatives appropriately, i.e.,no, not, never', ncthOdy,

nothing, nowhere; don't, doesn't, can't,-hardly.

substitute the correct pronouns for nouns.use pronouns correctly in the snbject7object.position..

pronouns correctly 'in writiugsentences with compoundsubject, i.e., John and (I, me), went. to the game,,select the correct nominative pforioun in a compound-subject or

-predicative nominative position.,use reflective pronouns correctly, i.e., herseif, ourselves, etc.

select the correct objective prdrioun in compound objective

positions:. write the appropriate comparative forms of,regular adjectives,

i.e.,*big,.bigger,\biggett.use-correct comparatiim:forms.ofcomMonaddectives,good,better,'best, mdre:beautifUl,. mostj,eautiful:select theVerbfortirigular or .plural; which agrees. with the

subject,. i.e., The boy (run, runt) to the pIrk.,

use helping verbs - correctly, i.e., is, was, were, are, have, has,

had. , '.

. ruse the: correct:present, patt, future and past participle. form

of verbs :.

. do, see, -run; sit, have, eat, begin, give, take..

know, grow, throw, be,-write,i catch,.ride, bring;

.,lbreak, choose, come. ;::.2 .

fall, ring; SPeak,'steal, take,:wear, tear And swim.

The student values:

:.;

SMALL SCHOOLS PROJECT - Working Copy'.

1.4uguage Arts .:

SPECIFIC AREA: Written'Exprei4464: General

.

-;;;;;:'

4 5 6

The stuent, . .

. .

. .

knpwsl."4

there'srevarious purposes for to inform, toto entertain, to persuade..

- ..-

. -. ....! ". 114. - . f ' :

. - . .

Theseudent is able to:-.. generate ideas by observing, experiencing

,Write aboUt-hings,..behaviors and.ideSsthar he/She values'Ydraft, ides freely.adapt.,.wiiiing to the audience SncipurpbSe...' .

adjust tone and style acc ording -to'addienceand purpose.writing:ob4:ctIvely. :

. use'iormal'or informal fahguage to. suit.the-SitUcition.identify Values.and valueprinCipleS through the analysis ofhis/heF'siatements'4..:decisions and behaviors.

The student values: -%.:''.:..,' .. .

. .

. :

...Hwiiting AA a way to helPthe.writer'clarify-ideas and feelings.: writing as a .means of ComMunicatIon.. writing as-a:means of self-Mpression.. the writing o.CelaSSmates and others. -- .,.'

....,. ... .

:,

.

-. , ,

. !.

4-8

4-8.4-85-85-87-8.

7-8

7-8

5-85-85-85-8

MALL, SCHOOLS PROJEf6t.

SUBJECT: Language ArtS-

SPECIFIC AREA: Written Expression: Practical Capitalization

0

L0 41 ,

(z, dj40 -1:1)" -IV "1' -CI,s.

;Q.

K 3

The student knows:. .. .

- the first letter-of particuldr.namesplaces or things. (proper

nouns) is capitalized.the first letter of the beginning word of a sentence is

caiit41iZed.the .-pronOun ,."I" is capitalized.

the first letter of .;.titles of respect .5.S:,caprtalized,'

Mr: Mrs..itles of books .4.11;77''''.

nitials are ike.. first letter.of namep and are capitalized

e first 1etter.:-Of .the'heginning 1..7i in a, quotation is

.7,"!. .

The student is able to : . .

* capitalize the first letter of his/her name: * ,.

3: . capitalize the pronoun 6.I.!1'7:.'-'--'...,;.'.

* .- write :a sentence using a scapIttal letter at the beginning of

..: the first word,.- ,:.' '--:.! ' ° , ' . l';. ::, : '':: .-

* . capitalize the first letter of 'particular names, places or

things (proper nouns). 'a* . : capitalize the first letter of titles of respect, i4., Mr.,

Mrs., Pr.* . ,capitalize initia.( "*"

....

write a simple, direct quotation using.PcePital for the first

r letter...., ..

9

..--s;;;',

The student .

-50-

.".") .

1-3

1-21

2-32-33

3-5

R-1IC-2

1-2

2-3

,37.5

.-;"

7.;

SMALL SCHOOLS-PWIJECT Working Copy

SUBJECT: Language Arts.

SPECIFIC AREA Written. Expression: Practical-Capitalization

0,4t,00

4 5

el-SEuddnt

..

,The student is able to '

Use capital letters when writing:proper nouns, 1,e:, Bill, Spain, April.

;c. abbreviation of proper nouns,'Z:e., Feb., Dr., Sat.*. the first word of the greeting and closing of a letter,

I .e., My-Dear Bill, Sincerely YcAirs.*. titlç of respect, i.e., Queen Eliiabeth, Mr. President.

:the first'woid in a line of .traditional poetry,Our fears in BangouStick deep: and in his royaltysof natureReigns that which would be feared--

. Shakespeare

*. direct quotations, i.e., she asked,:tMay;I assist -you?" '

_titles of bpoks, stories, tv programs, works of art, i.e.,

. A Tale,sof Two Cities, Blue Boy, Upstairs, Downitairs.PrPPer' adjectives, i.e., Roman'customs, Belgian hare.

.

'..,,( . ; ... , .

.

4 RI'..,

.

The student values:

...

2.

4-5

4-6

5-6

5-65-7

`r.$.

Sigg.L SCHOOLS PROJECT

,

SUBJECT:Language-Arts

CO 41,. .PY

Co6.

Av

sz,00 't

"./C) 'sy

gPECIFIC Written Expression: raCticalrPunctuat

K 3

The student knows:

a period is used at the end of a statement (telling 'sentence

. a question mark is used at 'the end of.a-question (asking

-sentence)..

.

. an exclama on mark is used to show, strong feelings.

--.peridds are p aced at the end of-abbreviations initials and

titles.a. comes a ter:.a greeting in a letter.

a- comma comes a ter. a complimentgry close of a letter:.

commas separate ate, and :year:

a Comma separates city and state.commas., separate words in a series.

The S.

tudent is able to: .. .

. . ....

'lace a period-at. the end of a sentence that is a statement::

place a question mark at the end of fa sentence- that asks-a-

question. , \ d, .

.place an exclamation- point at -the end of a sentence- that shows

.,-

strong feeling.' '' - .

use a Comma to separate date and year.

*;:. use a comma to separate city and state..

use a comma to separate_ words. in a series.

use a periosl in abbreviations, initials-'and titles..

TI.fe student values:

1-2

1-2

2 -3

:374-

2=32 -3

2-32-3'.

2-3

2-32-32-33-4

3-4

SMALL SCHOOLS PROJEdT. -- Working, Copy

Language ArtS

SPECIFIC AREA: Written Practical -- Punctuat n

4 5. 6 : 7'

J

.

.,.

8

r-...

..,

.

:......The student knows: I

. a declaratiVe sentence.--aakes a statement and ends,....in a,.period;4 . .i.e., Some,mushrooms are edible: .-

...an interrogative sentence asks. e question g.and ends with a:;' question mark, i.e., Is this mushroom. edible?,

--an imperative sentence makes a request: or-gives 'a command andefids01-th,a period, i.e.; Please pick only edtkle atushroom.S.

. an exelamatory sentence _expresses strong feelings or emotions,and ends with an exclamation point, i.e., This mushroom is

,poisonous! , : - .. . ,.

-

-

..

,:

'4-8

'4-8

4-8

4-8

4-8

4-8

4-84-6

4-8

7-8

7-84-8

.:,./-4486-8

47-8.7-874-

4-64-86-8

-

,

t

...

.4

Thg .student is able to: ...) ..., -Ipunctuate' declarative, ineerrogative and-excliamatOry 'Sentences:

use. Commas to punctuate:.:..- .4. words, phrases and, cleaseS in a,serieS

.

.

addresses, dates and letters. --:.;e:::' ot v" -. ---.

introdUctO Words lzraseS..end-deerldent clauses. (Ifyou -don't hurry, 7ou,'II be 'late. ) (No, yOu can't go.)coordinating conjunctions': (He wanted to -go to Mexico, ,

but ,he, wanteek to:- :.learn the' language first.) .

interrupting elements:- -parenthetical expressions, nouns. of .appositives.: (Our houSe, which: was ten years old, .- 1

-444 burned' to the ground.) (Come in John, and help.). 4 (John, hOwever, said tio.)

., direct quotations.' _..:,. use Apostrophes .:-to punctuate: --,

contractions.possoSsives (both singular and plural). .....-

Vie.Quort ion Marks :to punCtuate: 1 '.- ,- -..

...t:t.i. lea:4:0f 'short stories, articles, songs, .poems,direct-Unintertupted,quotations. :d.ireci--interrupted .suoteitions.

, .;.., .clia.1agtie:. :.-

nse,Hyiens to punctuat . .

: ., orapound. Aumbers.word?.divide at the, end of a line:compotind words, i.e., brother-in-law. ,.:""

The student values

. .. .- .

.. . ,

- - '011-...r %-.)

. -53- - .

:SMALL SCHOOLSTR6JECT Working:Copy. .. A

SUBJECT: Language Arts

. 'b

44PECIFIC AREA: Written Expression: Tactical Pundtua

.The student knows:

1.

The student ieable to:use Semi-Colons to punCtuate:

. compound sentences;- i.e.,` The man ran into the curbing;

he couldn't believehis eyes.compound complex sentences, i.e., The man, who was caiekul

by - nature, ran into the d bing; he couldn't believe his

eyes.use Colons to p ndtuate:

the g in of a business letter, 1 e .,Dear Mr. Smith:

lists, i.e., ...includes the followi grain, apples,

lumber. r

,hours and minutes, i.e.:'9:25 a.m. ,

use Periods to punctuate:. abbreviations, i.e., Sai., Sept.; Dr.

when writing titles of books, i.e., Tale of Two Cities.-

.fatr ti"aziiles, Newsweek.

n',:p :i.e.,Iaping of-the-Shrew,

71dta F-1w aPerS;-i.e.-,. Everett Herald.-

,

The student values:

-53A,

SMALL :SCROOLS PROJECT

',SUBJECT: Language Arts'.:

ti

4S, 4,,

4 e00 .t> 4.0

SPECIFIC' AREA: -Written Exptes;Ion: Practical - Plurals. Possessives

Thesgtodent: knows.: %

-'' plUral ineN:inore than ;,one:.:

.

.. words (nntins)-which name more than one of a person, pldte. ...

Aor thing are plural and are usually forthed by adding "s" or

'."es.": '. -:. ''' ' ' ''.-

.

01u*alS of'soma WoTds-arA formed in-irregular ways, ,i.e.;'

goose".!- geese,' mouse .''s, mice,. deer ;,deer. 7 .

. ..

'singular posSessive ('S) design4es ownerghip by, the ' ..

77individual: '::':. ''.- :\ ..::.

.r plural pOssesSive (s E) I de§ignates'-oWnerShip -bY more than :;

Ona'indiVideal. .: ''' -"- ' '',..-:.,..

The student. i; able to: , .

.. .., ..write words 'in which the pl'Vral has been formed in the-

following ways:*. adding "s", i.e., -girl-girls, monkey-monkeys.'

Ilk

*. adding "es" to words ending in s, ch, tch, sh, _x, o.

. changing y to i and adding es,. i.e. , city-cities, baby-babies.changing fgto v and adding es, i.e., wife-wives;:kalf-halves.

*--- write words in which the singular poSsessiVe ksAormed_by.

adding' 's.write words, in w10.c1 . the plural possessive is formed by

ddding s'. . .

The student .values:.

SMALL SCHOOLS PROJECT.

-

Language Arts

SPECIFIC AA ; ..-.-0Written Expressio , Pr ctical - Sentences,

K VT '2- 3 4. . .,..-:, ' Paragraphs

. .

I The student-knows: .. -

a seritenCeas a group of words that expiess, a thought or _idea

and has a subject and predicate...,-ideas are expressed in related sentences.

. ideas are organized into, paragraphs.. .t.

e a good -paragraph has a topic. sentence/ . -; - -

. all Sentences..in a paragraph are rela.ted to the same fopic. .

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,. -

. , .. . .

, . . ...

. .

, . . ,. .

,

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0

'.,,.6-.:,...'

1 31-L3

3 ,

33

-3.1-1-22-32-32-3

3

3-4.

K.3.K-3

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4

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-4

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6

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iThe student' iS ablettO: .

- ..

.411kontribtete ideas to class stories recorded by an adult or

. older student. - ..

generate ideas for topics by reading, thinking, observing and

talking with others. .* . write a -complete sentence. . _ ?7-5-4 .."- -

2k . write twot more related sentences -,-

f

.,- .

. repoit a peeonal experience in writing .

.. wDite,-a response to a literary selection. : .'

.-

.

write the main, -events of a story ini sequence ..--

* . identify a paragraph composed of a-tiipic sentence and related

sentences. - ------, -

,*.- ..:-. identifY a topic sentence in a:paragraph..

. .

,I . write a paragraph with a topic sentence and least two related.--......,- sentences.. .';ie-,- ,.7.,_-,. .---- ' -.-

, ,... -_:::: ,tr.,-.. , - -.--- ..- .. ,

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4l-w.f.4 .muent vrilues: -, --., 0

44....,:rMs"-004-.1"1:7.11/4- e

e rights .of classmates and_ other people to express them-''.... .* .." ,- - las --- ,

q,We s through writing. , ,

.

zting as a way to express persona). ideas and opinions.

el- . .,... ..- ,.

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..%.' : .411' '-' - "t'

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.. ' -S5-s-P-, ,

SMALL SCHOOLS PROJECT-Wotking;Copy.

- .. ..

',SUBJECT: Language Arts

SPECIFIC-AREA: Written ,Expression: Practical.- Sentences

he student knows.:

a sentence usually expresA:a complete thought..,y

29.

..

The student is 010,tol.,*

write a compl;ete,-simple sentence, i.e., John saw the train., '

Some dogs barked..-'14ost-birds are small. The man is a teachei.."IMother bought me.some,candy. Ann called this -tree a Maple .writ'e\s,tatements,,questions, commands and exclamations

Ilk answer .á question-with a clear and complete written sentence'.combine in.writing'basic sentence patteiws by coordination, I.

i.e., and, hut, or -,. 'AP ..i:e.* ,,, i= ie* 7-8combine in writing basic sentence patterns by subordination, ...-

4.e:, therefoiell-Oence.4' - 74:

(Zi(Z/ '40 44

dc..

0 4Z, 04 04..,/

",, (D.

4 5 6 8

4

4-6

476

S. a

:

'a

'.The student values:. .

9

SMALL 'SCHOOLS PROJECT '7 Working Copy ta, c,o

12, t 4,1

cs "a

4.4

et .

cofr,

Language ArttSUBJECT:

SPECIFIC AREA: Written Expression:, Practical - Paragraphs

:the student ,knows:

r

5 6 7

. ,a paragraph, has- one main idea.

a paragraph usually has a logical arrangemetit of details.

'a paragraph usually has a topic sentenOe.

o.

. .

...,V- /7''.. ::, r .

Y

'''' '.747'' sable t13.4

The _sit nr rcim

i.veYr itaterlials. - -

-:A. .

4 'wrkte:i gragraph of- at leas't three sent/enees

... .

,when g toPic:

. Orgariii, and write details into _a unified (single t pic)

paragraph when given material; .,.

Originai'l'aragraphs. select a paragraph 'topic.. . .

formulate pportive details for selected paragraph topic., .

formulate conclusion for paragraph.formulate transitory statement for paragraph writing.

write an expository paragra h with topic sentence, supporting

'details and conclusion (a least five sentences)..4- ..

The s tudelit valueie:

4-86 -8

5,61.

6-8''6 -8

6-87-8

6-8

ti

1.4

SMALL SCHOOLS PROJECT -. Working C y

OSUBACT:ALanguage Arts

_SPECIFIC AREA:

co

Written Expression: Practical - Outlining

The student knows:

Roman numeral in an'Outliae identifies a main idea (tOpic).,capital letters in.an outline identifies i.subtOpic.a numeral in an outline:identifies a detail.

The student 4s able to: ,.

determine .the main idea (topic)`. a paragraph.. .

.

. make an outline%from given material which identifies the:topic,.hand subtopics of a paragraph. ,,,

---. makerfan outline from given material which identiftev.tfie topics:

and subtopic .f.matiple paragraphs. . . ' " ''7.--'

ideiltify sup . tative. details of a paragraph.-..i.

. . make an outline from given material whichidentifies topits,subtopics and supportive,details. - - . . .

make an outline identifying the topic and subtopic .for Writing ".!''an original paragraph.identify suppo details to be inclUded inoriginal ,Writing.make an outl. e identifying topics, subtopics and detailS-for'multiple tidg'iti-original writing.

- .

,The 'student 'values:.

ti

4-84-84-8

4-5

51.6

54

6-86L8

7-8

8

I.

SMALL' SCHOOLS PROJECTj- Working Copy

SUB4CT: Language Art's

SPECIFIC AREA Writtet,Expression: Practical- Report Wri..-tin

(Including Notetaking

The student knows:

a report is the organization of ideas and information on one'

topics. parts of a report include: Title Page, Table of Contents, .

.Introduction, Body, Conclusion and Bibliography.. .-the,purpose of a report may,be.to inform, persuade, entertain.

the proper sequencing of the step (procedure)"to be(taken

-when.

writing a report: theme -(given or selected) narrow it toa topic, research (notetaking, outlining);,. formulate table ofcontents; write introduction, body, conclusion, bibliograPhy.

:

'

'the Studet is able-1q . . ,

, frf-- .%r

. do research for given-or selected topic, .e., notetaking and ;--,t....,,,,,,,i-.

outlining:- . ' 'r4iv"tee.

selecta dominant category from topic outline to form the bodyc,' C ....1

gif the report. '

. construct a Title Page which includes &title, author and date.

. construct a'Table of Contents from a topic outline it- 414-

, °write an introduction arouses interest and which expressesthe main idea and'purpose of the report.'write' body of report in coherent, related paragraphs based uponthe dominant categories of the topic-outline.write a logical and concise Conclusia.

. write a bibliography which includes all souces of iutormation.using correcf-format.

. put report together in an acceptable (booklet) fora.

ti

II

°

The:student values:.

0

O

cr59-

SMALL .SCHOOLS= PROJECT Working. Copy

4111 SUBJECT:Language Arts

-SPECIFIC AREA: Written ExPression: Practical - Proofreading

4 5 6

e student .knows::

. the first-draft' of writing usualiy_requires proofreadiel anrevision.communication may beoba_cured by careless errors.

.

The student is able to:g.

,

/. use proofreadingto correct errors in: spelling, usage,,

.punctuation', legibilfty,. tense-, voice.recognize and correct sgntence fragments.

-0revise sentence structure. .

. recognize and eliMinate trite expressions and cliches.recognize and revise run-on-sentences.,evaluate written material and ,edit for clarity.

.

. ..studenr value:,

60

4.7

4

.-60-

4-84-8

4-84-6.

.6 -8

5-867,8,

SMAIA. SCHOOLS PROJECT.

454.844c7i Ianguagefr-Arts:

Cifld AREA written Expression: Letter Writlng SoCial

//C02r

Cps ft,

ei 4-,00

1 2

Thestudent knoWs:the heading in a social letter is located-at the top 'right side.,

.of-.the page and contains-;street address, city and_State and

date.letter,is spaced below the heading,

begs at thCleftvgarginiusual1y'includespedr"Hfollowed.:by_thanofpeison7tiftgaddiesSeaandffo4oWedby a comma.theboWOT the sociajtter follows below, the greeting andcontains a message.'the closing in asocial).etter,is:centered.below the body,

:towardS the right and is-followed.by a'comma, i.e., Yours truly,.

SincerelY, .

theSignatUre ofthe'writer is4laced.eigW the closi.14.-

tile,i4t1e and the name. and address ofthe_receives placedin, the center and to-the. right on an envelope.

.

The student is 'able =to:

write a social letter containing a heading, gteefing, body,

closing and signaturel l.

* . address an envelope using correct capitalization, punctuation:.

and form.,

* address an envelope.using-correct capitalization, punctuation

and formfor a return address.

2-3

2-3

2-32-3

3-4,

3 -4

'374

The student vaiues:

letter writing as d'means of personal communication. 1 -3

SMALL SCHOOLSTROJECT - Working Copy

Language Arts- 0

r.....--A.

SPECTFIC AREA:Written-Expression: Letter Writing - Business %

4 56 7'" 8, 1 r --

. ..,

--, .

The student knows:

the heading in business letters is located at the top right side-

-of the page and contains street address, city and state and date.. the inside address is located at the left margin below the

heading and contains the name and address of the person orfirm who is to receive the letter:

. the greeting in a business letter is spaced below the heading,begins at the left margin, usually includes "Dear" followed byname of person being addressed or may be written, Dear Sir: orDear Ms. Smith:. .

. the body of the business letter follnws below the greeting and.

contains a message. .. .

the closing in a business letter is centered below the body,- towards the right and is followed by a comma, -i.e., Yours truly,Sincerely,': .

. the signature of the writer isjilaced below the closing.the title and the name and address of the receiver is 'placed inthe center and t9-the right on an envelope. .

.

.,. .

.

0:1*

,

?

-,-.7.

1

.

-,

.

.

.

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,

.

5-6

-5-6

5-6

5-6

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57.6'

5,

-

5-6

5-6

5-6

.

.

. .

.

.. ;,.

.

.

..

.

.

.

.

.

.-

.

.

,

'

.

,

The'sIudent is able to* .. write a business letter containing a.heading, inside address,

greeting, body, closing and signature.; address an envelope using correct capitalization, punctuation

and form*,. address an envelope using correct capitalization, punctuation

, -- form and return address. . '

- ... . -.

-. :. .

,

...

..

.

, ..

. .

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.

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,

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The student values:.

-. .

.

...

.

...

,

:-.

._

. .

..

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-62-_

1 r. .

SMAL SCHOOLS PROJZCT - Wo_rking_COpy

SUBJCT:- Language Artb

'tinCIFIC*AREA.IittenE ression: .Creative Writing

The studenr,knowS:::

. See Lanvage-Arts: ,Literature for definitions of Plot, setting,

The student is able to:draft ideas freely.

:. .., describe.In writing a character using:,..

. physical characteristics,

. physical characteristics and actions' ,

physical characteristics, actions, though's and.attitudes. .

write using imaginalive Point of view..

. ,

4.-/ . writ'e rya responie toga litera selectibn.

write a vivid,descrikion.write a stdtyusing dialogue.write adedCription of-an incident from first person and third

Person point of view.write an original verse-and/or poetry.

,

The student values::-

gr

-63-

4-L8

6-77 -8

4-84-87 -8-

7784-8

SMALL SCH 00-L-PROJECTf.:

LanI.a2e ArtsSigJECT:

PECIfIC AREA listening

/Op

C"

,e!

1. 3 4

The student knows

good listenifig* habits, i.e., focusing attention on speaker,not talking tp others, refraining from interrupting the :

speaker...

paraphrasing is using, words tb restat what has. been said byanother.

, " -

The student is able o:

* . follow oral dire on(a).experience enjoym IA through listening.listen for details and specifio infordation.

110J. paraphrAse- what has been said by .another.

" 7

Ihe t uclQnt values :.

listening. for enjoyment.____;___listening to gain informatiop.

K-3

::2-3

,.K-3')K-3

2-3..

c

K-3It-3

SMALL SCHOOLS PROJECT - WOrk

Language iArts, -OUDJEA.1;

-

SPECIFIC AREA:' Listening 45678i

.- .

The student knows.:: .. .

. the various purposes for listening, i.e., information, enjoy-

ment, necessity. .. 'god, listening habits, ..1 .e., focusing attention on speaker, tint

talking to others,.' refraining from interruPting the §peaker..

.. .-. . <

. ...

,

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. . ...

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,

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. '.4-8

.

4-8

4-8

.

4-84-8

484-8

485-86-8

.

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The student is able to ... -. s

:demonstrate courtety in .a.l.istening situation. - e.

. . listen and follow directioiis. --';:.?` '-'";. ...

. ;listen and identify the piarti..idee' from audioVisu41. presentations,, .class interactions and discuskiotis. .' .",:-.. ,. .

,

-listen ';1.-.4 :.. parfaphrase what isi-Saice from audiovisual praentat ons. lecture§ d class 'discussion; : ..:

,listen and :recall,detlails froma,udiovisual%pre§entations,' ._-. __..

,-, lectures. and clies` interaCtion:"L, -7. -.- _

lisiten and ask pertinent questions- about what is said

.../ listen and .evaluate what is §aid. (-' -1

.

. listen and summarize what is said.

'',".;.:-,

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.

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.

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The student values: 4 ' ; ° r...-

. verbal communication with others as a means tb refine, clarify,

,and. evaluate one's perceptions and values./the human ability to auditorily receive and .evaluate ftrqation .

. verbad .. communication as a means of becoming aware of another .:,.>

person's point of view. -. - ..,, .. *.... .......--.:.

, . . . ,.,....

. . . ,. .,,.;...

. . . .,_ 765- . .41111.

. . t, ...

1.' ....--..._ - '. :.

:,

MAI..e±9POLS:,PROJECT..

SUBJp " r arriua g e Arts

SPECIFI AREA: Speaking

-.7/4..

111t-student.kno

'effective speech rity,,rate...add adequate volume..

,conversation depends Upba.courtesYHand:respecting,-otheiS"'ideas.'

,.

Tha.student iSable to:- -..

express complete ideas through ech: K-1

, speak in phrases and-cbmplete'senilences.' K -3

._relate_pftsonal experiences through speech. K-3

Ilk-. : is able to use related ideas in describing objects or people..

4-3,

. ,s uestions -to clarifYaning or obtain information. ,. -- ii.('''3.

, .

fooll rules -of courtesy in group discussions. K-3'',

express ideas in 'conversatilqn with another individual or )

small group. ,.

''

. speak clearly at a rate and volum'd understood by-otherlist for ,tgachgAt) .

The .studentvaluesf

spgaking effectively before a group.

/

-66-

MAI.,L;ISCHCP,LS PROJECT - -Work,icrg Copy !. Afp

A:

Language Arts -. . ..-

1113.YECT:

,PECIFIC AUA: Speaking

;,.

,.

4' "4 I

a`. (1., 3 4:

. .

'het student: knows.: . =

the'basic courtesies of speaking. .. - 4 - :-*

the use of langudge adapted to different au2rnces (both47::.,i-inft-1*apd_ inforraal). 4 \ '',. s r: 4'. ..: ''....,.

r..

. tk ideas, attitudes and feeling9 :aid alscl. conveyed- in nonverbal... ,ways , i.e. ,. facial expressions,. gestures.-

. a speech copic should Se of interest to. both/the speaker andtkelw audience. 4 . ; . . ,the various .ptrposeS of speaking are to triform,--.'ettiertain and

4pursuade. - . . . _4

tetbniques' of gtod .speaking, in?iude maintaining eye contact.,.clear erfunsia.tion, appropriate expression, appropriate, gestures,

vo.., lunre, 'rate :and tone.1 .11,

S.

:he student ia;able to:-

. converse inf rmally lath peers , you- obse ng- basic courtesies

retell A. sto besei on what he/she`1:1. .read. .,

.d. ask questionS 'to. clarify meaning or get information.:-2`. pfesent an orali reppit individually or as a member of a )panel.s give oral difreCtiont in ',logical- and/or sequential order.. contribute, to group iiscussidins in order. to proveae relevant '

ideas, extend - ideas, air opinions, .Solve problems.. ge.Tuate evidence,- draconclusions 'and -qualify ideas, opinions

and. conclugion. *.. . --deliver a prepared speech for a 'specific purpoSe

,

s i.e., pursuade,e ntertain, inform, ,

. conduct an in terview4 7

give art,ippromptu speech.' /, .4

,abl-e,.to evaluate ilis- speaker. \,effectiveness .as a speaker '\e issue.with a spaiker discussant. vrihout insulting -the

character of the other person.,- -

.".' . .. .-

.*.

er children and adults,

has /seen, &bought; heard or

/

the student -vdlues:-and respeC`ts, the thoughts and. opinions of others expressedthiough speda. ,-;-

group.speaking effectively before a gr'oup. .

using- the techniques of.goot speaking (see knowledge). _

r.

t

1

: ... .

, !SMALL .SCH0t71;§-PROJEd

. . . .

". ,so,

OUBJECT.: Language Arts.

SPECIFIC AREA: Drama"

?fr.:, ,. ,.. q.

The 'Student knows:

that drama is a fo,rm of creative expression and movement which.1 is often, used to entertain. .. .

there are various, techniques or dramatic presentation such aspuppet .shOws, shadow plays, linger-plays, movies or dramatic

,plays.

V

The student is ableto:.,'engage in a creative dramatic play based on spontaneous

A

experiences or stories read or heard.. express feelings and viloughts- freely in dramatizing with

. .

pup,nc4; shadow plays, finger plays, movies or Ar,094.atre plays.111/ . interpret characters thiough pantomime, tharada.4and role

7. playing t

.. .

T 11e student --val,S: . - .' . ....... ,. .

. . .

creative dramatics as a:formof self-expression:

p.

- .

.

K-3

K-3

-3

3

R-73:

f

SMALL SCHOOLS PROJECT - Working Copy

SUBJECT:- Language Arts ..

SpEcIF7C- AREA:t!:.-Prama'

co a -f 7

-.0...:(14d:,(2, V/ ', .

(21 C.4;4 *C.4'1-

"b C., -or:.

The 'student-- kn Ows :

the iiiirious techniques of dramatic .interptetationimprovisation, role playIng, pantomime ; puppetr'y.

drama,ts -a form -iif creative expression-ind..moVement often used

to entertain.

8-

A

. .,..i4A4-4a. ,-"

p- =

The. ,student .is able- -to.:

use Various techniqdesimprovisation, role p1

47.

'cif ".dramatic interpretation;

ing,: OuppetrY, pantomime

C a

The student values:..

. :grama:as a ff.%-m of self expression.'Arena and enjoys observing and/Or participating

presenitatiolls.

. .24

in 'dramatic

_

. 4r-S SSMAL CH001 PROJECT -

; , 7;

.,:."`

JCT gtilage'ArtsJ,fe -

SPECIPIC "Literature: Prose. .

.

.

',,The sttidentAn wa: '. ,. j

, . ,-

; ... _

7......thej,road sco -of literaturelincludes fairy talet, folk fales,'.-:: '-.. fables, biographies, familiar, etc. .

-that most stories present.aprobled-dronflict that is.__

resolyed. :- -.';:;. .

that basic elements of a story inclu.46'-,Plot, characters andsetting.

. .

a fairy ta#.1sca type of folk tale involving Supernaturatcreatures.o. ..711/4 ..- ..-

some animal stories are imaginative and Some,are "..alistic'a folk tale-is astory made up by personsin,a carealre from ..,

,

their- experienCes.

a fable Is a moral tale often involving animals .' ', -7,

literature often gives human characteristics:to nonhuman thing.same literapure Wils.about realistic characters and situations.

'some literature tells ab9ut Imagidary characters and situations .a tall tale is a kind of follc tale that builds upon exploits .-

of a hero through exaggeration -of size, enduraace ,actions,.. 1

-' speech and importance. - .

.,

. biography is the history o4,an'individUal's liSe.an adventure story can be either real'Qr imaginarand-it.

__,describes adventurous expefiencekin the life or lives of the-:mmin characters. .,

' . itidkl books f tioinformational prove rue liorman atou we,

ra id0

variety of topics: , c. _

j .

C.

stOent,is able to:dittinguish between relistic!literature and-imaginary li'terature

."G j ..The student .',c. '-`.:". i is / '74.

. .

- AgL.-.....,..ny Undsof:FitUldrgn's literature" or the diVAerafty,

11!..-. aitOreas4nOlrenesttof various cu ura1,4ttitudesand .:

. . ,., imaginativehestlindllijoerit ib. give ..thereger......

I customs a#ted t kough literature. .- .: ... .. . . ,

,4

liiaratur ,as a mel:ni.oficariousthe i eatification witiv-the prOblems

.

-01.:"'"

''., . ' -

erience s.a.hfd.throughand amotio#s*,:othets....

4:

.4

..5*

SMAL1.4,..5:00 LS PROJEtT Work.

__

SPECIFIC -AREA: Ilierature: 'Prose. - Types o Literature ;. ,

5 fr.

s.,

7-

,....

8-

0.-. 4. '''

, ... '.The student knows :- . ,

,

the broad scope. of 1 rature. in-clUdes.fairy tales, folk tales,fables;-- myths, -bi-ok, Phies: autobiographi'es; .poetry,ctshort.

,

.

.

-

_

..

,..

t.

-:._____

..

_

..

. .

.

. if:

.-1

.- -.

...

-..itoriks, .plays 7aii'd novels.*-. i-. , f- .:-.

.. fiCtion is a c*ated story whiCh"'cak'depict. either.reality Oret-4

..: Y - .s-

'-. -,tiOnfid.e,ton- '.."-"''.- :- S factual situations and inforraat fan. ...-; -

-.-.: :legend it::.*-:* .o r y or collection of -stories, handed down thrbil-gh'0443 tradit n' and is popularly..regarded assfhiStory '4.

...,, n autobiography is the history- of an:individual written .by S.,. ' .-`

himself/.herself .. ... . -: '' - .' '.-,..1._ . ,:. . .

aw a. story created by ancient cultures 10 explain-,-the. natu - man and the .univerte. . e ii- -

ROTE: See .S,... 1 Schools, 'K -3, Literature: for definition. of fairy tales,folktales, fables; tall tales and biography adventure:.

_

-7

-:

.,

...,

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.

_ -

,

4.-8-

4 -6'

4161

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6-8'4-844

.

o

.

....: .-The student- is a -.Xdp -: . :. .' --.: `,.!-)P,;, :-.:;

Ile digeit(guish beiween-'-real and imaginary e.lei 141,-;:a;:fi'ciiiiiii.k.story. ,

.

'd:tstingriish between fiation and. nonfictioni'in.,i5.3teritiire;',-; -..

.. , 6,._." o1 : .

4 To. J

to-

9

A.. 10 +7.- . Al

/ .- 'it t * .. .

g

e -: .. .

et. . #, .7.;.,..: 1-' . - ..i - ...

3', g'

.

- . ..,

7. .

- .

. . .0 .Dire,ps t ud.'n 6 values:.i-

estdoiment q,biained" through riterature.-' .. .

t. ..lithe underseanding of Self and thers gained thrduih !

:- identificition...wtth' the p.rohlefrms'and,einotions of characters. _Yd.._ literature -as a means,'-of Obtainirrg: information .and, awareness ,,

--of cultural, attitudts and -*tams .. 7 ..,,. '6 -. -

.11.i..siher. own, 'resp*Ope' to glitereture.,-...the response 7of ,others to Ifteratdie..

1-dei ''''' - N ' . ' **".....,...: r :

7 -, I ..,,

SMACL SCHOOLS PROJECT - Wordci,ng Copy

, .

Laid uage Artsov,....,.,............

SPECIFIC -: Literature: Prole Elements of Literature ' .

.0-.

. ..0

6"...- ,

.:-. . ,-

. .:,, _

-_-" --4: .,The stride wft , 4t

..4.. the elements: of a story-indlude;plot,'s."haracter and setting'.,,, the plot 9U.a Stogy prisents.a piOble6 or conflitt that ',

usually A-iSiilvect,-------,:-, ',, ' -4-8-,,....,4.--..48-

,

4-8,.

4-8

t

7-87-87-8

7-8

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.

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the :climax is the point of highest 'interest d r turning 'pointof the Story. 4,. : , er ' .

resolution of die story. is the pbtnt: where the conflict is'resolved.. ..- -.: ... '-.. . - - , ...

,. the sequence of incidents- of a, plOt may be :interrupted by: '.:/`-

. ;flashbacks, subplots, pr'ologues, parallel epfso-des andsimilar

in eroduction establishegtfeeLtis (mood)` and .iVe,S s e t ting-.o-0

:=. character ;cfg:Ation iii;eilhisfo d1.-realism to....Chnracters.:-;".. most -14teratigtia written fitin he.poini of VI& of firstpoint

person (I) ,--OrfabiTdipersOp. (h .:, *:!',-th- 1,1.. -.", - -' .

. ,

theme is theF--5-utb,or s central :..-4. t Selection --whic-...,' involve several -idea . . -..""

..--. mood refers-- to-,ipbe atimbspher.... '' ''''' eCtion 'and is describedin ternis Of human emotions 1 .. W other elements to

.:. . -give: shape.to a wilsOle pat .. *

.:--4-41 -4-

.

-

- 1"--.:

- ...,The student :is akle to:

:'dent '?y ,.thin charaRks in a,:selec n',5 .. .

. r 0ermine what a charactet'is like by drawing inferenCes)

rom ....the Various ways, in which an*.author may reyealkc r, i.e.,t. -

.

by what character :Says, by what the. author 't&llb the r der, --

by. the -character's appearance or speech patterns, hi, whn f' others saY, about the character, by hOw thers interact th the

characters : . . - ...

. "state the conflict or problem in a storyor, play. -..

identify" the ,climax or tuning poine..b.f,,,ttle'.story:. explain how- the problem (c9nglict) in a :short scoat or..play is

identify speci -tiords or phrases .which suggest, a mood. ,identify . .the. point of view n a story, i.e., first person' .,Inarrator, third -person.' oninisCient, author. : - : - 0 .

identi4y any,.obv.ious symbolism. r* -1- 4 a _

identify the general atmosphere or mood produced by the settin ..

,.., . .

''...;

'. ..-

i:

The st-Oden't valuies :'-- .., ' .

, :,

. . ...

. _, -

...

.,-. ., ..,4 .r:

-- : . . =

. ,

.. ..-,,. .

. ... .

-

4

. ,.:.

SMALL SCHOOLS PROJECT'

SUBJECT:Language Arts

SPECIFIC AREA: Litrratuie:

The student knoWs:

that some, forms of poetry halir-rhyme.d patterns.,tandsome farms

Of poetry haye mon-:-rhymed' patterns.

the figurative language used in poet is not to be lattrpreted

literally.. .%, '

...t.t.

2-3

-The s tudent is able to:

contributeideas to class (rhymd and nonrhymed).identify, and.,Interpret figurative' language used in poetry:,

. write:Simpa.erhymed and nonrhymed. poet*.41-4 , ..

The student vittes:;:...:;,

many kind.; of childrenls liter e for -tire diver

.imaginatiVeness and enjoyment ivies the-reader.

. poetri.a.S..a formof creative express1.On, .:' ' , 1--.poetry for the variety 'of unique ways in which linguage it

' used, i.e., soundS and patterns. .

'., 4. . .,

-

-SMALL SCHOOLS PROJECT - Working;Copy.

.

Language...

:SPECIFIC AREA: - erature: -Poetry4 5 6 7

cf-

8:

. f.-

Th-ear_ucipnr knows'

3,-6

5-6-6-8:4-8-44,

6-87 -8

-678

4-:6

77-A.:-::.'...e'-',:.;

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- . poetry has a variety of forms:. ....-

.' , . couplet, "quatrain; triplet, limerick ,

;. cinquain,-, haiku, free verse .

blaylk. topkit-,lyrid-ba=1.1ad-i\--sonnet, verse,- ,

stanza refers to the far pal. diviSics, in the organization of

::. thatsymbolism is '..the use of an biect or, action (the symbol) .,.- ,,-- to stand for something else.ir :,;.- . alliterItion is, i`i likeness of-sounds at the beginning of words:

` .3, -. onomatopo4ig is the natation of the natural sound associatedwith 6 obj ect or action 'ini.iplved, . i .6,,,c4...rumbled, buzzed,.,C1 ,. .

.. :i:::::-.4...':---

,,., '',.-pers-.- :cation is a form o comparison iCh something'I :'05.thaVt - not a person i's spo n of-as mere.

c,-.:....metaphbx is a figure.of speech in which a comiarisan;is implied.. a simile is a.fignie of speech that.1%compares one thing to -

another using -like, or as, I.e., a heart sas bu as a ighale..0 -

. : 2. a.w.., U.

.

...-

_

:-..;--.

-

eistudent is able to: ..,a

... variety of:forms n? p (....-. . . ttrt ,.. 4 :.;'quoin,.:e nquain, Haiku, tonka; ,.,i..--04.,-. ' ....--- ,.

"- free 'verse blan k versei:- a-ra .. - . ,

!,..; -:,.identrify rhiymel.Scheme in. a van of poetic.- forms:- ',..''''. Cpupkee, ;sitstrain; 1iMer_tck, ,fplet

. lyric, balli:-, sonnet .ty...identify words ana.phiases that appeat, to the senses (ipagterY)4,,,..;;,, identify airect comparisons CmetaphOr). -.....:", ,-

__:...'i.?!:." Identify-comparison involvin g like or 'as (simil . ...2 .-.

.., ;identify symboliam a .found in poetry., - . ' i ntexpret the author' ne andnd fheme. ,._ .

:*-..:

,

. .,. _ 4

.- . -- v .

.The student yalu0s: ,, IP .., - .: .the-variety of unique wayi. in fzhithlanguage.i4-usetdetry.

,.e.njoyment obtained through'Poetry. .; -* _ --

\hiS/her, own response to:poetry-1,, :..' ,,.

'- the responte of o0ers to.pog...,try.. 1

.. ; ppetr,j as a. expreAlow.a'-. ,.-:-:: . '" :ir':...

...kr,. ,..,.?.. .. ....,f a ';'''''f.'' ". tt.. '4.: ',41.:"{.."kt cee .

...0

;

4 ° . . . ....

-'1

-- . . .

SMALL SCHOOLS 'PROJECT

:

MATHEMATICS PROGIAM GOALS

(K-12).

The student values the- study of 'mathematics for- its use-fulness and implication to everyday life.

The student develops the ability to communicate with,4precision, and confidence using the vocabulary andsymbals unique, to mithrha.tics.e

44 'The student de.velops the concept 'of ...numbe numerationincluding counting,:plpace :value, .readingan ,iting

numbers, .various numbering ;systems.?- numberheory andscientific notation"

:,; :The student develOps gtar mathematical concepts ofleti9s2- ace' equality.71.heihality; measure-7::ment;'`Eureetian; iraphei-chai-ts and tables;. probabilityand statistics, and geometry.;

It' 4tt- -,::. :,-4'

accuracy,. ,5._ The student dftvelops a ,in using the .eomptitatkional

skills of adding, . subtracting,. multipl-ying and .dividin`g.:-1- T.-/-- t-r

Theituirent evelops tfieat'ogity -to use ptoblem-golving1 techniques. .

7% 'The, stun * develops the knOwlgdge and use of the struaturaf maheria4tical SysteMs including whole numbers, integet-

namberS and real numbers't

The student 'knows :and isoperatiaps.aileStructure

7-ifhole- numl,ers integers ,oi14`14 0a..tP ers:.

able to Ilse the syrnbols, elenients,of the follOwl.ng number systemsrational numbers , real. numbers

-,

ti

y.

r

Vb

SMALL SCHOOLS 'PROJECT.

MA;HEHATICS .S.COPE.--(K4),

I. WHOLE NUMBERSAz.. Counting (S al., Objects, Order .K-3 :, 77

B. Equality and nequaLity 1(--§. ...k. 4 78,'.79

...,,....,..c. Reading and Writing" Numerals -- K-6 . . . . . . 80, 81;,-.. ,,,.:,

.1.-..:-&,_ 82,0-' '

D. Place Value K -6 ..-..... .......... -.... .......- ,': E. ,("Addition -- 1K-8' F. Subtraction 1-8

G. Multiplication 3-8 ,88 ,

HI Divtsi* -7.'1;8 89.1"

I. Story'Prioblems -- 2-8 . 90

-. ...II.

I .. A,.

84, 85A86; B/

RATIONAL NUMBERS" ... A. Common rFa

tactiorp*- B. Ratios, Percenge-;.-ProportiOnC. Dedimals 6-8... -

IV. .";:atie NUMBERS --. +-

. .

V. %--2.10ELGEBRAIC EXPRESSION -- 7-8

s:.. , .

TION , '..... Id, .

A.; Number Theory(774:8...........;,e....'t '.. °

B '' St.j.en.tifk ,NOtattons; iiponents ,,-- 6-81

.1

-A: -K-3:. . "' .... -

91

92, 9394

- 95.

A : .

.47'

..

,01

.

...ajk

B. Shape,s .Twe",,,Three.Dimensional

." rine Segments --4

...478

478..

...

: D Arigtres, 5-8... .. . . .. .. 104

..... . . 105. *fa . !. S

'F., perimeter -8 . .... ....,. .

.... .. :- . .:.Z... :z7,- 8 ... .. . ID.. -4-4--,

106.

.107

108

PROBABILITY AND STAT'I'S.TiCS

MEASUREMENTS,.A. Time -- K--8

MoneyC.. Linear --1-8...*.D.

. E, _gilt 2-8 .F .; Texperatu.re

Mai'ettenance Of Eng.l.sh Measurement -- 4-A3

.; .109

110.

-111, 112'113, 114

115 116

Ca citti(Vol . . : .. . ....... 118

W

.

,,

criv!

. or .

121 -....1.22A

SMALL SCHO-OLS: i"ROJECT

t ties'pruchic.e....1.:

' P 1FIC AREA Whole Numbers: Counting (Serial, Obtipcts). Order -

.

,

4-

.: 2

i;.---- -ft ,-..*....-....

-41--"----.4.;-.-...:

..

t- knos r,- : .

.

. .

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student is able to: .0.4...1.---. , .

...-

.-. *fre.4.4count to 10.- ,--

, ,count to 100. .

-* ..\count objects, to 10 .\1* count objects to 50.. , - ,

.. count objects by .,2's to 100.

. _coun objects by Vs to 100. ,,_* . . count objects by 4.0's -to 4'..4 .,-.,

identify the position .."--' s first through, tenth.- . ,. -,4,...,qame At. number before -,..,,,.- -between, any number-to-10. -..riamt 'the number-before,--11:4i..:..or between any number to 100... ',name thqh.aimlber befote, aftex.,.9r:between. any number to 1,000.-2 4'

... , .

a

. -

, .,. .. ° ...... ,. - ,

4 ,;,.t C .

.

1. . 7

I'lle' student v alues :1C4-=

. .

.., .

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It.,4 ' , 4 1,1,4 fj- I :

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it =77--lr,.. , - .

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-

.

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1.,*4- .

SMALL, SCHOOLS-.PROJECT

SLIBECT: MathernaticS

SPECIFIC AREA:

4'

Whole1qumbrs:. Equality and _Inequality

1j1A t udent knows:. .... .

.,.t.. the symbol "s." means PequaL to."

.;- 'the ,symbol "Y."means 7gtea' r than."

V.. the symbol "4" means "les* han." y

The student is able. to.:,

'. use one -to -one. matching with sets of objects leSs' thao -10...,,i,;:,..

o.

compare sets of objects for 'equality _ancl, inequality using the

'Words:: '!'more- than," "less than,"- and -"equal-.to."

ii.. . compare the sets of objects-by the use of symbol ">0 04Vr "=1

At ... .;.compare numbers to 100 Wthe use of symbols "," 7.. -" :7=."41,

:,,.comp are numbers to 999 by the u .

qf 'syMbolS ff')% !'7. " " "a= , "

-.'!'coMpare numetical :expressions y Ag e use ofstthe symbols "3.1,1..; tt Iiii= 42 4

,,. .6.. =

4 "+ 1

- 3

.

. N., ;\2: ,o.

SMALL.$CHOOLS PROJECT .--l.Woi-iCing: .Copy.---...,

i . ., .47 41I .. :- '- Mathematics\ . - .:; 4'v

SUBJECT:

,.SPECIFIC

The student knowS:,

the symbol " =.

al to."4i.

" %°1St044gre*ei. than."LI" of < ":\meads "less than.:!'

yinbol." 0)1" Me4ns ittiot: equal

.1 .7

k

:It ..,..

.;:: The student abate .to:Ai

....Ir

. compare numbirs ceoP. 1Q0,000 by use of symbolS :" 4e. , " " ., " .:"44*

. - cdopare numberS' to 14090,000 by Use 'of the. symbolS '4: ," ''''.34,.1,_ ,i - . --

, !.The student values:.

7

11.4

di*ALL SCHOOS6 PROJECT:.

SUBJECT: Nathetzitics

spgdIFIc ARE

The student: krtbIf.i' -.4

41trt

-7,, St. '.

!

The student is able to:: d...reaithe numerals to *10. ,... ,

_lel. read: Itbe- numerals to MO. --s4

. read-;any of the namerals 'to 999-': ''',,

read any of the numerals to ..9,999,..*/ write the numgr als. to .10. . ,

. write the ifumer.als... to.

,.......--4----itc---

. write any of the numerals to 999.

..- . read7ind te the -number wQrds to 1

.. read the tri cal number words, i.e% , ones, te

twenty, thirty; ete-." ''...--writ* the numerals by two S to ..100i._i...;, . -- .

,-

write the numerals ik3/. five's to 100:

write the numerals by ten's to j00., :, .

2-.4.,1-2

,finndreds, ten, 5-. --

... -, -.-'--- - .". 2-4......... . ' 1-2. ,

-J., ,....-.;;., 1-2'""....:, ;.. ..,--'.::..-....05.0. 1.-2.

. ,

. ..

'Mie.-stusieVt valu. e abi14y'tO, read

-

,%

n .4ealsitag a-useful kill. inA " .,

daily; living. , r-:./

...1, " r -

K-3

ct... 0.

; :44. -

.:SMA L SCHOOLS PROJECT. - Worki

SUBJECT:Matheinatits

'SPECIFIC AREA: Able Numbers: Readift and Writing NudepAls

The student knows.:.

.

the equivalenter tfAmajor Roman numerals (I=1, V=5, x=10.the .equivalentS'Ior .the major Roman numprals (K=10; 650,C=100 D=500., M=1 i0.00).. .

:

The student is able to:

.read any of the numerals to. a hundred- thousand: --

* . read any of the numerals to a million..' read any-of the numeral to billion. .---:i,. --

read:any of she. critital.number words' (thougands, hundredgir . 'thousands., millions; billions).

4. write any of.the numerals to a hundred trand.*, . write any

*of

the numerals -to a million. ; 4,

barite. any of the 'numerals;V 4 billion. .

read ,and write Roman numerals IL-2C. 4-read- aid write the major Roi'an numerals;, I..,' 0, D, M. .

- - .

The students values:

SMALL SCHOOLS Pg0,JECT

.

biathematics Ci

'kJC., C.

(a fz,,

t31.f.,:s.) IL.4.,

PECIFIC-:,-

.I. . . .. - ....

-ARh-Ar.--iviolhfcle thimhers: 'Prac'e..,-z_.....-- ..1::,.......__,- -

-7,-

..'.-r-,-

-t-':

41.-:.

ii--- '- .. , .. ....e..,-. ... .

... - ,. , .... . -.The .studerit knows: ..-. the place value of oneCan 4. tens iin ,hase--nutherartion. - .,

the place' value Of- hUndrecls:in7,154se..ten numeration is .the third -. - .. .

numeral from. the right. -...: !..\.;4,. .. :

. ,j.. .

. the place. value of -'thousgid4--sin-1:1 ten numeration is the. ,

. fourth numeral. froth the righ*.::,-,----.*:-..- /. -.. ....

.- 4.. L__

4-4k.z.-

.1-2

2-3

3-4,

.... .

.

;

.

,..

- ..

,

. .

,.

. .

4

u

. ..:. 0

..

zi_.

.. ..

: . ,.... . ;

1 ... ,

% . ..e.

. . .

.. .

4. ..%

. 114 .

QA . .

0I f I' ''''' '" a .

. . 1... :

:-

-

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:

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..-

.

.

,

1:-.2

,..1.7-,2-

,, .-.. .....

2-3

2-3.

4,

4''. 74

-f:'

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. . .

... ,4 -.

,.;

:..\-,..

:

--

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.

-

..

;.

.. /

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.

2

.

...

e. '4"

1 %.i. ..The stydenti -.is abl to: c. vit. 1,4' : -:.: .

._ . '-"..e. ,....

k -.4 write Ehe expanded form of any twdr141.giti_ number ,, 1..e'..,,--34 -7, tefins + \ four ones : - , . .

,.. .. .. .,,,0--:.0q COrreAlliding numeral T%-om'a4 two-digit. nuaber-wrif ten

,- ' EngiOld form, i.e.,. three tenzsL!-t .font citbes = :34-.. I . ...-,'. :ti-it;e:" the...extInded.iorm of any three4igien-5.mher, .i.e.,...34/..-= -

.thro'eAllundreds u+ four tens -t+.:tigo 5194.1s.: .,': . -- . ..... -*:

:fdie455;reg-ponding num. erafi,,;sfice anY'zthlree--ditit' nuiaher.. . .

n r in'-expanded .form,:' e.., .three hundreds + four, tens...,+; -

,, . , . . .

nes-'= 342 -. ..... . ... - write the eicpanded -fOrmk..of any fgur-;dig-4 -,-ninnbe;- i.e. ,' '4';',;.3g2i.,-.7. .r

four tho'usAnds +: three- hundre + t4c; tens + "iwca ones..:. , les-.Write. the spending ',numeral from any four-digit htliclb. er, ....,,,

written in ,-. . ded 'form, 1..e*., -four thcL6sa-'ds + three hundred...' 1- two tens' *two ones .= 47,32.2. :' ..... ,Ifpufad numbera to the. nearest. ten. and hun died. ..

,

- *...` '' :;!. 1: -.)

. V :1 .. . :._ .!a' '''. .. . . . .... . ,.

...... .. --. 1 . 10.... . ...,:, .

I . .

'..r. -- -. -. a. .

...- ..1-.. ;..ert1. -:,'".

,-

.

,"

1.: !.- '

.`ii."..4.,111UV.g*.:- 4 ..' .-::''- -.: ' f : '' f -* ''' ' '..

.r

.

'Ir "." -4.. :.., . ' .

. .. . " . ..

t I

. '.::; '' -1l '; Jit- .

I .. . .. .... ' rk r;-1- r

it,;* (..) .

.-. .1 *. .. -... . '. . * .,

.- ., . , .4f . ,, ..-

....,,,,c 41

. :

. .. . , :' %AP' - : 4'' .. "C --'112-'. . ,.

4.* .5'7: . 7.

'0

SMALL. SCHOOLS PROJECT - 'Working Copy

<It

Mathematicspauo.,E.L.1; .

.Whole Numbers: Place ValueSPECIFIC AREA:

4 ..5

.

6 7

The student know§:

.. the place value of ten thousands in base,tenn. numeration isthefifth numeral from the right. -- .

. the. place value of hundred thousands in bate ten numeration is

.

_

.56

.

.

.4-5-

4-5

5-6

5-6

4-5

.

5-6

4-6

.

'

.

.

.-

.

.

.

7;--

.

-. the-sixth-numeral-from the right. -.

the place value of millions in base.ten numeration is the seventhnumeral from the right.

: the place value of billions in base ten numeration is the tenth. .numeral from theright.

.

.,

..

- ..

.

/. .

. ..

. . .

The student is ab e'to:. .

* . write the e ended form of any five-digit number; e.g.,12,362' = twe ve thousands + three hundreds+ sixty tens + twoones.

.

0* . write the panded form ofTany Six-digit number, e.g., 126,422 =one hundre twenty-six thou§ands + fOUr hundreds + twotens +two ones.

*.. write the panded form of any,seven-digit number, e.g., .

1,222,621 - one million.+ two hundred. twenty-two thousands+ six hun reds.+ two tens and one. .

.

. write th expanded form of any n-digit number, e.g.,,4,333,22,231 = four billions + t ree hundred thirty-threemillion+ two hundred twenty-two thousands + two hundreds +three tins and'one.

.

* . -round P bers to the-nearest ten, hundred,. thousand, million;billio : -

,.,. .

..

-

.

.

.

)

.

.

,

.

.

.

-

.

-

The stu ent values: ...

,

.

.

.

41

- .

.

.... i*-1(-4

i .

li. - ,

-83-. %

.

SMALL SCHOOLS PROJECT

SUBJECT: Mathematics

ECIFIC AREA: Whole Numbers: Addy,

'

The student knows:

. -oaddition is the combining of numbers.i? an /addend is.one_ofa set of numbers.t

-a sum-is the -total of-all-addends:,

that adding zero to a numbcr does not athe addition facts with sums to nine. (mas

'.the addition facts with sums to 18. (mastethat-the order in which two numbers are add44their sum (commutative property),.when adding threeor more numbers the way adddoes not affect the sum (associative propert4 = 1 1 (2+4) .

K 1 3 4

Pita72 +0D. 9

Apik

not c..nange

8.ox' 5+3 =.8...,,,

are groped., (1+>.+

- .1

The.student is able to:

* . add two two-digit numbers ;:rithout renaming carryi .

. !.

21 + 32 = 53.= AI..,......add three or' more one-digit numbers. .

4N I

add two numbers without renaming (carryiA0 ,i-4e" ,fit;

123 + 234 = 357. :,..

add three or more two-digit numbers with a-sum of less' n'q00 -:...4 -

without renaming (carrying), i.e., 21+23+14 = 58. .: 4 . .Al

*. add any numbers with two or more digits that require'renaming .,r,(carrying), i.e., 26+48 = 74.'

.,

add any three or more two-digit numbers, i.e., 39+65+87+88 = 279.add any two or more three-digit numbers with renaming.

* add any two or more four-digit numbers with renaming.

'c

K-11-31-31-21 -2

2-3

2-3

1-3

1-21-2.".

2Z.

213

2-3.!

3-4'3-4.3-4

The student values:

-84-

'I

',SMALL SCHOOLS PROJECT - Working Copy

III1SUBJECT:

SPECIFIC AREA: Whole Numbers- Additinn-

Mathematics

4.

e

co cr Qdco co b . ci

C.,-4.tr

'6

The student knows:

1.. and maintains knowledges, skills and basic facts of.':taught in primary gradeS See'Mathematics, Addition

dition3)

The student is able to

* 'complete any addition problems in either horizontal or verticalform.estimate sums using the concepts of "greater than" and "less -

than" (140, + 90> 200 or< 250).

The student values:

. the quick and accurate recall of basic facts.,

tni c'a

-85-

4-8

5-6

5-6

4-8

...SMALL SCUOoLS PROJECT

SUBJECT: Mathematics

SPECIFIC AREA:- Whole Numbers! Subtraction

//ve:-`3/

c 7.srt7 ,,,C0

40 0,5. 42, 4%0 ai

C.)

'4/

1 3

The student knows:

. ,that'subtraction is the'inverSe.46f,addition,

.that subtracting zero froth a number does not affect.the sum.the difference is the of subtracting one quantity fromanother, 17. e., 5 3=the minuend isbe subtraCted,the gubrrahendi.e., 4 -11)= 3the subtractionthe subtractionthe subtraction

the quantitysfrom_Which another quantity.is toi.e.,(10- 3 = 3is the #tantity to be subtracted from another,

facts with a minuend of five or less. (mastery)facts with a minuenxi of vine or less. (mastery)facts with a minuend of 18 or less.- (mastery)

The student' is able to:

silbtattaone-digit number from a one or two-digit numberwithout renam±ng(borrowing), i.e., 8 - 2 = 6, 25 - 2 - 23.subtract a two-digit number from a two-digit number withoutrenaming (borrowing),i.e., 48 - 26.= 22.subtract a one-digit number from a two-digit number requiringrenaming (borrowing), i.e., 17 - 8 = 9.

. subtract a two-digit number from a two-digit number requiringrenaming (borrowing), i.e., 37 - 28 = 9.

. subtract a one-, two- gr three-digit number from a three-digitnumber requiring renaming (borrowing), i.e., 463 - 7 = 456,463 - 27 = 436 and 463 - 187 = 276.

Me student values:

a

-86-

1-3

1

1-2

1 -2

1 -2

1-22

2-3

1-2:-

-2

2-3'

3

.-

SMALL SCHOOLS PROJECT Working Copy

UBJECf: Mathematics

SPECIFIC'AREA Whole /4umbers: Subtraction

6/4:7co J.,

:12,

....J err

0 -- ca

erf 4.1.

4. 5 6 7' .8

The.stUdent knows: .

'and-maintains knbwledges, Skills.and basic facts of.subtractionin primary grades;(see Mathematics, Subtraction K-3)

The s,tudent is able to:.

* . complete any subtraction. problem in either horizOntal orvertical form.check subtraction problems by addition.

V

A

.

The student values:

* the quick and accurate'drecall of basic subtraction factS.

4-8

4-6

4-6

4-8

SMALL.SCHOOLS PROJECT - Working copy

HatheMatics......,...

IgorSPECIFIC

^

AREA: .Is - t. 711 0 64 . -

4 5 6 7/The Student knows: -.

. that multiplication. can be pictured is.the.combination of equalsets.

. 1 ..

a factor is one of±two_or more_quAntities_having_a_designated .

,-

.

.

'.

3-

-35

3-5

..

.

4-5

5-6

.

4-6"4 -6

3-8

-

_.

--

.

.

.

.

,

. -e,.

4

.

.

.

.

.

product.... _a .

.

. a product.results when two numbers are multiplied.the product of any number multiplied by the factor. of zero iszero (6 x,0 = 0) . .

.

the product of any'number multiplied bY the factor of one is --.

that number (3 x.1 ='3)--.

the multiplication facts with'products through 81 (mastery).'

( .

.

- .

.. $

. . .

The student is able to:

:14 . multiply one, two and three digit ni.imberSby a.one.digitnumber: 4 x 5-= 20 22' 222

,

x 5 x 5.

.110 1110.. .

-.

.* , multiply any number by. a. two digit number: 126 lq- .

.

2 x 15 x12. .

. 630 28:

. 126 14 -,

.

..-2681,890 .

.

,.

. .

1k. . multiply any number:by any three.

ree digit number: 626. . x 120 :

12520 ..

. .

'626.

75,120. estimate products using .concepts-of,l!greaterthanfl and "less

than."'

multiply by produces of 10-(10's,.100's.1,000's):a"

..

. -

..

.The.student values:.

.

:, the quick and accurate recall_of facts:._ ,_

.

..-. . -

.

. ..

. ..

..

.

.

..

.

i T.: ;-3. _

%.. ,...,

. ,. -88- ..

.

SMALL SCHOOLS PROJECT - Working Copy

Mathematicspoup.icA.1 ;

J . .1.

SPECIFIC AREA: Whole Numbers :' Division -.7_,

5 6 7' 8. ,

The student knows:..

.

. that division is the inverse of multiplication..division is repeated subttaction. .

3-43-4

4

4

4

4-53-5

3-4

4-5

5-6

5-6

5 -6

6-87 -8.

4-64-8

.

.

.

3

.

, -Ardiildend is a quantity to be divided. ,

.

. a divisoris the quantity by which the dividend_ is to be-'divided.

the quotient is the quantity resulting from division of onequantity by another. -. .

.

. the remainder is the dividend minus the product of thedivisor and the quotient. : -... \

*. the basic division facts (mastery).)-.-

.

The student is able to:; divide a one or two digit number by a one digit number without

remainders. .3 .

. . . .

A rc- . .r. divide a one or two digit number by a one digit number with

.remainder expressed as whole. numbbrs. (p,A,. .

. airs-- -* . divide two,Ithree and four digit numbers by. one or two digit

numbers with 'remainders expressed.as whole numbers.* . divide two, three and four digit numbers by one or ..t o digit'

numbers with remainders expressed as whole numbers.* .. divide two,: three and fOur digit numbers, by one or two digit.'

numbers with-remainders expressed as:a fraction; .

2-3/gamYg.;41-7;3;. divide five digits or less by two or three digit numbers with or

without remainders (expressed in whole numbers, fractionsor .

decimals).....

51-7,-ti7:4-.

* . solve any_given division problem.11 check-A division problem by using multiplication.. estimate thequotient in a given. division problem..

-t.

,.

The student values:.

.,

_.

.

75.1.

...

-g-2'j _

.

SMALL SCHOOLS PROJECT.- Working'Copy-

Mathematicso..,Lt...i;

SPECIFIC AREA.: Whole Numbers: Story Problems .

.

4

,

\.

.

1.

\ .

.The Student knows:-. _

. characteristics of a number sentence aie operational sign(s)\

and an equal sign. -

basic facts. .

:

.

'2-4

.

.

.

,

.2 -8

3_5:_

3-44 -5

3-5..

.

2-8'

4-8

2-84-62-84-84-6

5-8

4-8

'.

2-8

.

.

.

_...,_

.i

.

-,

.

____

.

. ,

_

.

-

.

t

,

,

.

.

.-

_.,._._

.

.

'

.

.

:

.

.

,

,

.-

.

, ,,. . that - and +-ire inverse operations.

\

. that X and. -7 are inverse operations. -\ _

. not allinformation given in '-a story problem mly be relevant tothe solution of the problem.

- . .2-8\ p. clue\ words (total, sum, more, product, remainder., average,.

quotient).1 .

. ,

.the student is able to: , .

. devel4 (write) a story problem from a given number sentence.f

develop (write) a story proI:dem from a given number sentence,and solve the problem.

.

. project a mental .image (draw a picture) of the problem from anappropriate story 'broblem.identify operation to achieve-solution (f, -, X, -1).

.. identify relevant information necessary for solution.estimate size of problem solution (><).

. translate word sentence into 'number" sentence. .

translate equations to solvable,

form:F-1- .3 = 7 to = 7+ 3../

r . Solve storyfpro\blems with one operation. .

r . solve story problems with multiple operations.

.

. .

..

,

.

..

.

.':.

The s-7 tudext values: ,

.

. analysis and solution.of story problems as the ultimate goalof mathematics.

.,

f,.

. .

....

.

,.

.

.

.. .

- .

.t A -

..

-

.'-,' .

.:

-90-:_

StIALL SCHOOLS PROJECT -,Workit7g Copy

Mathdthatics

Integers -SPECIFIC AREAi In

. 5: 6 8

-.

-'

.

. .

The student knows: --.'

.4--.....: .

. _,the ofA.hiegete is the set of whole numbers, :their Opposites_

,

.4341zei-joi'!.4..e...,..::,-2, -1, 0, 1,,2.... ,

. -.any-iiitege'eii:/either positive, tLegatilie or zero..

...

... ,

x

° .

. ,

.

. .

.:'

.

.

.

.

. .

7-8

7-8

7 -8

7 -8

7-87-87-8

.7-47-8..

7-87-8'

-

7-4

ti "

.

,-.

. 4..

l

__ _-

.

The student is able to: ,

-

. . .,

. order integers. Example:' -3.4, 0>-5, -7< -3, -it> -8.,. . 'find the opposite of an integer. Example: 6 -6, -3 +3.

. -find the position of an integer on the number line.e1 . read and write equations with positive and negative integers..45. : add integers. Example:. .(-6) + (3) = -9., .

..subtract integers. Example: (-/)-(2) = -5..

* . multiply integers. Example: (-2)(-3) = 6:-.

. divide Integers. Example: 204(-2) = -10._

.. solve wor&problem& requiringNintegers,solve one step (X+3=2) and two step (3X+1=2) open sentences___

i

..?-.

.

.-- involving integers..

..

..

,.. .

' .-

.

..

t

.

.

..,.. . ..

_...

. , -_.

:The.student values: _ . , ,.-..

..

.

.

. .

...

1.

. %1 :

,---.

.

_-.

.

. -..

- .

.

. *.

.. .. . .

,' . : I ,ice.

-i(:-1 .

.

.

.

.

'

-..

_ -..%. .

SMALL SCHOOLS PROJECT

SUBJECT: Mathematics

0-- 444,j iti .1 CO el

.ft4w' IP

42 ti64 60 Q.P en ell

*.t 'Q. el) M Q41.

SPECIFIC AREA: Rational Numbers: Fractions

3 4

The student knows:.

fractional_regions of_a_model: halves.fractional regions of a model: halves, thirds, fourths.

. the.fractional parts 1/2, 1/4, 1/3, 2/3, 2/4, 3/4. when given aset or grouping.a fraction having like denominator and numerator represents one.Example: 2/2 = 1

The student is able to:

* label models for halves, thirds, fourths..,

* use> or< and to compare fractional.

numbers with likedenominators-

4,

* . add fractions.with like denominators: halves, thirds, fourths.subtract fractions with like denominators using shaded regionsand numberlineS. -. .

I

. '---.

17

=1.

The studentiialues:

s.-

.792-

1-2

2-3

3

2,

3-4374

3-4

SMAL SCHOOLS PROJECT - Working Copy

Mathematics:!

SPECIFIC ARE : Ratinnal Nnmhprs,_ Frartinns

45678.

.,...

..The student knows:

any integer can be expressed as a:fraction. ',

. .a. fraction consists Of 'a numerator:(which isAma top) and a

.

_

,

'

.

,

,

.

5-7

,

5-7,

5-7

5-7",

4-

5-6e

5-75-75-07

5-6

5-75-7

4-7

5-75-86:-8

5-8..,

5-65-85-7

5-75-3

.

,

_

.

%

,

--- - --

.

.

-.4

denominator (which is on the bottom) with the line between as_ a symbol which.mpans divide.

. proper fractions have numerators whith are lesg than thedenominator. .

. imprOPer fractions have numerators greater Nan or equal tothe denominator. .

---,J. ,

. .,

.

..

.- mixed numbers tforms) consiseof a whole number added to- a.

,-ptoper fraction. . . , .

. :. .. -

, . - .

. . .. . .

. .t .

. . .

- .

The student is able to: .

. 'identify and write fractions to 'represent parts of a region.. .

identify and write fractions to represent an uncompleted division.of two numbers . '-,

. .

.

write a fraction for part of a'set. ' -(

... find fractions that are equivaldnt to given fractions, I

order fractions with like denoMinators,.. . - .

. order fractions with unlike denominators: . -

. locate a fractional number on a number liike.* . change fradt4offs to simplest forms. . -

Y-'." change mixed. forms to improper fractions e- * .

* . add'and-subtgitot. fractions with like.denominators.,k . add and subtact*MiXed forms-withlike denominators; . .

* . add and subtract ractions with unlike denominators:.* . add and subtract mixed, forms with unlike denominators. '7 :

.express addition and subtraction answers in simplestfoeM: ,,

* : multiply fractions (proper and -improper) byby whOle numb'erg. _

. '

. express fraction multiplication products in simplest forms.* : divia fractions. - ,

. .

. divide mixed forms. :: :

. express fraction division quotients in simplest form..- . :

. . .. . .

The student values.

,-

. .

. ..

:

.. --..

_.

,

..

-.

. . . . °. . ..

.- -,

. ....-

_. ,..; ,i . .

- _ -93- .... . .

.

.

4

'SMALL SCHOOLS. -.'Working Copjr,

. lyMathgmatics

SPECIFICip,Ekr , Rational Numbers: Ratios, Percentage, Proportion'

.

.

4

-

.

6

.\

.

. -.,

e- studentTh tudent .knows: .

. a ratio-is 4. way of comparing two numbers by division, .e. ,

the ratio of ,

.

'

. -

-6-8-

6-8

7-8

=

7-87-8

,

7-8

7 -8-.

, .

7-8

7-8'

,

--

..

.

.

.

.

.

.

.

.

.

.

.

.

.

,

.

.

_a_to,b _isNa.

.

a 'ratio can be expressed in the following forms:. a to b or a.-oe

a percent is defined as a ratio with denominator of one hundredis:denoted b5' the symbol %, i.e., 50% is 50.hand

. _ 100 .

the meaning of the key terms associated. with percent: base,rate and percentage.base X rate ='percentage. .

_,

areas of, application for percent: banking, commerce ,'statistics, communications-;

. . .

a. proportion is a stacemen of equality between tvo'ratiOs, i. e:,

4 12.

in a proportion the cross-products are equal, i:e ; for b and d,

O. 0, a = . t implies' ad=bc . % '

b :-(1.

.

Ile'student is able to: .

.

. rename any rational number aS- a percent, i.e., .05 = 5% --.5 = 50% ---- 3 = 75% -- 2 ='200% -- 1-1 = 150%.

4 << 2,

rename- a number in- percent form as- either a fraction' or decimal,i,e., 100 %.= 1100 i ,..'

75% = :75 = 3 -(75)4 100 . .

.

-150% = 3 (150) = 1-1 = 1.5.

.

2 . 100 2

33-1% = 1 = .333... .:,

-3-

, . solve the three types of percentage problems: a% of b = c, i. e . ,

a. given i and 'b, find c (find x157 of 60)b. given .b and c, -find a. (what- percent of .: 90 is 45?)

'-c. given a and c, find b,(25 is 50%-of what number?).' `solve for:the missing value of a given proportiOn, i.e.,

_X 7 .

.

. sblVe simple word problems involving percent: interest, .

commission, compound interest, 7 of change, discount, price

. - ..

. ,-

. . .. .

4

.

% -

. t.. ..0

- ', .

-94-94..-

..

-

.

.

_

747 -8

7-8

7-8

7-8

t"

.

.

..

.

- SMALLSCHOOLS PROJECT - Working Copy,

MathematicsF OUOJEAal.

. .. P

SPECIFIC AREA: Rational,Numbers: Decimals

4 5 6 8,

.,

.

-.

.

The student knows:,

,,

--..

..

.

6-87-8

6

778

6-8

6-86 -7

6=77-87-86.

7-87-87-8

,

[--

..

.

-...

,

. .

.

.

'-

The student is able to:.

* read and write decimals to-the thousandths.. .

* . -read and write decimals to hundred-thousandths.,

. expreSs'a decimal in exp ded form to thousandths, i.e.,.438 = 4, + 3 +_____a___ ) .

-../

_

10 1000. express a decimal in 'ded form to hundred thouiandths.. express the exPanded form of afraction.in decimal form, i.e.,

4 + 3 + 8 = .438 .

lb, 100 Om* . order decimals on number line.'*,.. round decimals to hundredths, ive., .763 _...) .76

* . round decimals to tenths. .284 -4 .3

* 1. round decimals to thoUsandths.. round decimals to ten thousandths.. .

* . .add and subtract aeCimals to thousandths.* . add and subtract-decimals to hundred thousandths.

. multiply and divide decimals. to thousandths.

. multiply and divide decimals_ to hundred' thousandth's.

,,..

The student values:

-

.

.

.

,

..

_95'_..

..

. .

SMALL SCHOOLS PROJECT - Working, CI:my,

SUBJECT: _____ _______. .

.

/SPECIFIC. AREA: Real Numbers -

4 5 6.- 8

The student'knoWs:.

. there are rational and irrational numbers. Examples ofrational numbers:. 3, -2,'7, 1.36, .3333

5 '3

.

..

.

.

,..8

7-8

7-8

7-8

.

.

.

...e-

.

.

.

.

1,

. .

.'

.

,

.

.

Examples of-irrational numbers: 17' 2 .2121121112.:.. .

c=c---..- A,c

.

.

. .

The student is a4le to:.

. order real numbers using<=°> Example: 1 6 4:3

. .6 4".....6812

< 2. .

.

3

20

.>3

.-

. order real numbers on the number line: . . .

-2 -1 0

express common fractions as repeating decimals:

.66

2 3,F71515 ..63

. express repeating decimals as common fractions. .150=15=106

n = .33 n = .1"10n = 3.33 100n = 18.1818-ln = .33 -ln = .181$9n = 3.00 --99n = 18.0000

..

n = 3 = 1 n= 18 = 2 .

4 T 99 if

. distinguish between the representations of rational andirrational numbers. Example: rational 3, -6, .6irrational: _P--75 .= -2.236068... 15 = 1.414214...

le student values:.

.

,

1.,

. .

-96-

1,

41

SMALL SCHOOLS PROJECT- Working Copy

'SPECIFIC AREA: Algebraic Expressions .

4 5 6 7 8,..)

.

The student knots: _

. the term "variable" means a symbol (usually a letter from thealphabet.in lower case) that represents a number(s). , ' 7-8

the expression 5y means five times the value of y. . 1-8.

- the expression x means y divided by five. 7-8.

5

,

J.

. ..

,

-\.

. ./

.T. he student is able to:

..

* . solve one step equationS by using the addition principle. 7-8

* . solve OirOsstep equations by using the multiplication principle. 7-8

* . solve two step equations by using the addition and multiplication

. principles. 8

evaluate numerical expressions by-using the. order of operations.. 7-8

first: ( ) , ..

. second: x, :-, left:to right .

third: +, -, left to rightExample: 3 , (4-2) + -8 = 3(2) + 8'

_= 6 + 8.

= 14

,.

-

.

,

.

The student values:_

..

.

.

. -

. 11_1

,

,_97_

S11ALII SCHOOLS PROJECT--- Working Copy

Mathematics. .

SPECIFIC 'AREA: Numeration: Number Theory

4 5 6- 7-

.

,....0\.

.

The student knows.:.

1,

whole. numbers are either even or odd.. a'pr,ime number. is a number divisible by...1 and itself only.. numbers that are divisible by a number other than 1 and itself

.are composite.. . a composite number can be expressed as the product of primes-

in only one way (24=2.2:2.a).. .

. -..thegreatest.common factor(g.c.f.) of two or more numbers is'.tbe *argest of the:Common divisors of the'numbers.-' - '-'":- "d

. the least common multiple (1.c.th.) of two or more numbers is.the smallest bf the common multiples of the numbers: :-there are divisibility tests for 2, 3, 4 10 (except 7) andthey can be used to help factor..

, .,.

.

..

.

..4-6

,

4

5-8.

.

6-8-

6-8

6 -8

.

6-8.

6-8

5-6:6=-8,.

.

',

::

.

,

.

.

,

.

.

.. .

The student is able to:. .

.

find the primes less than 100. .....

do a prime factorization of a number..

-find the g c f of-two-or-00re - numbers.: --- 6 -8

6 -8

.

6-8

.

4-8

.

.

.

.

..

.

....

,

.,'

.

L. ...

,

,

18 = 2.3.3 . ... 24 = .2.2.2.3 g.c.f. = 2.3 .

. .

. = 6find the.l.c.m: of two or more numbers:

8 =2.2.2_,-1.c.m. 2= 2.2.2.3 j_

=2.3 =24.: use divisibility tests for 2, 3 and 5 as an aid in finding the ;

prime factorization.

r_

.

. .

. ,.

_

..

.

4.

The-student values:..

,

. . numbers, as a natural phenomenon and not man-made. :.

.

. numerals as the symbols. use to represent numbers:

.,

,

1 1-.4....,...

,., . ,

, ,-98-,

. .

I

SMALL SCHOOLS PROJECT Working Copy

ics.

SPECIFIC AREA: Numer : Scientific Notation -- Exponents

45678.'

,,- )

The studpt knows:b -

etponential form is an expression of the form M .

. Mbmeans M as a factor b times (5

4= 5.5.5.).

in N15 M is the base and b is the exponent..' expressing a. number in scientific notation. is writing it as a.

number between 1 and 10 multiplied by a power of 10,e.g., 251 = 2.51 x.1.b -

- . M means 1 (the invetse Mb)t i.e., 10

2= 1

To' , -.mx.mY = Mt7 (32 . 34 = 36). .

..

. .

..a.- ...

...

.

6-8

6-8.

6-8

7-8

8

8

8

6-8

7-8

7-8

.

1

6-8

.

.

.

.

.

'The student is able to: . . . .

* . evaluate an exponential expression.; e;g: 2 = 2.2.2 = 8.name a decimal number insludingliegative exponent in

'*scientific notation: - 2358.4= 3.58 x 10.

/-4

.00012.- 1.2',.x 10 ..

. name a number, including negative exponents in scientific -

notation in decimal form2.65 x 103 =e2650.6.5 x 10 = .0065

,

.

,

- .

,.di

.,

,. .

.

..

. .

.

,. .

-:

.

. .. .

\._ .

. .

. .

The student values:.

scientific notation as a simplified expression of very large orvery smallnumbers. .

,.

.

.,. -

.. .

r ,.... -

.. 113-/,. .i

'1:1

- -99-.

SMALI; SCHOOLS PROJECT

SUBJECT: Mathematics

SPECIFIC AREA: Geometry

The student knolis:

. the positional terms, f..e-.; left, right, opi bottom, in front of. .

behind, below, next to, on, above,.middle, between, inside and =outside.. . .

the'term "line segment" refers to part of a line and has two 'end-points. .

. segment isnamed by its endpoints.

.t.e pentagon is a close& shape with five sides.a hexagdn is a closed shape with Six,4ideS:-:en octagon.is a closed shape with eight-sides.

T the radius is a line segment:frOmpYe cater of a circle to apoint on the circle:,

:

the diameter is a line segment that goesArom one sideNf.e.-circle to another aid passes.through,the--center

The student, is able to.::,..:,

.*. Identify geometric shapes: square, circle, triangle.and-rectangle. :

,

*. lOcate positions, i:ep, left, right,%tbp, bottom, in front .0T-,,\:behind, below, next to, on,above, middle, inside and outside.

*. Identify Congruent shapes, i.ectrcles, squares, .rectangles,triangles. . !

identify the left side. and right side of objects..use a Straightedge to draw line' 4egments'tdform retogniiableshapes:. square, rectangle and triangle.name a. line segment.by its endpoints-, V.'

identify an angle. _

pUt a radiusor diameter on 4:cirCle.. -"

The student values:-

K71

232 -333

3-4

3-4

K-1

K-1K-1-

.

2-32 -3

2:113-4

SMALL SCHOOLS PROJECT.- Working Copy

-

'Mathematics.

pUOJEA..1.;

SPECIFIC AREA: Geometry: Shapes (Two- Dimensional)

.

.

The student knows:

Two-dimensional.

_'7

4-64-6

.

,.%

. a rectangle has four right angles.(square corners, perpendicularlines) and opposite sides are congruent. -

.. . a square is a special rectangle with.four equal (congruent) sides.a parallelogram is a four sided figure with oppdate-grdeseqtTaT:

. a rectangle is a parallelogram with four right angles, orfour 90° angles.

-:

C. a parallelogram is a quadrilateral with opposite sides equal

1 and parallel.' J

. a quadrilateral is a.foUr-sided polygon. -

, .1 trapezoid is a quadrilateral.with one pair of parallel sides'.,. --'. rhombus is a parallelogram with four congruent sides.

a congruence means a point -to -point fit.. a polygon is a closed figure made up ostraight line segments.

*

4:6

6-8

'-6 -8

-87-88-8.

7-8

.

4-5

5-85-7

/

.

.

.

.

.

.

.

.

.

/

- -

The student is able to: .

* . identifytwo-dimensional figutei: rectangle, parallelogram..identify:two-dimensional figures: quadrilateral, trapezoid,rhombus. .

.

identify an4 name congruent, two-dimensional shapes.-... .

..

. . .

. .

.. ...

.

. .... .

..

.

. .

..

..r ,..

.

. . 4.,

4 .

.

.. -

s

.

.

The student values:

---..

.

. ..Q.A

.

_ .. .-

.

.

. .. ._

.... . _

. 1-4.16.-.. .

SMALL SLHOOLS.PROJECT - Working Copy

SUBJECT: Mathematics

SPECIFIC AREA: Geometry: Shapes Three - Dimensional

5 6 8

The student knows:Three-dimensional

.. a die: is a model of a cube. .ball is a model, of a' sphere,

a'can is a model of a cylinder,.the geat. pyLeillicts'-af--E.zyp:t7are---model-s--of-a-:pyramld:

a sugar cone and a fuAnelWithout'a Spout are modelsofi cone._a triangular prism is a threesdimensional figure with baseswhich are convUent triangles in.".parailel Olanes and lateral

.faces which are parallelograms..

a rectangular prism is a.three-dimensional figure. with baseswhich are congruent rectangles in parallel Vlarte and.lateralfaces which are parallelograms:

The student is able to a

. identify three-dimensional ft:vies: .cube, sphere, pyramid,_cone.

identify,threedimensional figures : cyclinder, triangularprism,. rectangular prism.

The student values:

-102-

4 -6

'47-6

4-64-6.

4-6

7-8

7-8

a

475

67

I

4

SMALL SCHOOLS PROJECT - Working Copy

TrrT. MathemalicsIv.- .

.

SPECIFIC AREA: Geometry Points. Lines. Line Segments

-

4 5 6

.

7'

-..

...

The student.knows:. . .

. a point Is an exact location in space.- . a line.segment is part of a line and has two end points%

a straight line IS a'set of infinite points oa.plane having noend points. .

..

',intersecting lines are lines in the same plane that cross each- -.

other. ," '.... .

. -..r c---

parallel linesare Xine in .the same plane which do not','intersect. 4 .?

. . -:

. perpendicularl vineare two intersecting.lines that formright angles. .

. .

..

. a rayis a set of infinite points. on a plane with. one .end point.

. a.plate is' a set of points that can be connected with a line." .

4

.

.

.

.

.

4-84-8

4-Pr

577

5-7

577.

5-84-8

4-5

5-74 -6

5777-87-8

,

.

-

-.

,

.

.

-..

_

.

k

_

-

.

.

.

.

.

.

.

'

.

,

.

.

The student is able to: 7'.

* . identify a point, a line; and a line segment:. . identify a ray.. -

.

.

. measure aline segment.. .

identify the following types of-lines: intersecting, paallel,pr r

perpendicular. .

: bisect a linesegnient. : . . - .

. construct parallel. and perpendicularlines.

..

,.

\ .

,

.

.

.

. . .

The student values:.

. ,

.

1 1 "71.

.....i. .

. .

. - -103-.

SMALL SCHOOLS PROJECT-- Working Copy.

MathematicsSUBJECT:

SPECIFIC AREA:

; r

Geometry: Angles, Triangles

4 5 6 8

The. Stu4nt knows:Angles /'

an angle, is the tpion of two rays with a common 'end pdtfit.a right angle is 0°,an acute angle i less 'than .90°.

an obtuse angl is more than-90°.supplementary angles are two angles whose sum equals 180°.

, complementary angles. are two angles whose sum equals 900.Trinagles,

s'a -triangle is a polygon with three sides.,a triangle is a figure with,-three sides.a right triangle has, one right angle.an acute triangle has three acute angles.an obtuse triangle has one obtuse angle. i/

an equilateral triangle has three congruent sides.an isosceles triangle has two congruent sides.a scalene triangle has no congruent sides.

'The.studeht is ale to:* identify congruent lngles.

measure angles. to the nearest degree: .right, obtuse, acute.* . identify triangles (by angles) right triangle, acute triangle,_

obtuse triangle.. identify triangles (by sides) isosceles triangle, scalene

triangle, equilateral triangle. .%

. bisect any angle. -

. identify equal angles...-

The student values:

-104-

.

6-85-43_5-85-85-85-8

7-85-65-85-85-8'

5-85-85-8

7-8

5=8

5-88+.

6

S

SMALL SCHOOLS PROJECT. - Working Copy

J............SPECIFIC AREA GeOmetry: ,Circles

4 5,--

-k' .

. .

The student knows: t .

.

. . .a circle is the--set of .all points in the same plane equal'distance from a given point. ,

. the circumference of a circ-re is the same as the perimeter oft

.

.

./.E-6

8

78

4-'6

4-46-8

4.

6.

6-86-8

-

.

7

.

.

-_ _

.

.

.

,

,

.

.

1

.

. f .

_

.

- x- . a cord is a straight line within a circle whose, end .points

touch the-,clicumferen,ce.. - :. .. the diameter .oCa-dircle is a line -segment going thlogh the'- 2,

f- . . ,

center of a, circle whose: end -points. toueh thd dircutference.. the radius is a iine segment within a circle, one end point

at the center and: the other .end point, on the circiumferenc_ e. ...., an arc is a portion of the" circumference of a circle. .

.. .

. .. ..

The student is able to:'. ..

?c . locate properties of a circle:- diameter, radius? center.* -' locate properties of a circle: cord,, arc, gemi-circle... .

* . construct a circle from a given radiui or 'diameter.. ,

- , .-. .

_

. . . ;

.

.

el

: - I-

.

ft

. .

. . .

.

A..

.

t

.

.

.

.'

- ..

- .

The student values:- .

. - .

.

.

. . .

4.. :.,

- ' -

. ly j .

.-?-105--,

SMALL, SCHOOLS PROJECT -.Working Copy.

SUBJECT:

SPECIFIC_AREA:

Mathematics

4.,

q:::. e'll.749r!C?On 0:0-0 4' 0J ttr ..^1 tr4 - 't.

Geometry: Perimeter.'

5 7

The student knows:-.

the perimeter of polygons is 4e;erilined by adding togetherthe.lengths of all sides..

. the eircumference.pf alcircle is kind bY'multiplyiig:thediameter,times pi (C :ft d-ov 217'0...a polygon is:a closed figirre.made up of straight line,segmentpi is the. between the circumference, and the'diameter of circle, or approxiMately.3.14i6.

The student. is

*. . Aletermine. determine_

.or rad*us.determinedetermine

`::sides and

>4

ablethe perimeter of polygOns.the circumference of a circle; given-the diameter

the-diameter or radius given the circuMference.the missing sides of a polygon, given the ,therthe perimeter.'

Pao

t.

The student Values:

-106.77

6

7 -8

.7 -8

7 -8

7-8

7-8

11.ALL:SCHOOLSPROJECT - Working Copy

Mathematics

SPECIFIC AREA.: Geometry: Area: rectangles, irianglee71 circles

.

.

.

4 5

.

6 i

4

. ,,..

.

The studeht.knows: X.:..., . ,,. area is, measured in sqhare units.

..

22 2a square unit is represented by unit (cm , dm ). .

. the'area of a' rectangle is_determined_by multiplYing the-lengthtimes width (A=1w). .

,

.

the area of a triangle. is determined-by multiplying one half .rthe base fimes.the height (A. = 1/2 bh. ':

. ..

the area-of a circle is2determined by multiplying pi timesradius squared. (A. =0,ner ).

..

..

.

.

. .

-

.

.

648-

6-8..

6-8

6-8

7,-8

6 -8

7 -8

6-87-8.

7-87-8

-:,

,

,

m

--

,

.

.

.

. .

..1

.

.

.

;

.

The student is able to: .. ,

* . "compute the area of a rectangle given the length and widt.compute either!the.length or width of a rectangle. givenarea and one dimension. .:'

* . compute the area of .a triangle given the baseand.height.,.compute the height or base giverithe area and one dimension.;

* . 'comphte the area of a circle giv either the diameter or.radius.

. ,coMpUtethe radius or diameter o a circlegiven the area.

,7. . .

.

.

....

.

..

The student value's: - --.

:.

. .

. .

.

.

.: 7, .

-107-*.

.SmALL .SCHOOLS PROJECT - Working Copy..

Mathematics

,;

quI.I.SPECIFIC AREA: Gebmetr,y: Volume

4 5 6

Af, 11

.

.

.-

.,The student knows:

I. \ ' . / %

the volume of a rectangular prism is determined by ,multiplying:.

the length times height times width (Vrlhw). 4the 'Volume of a cube is determined by multiplyingside,(edge)times side times side (V=--s s . s).

i.. the Volume of a-cylinder determined by2multiplying pi.(071) -.times radius squared times height (V=Trr-h).a cubic uniyhall be represented by unit3 (cm3,, m3, dm3).

. .

. _

-.. ..

_

s, '.

,-

''s

,

7-8

7=8

7-87-8

7-8 .

7 -8_

7-87-8

47-8

.

7-8

V

e

k

%

:

.

-

.

,

.

....

.

.

.

.

.

_.

The student is-.'fable to:' .

.

deterdine the. volume of a rectangular prismgiven the length,height and width. ..

.

determine the lerigth, height or width of a reirangular,priSmvole,given the and two ofthe three dimenslons.

deterine the volume of _a cube given the length of onoeside.. determine the length of a cubeside given the volume,

determine the volume of a cylinder given-the radius (ordiameter) and height.determine the radius, diameter or height of a Cylinder giventhe volume andion& dimension. -

.5.

.

.

. ,_

. A .

1.

.

a

' .

.

ra

.

I

The student values:

.. -

.

-. .

....-'...

.

.

-108.;

.

,..

. SMALL SCHOOLS PROJECT Working Copy

Mathematics

..:

.. SPECIFIC AREA ,Graph' .

f

,

t

4 5 6 7' 8,.. ' .

.

. ., .

.. .

. .

.

. . .

... .

4.-11111e,siudent. knows: -. _

.-

.

.

.

.

.

OA.

.

.

.

.

.

______

.

.

.

..

.

.

.

.

..

.

.

.

.

-

.

.

.

1

.

a picture graph (pictograph) is a visual representation of.a.set of data where each picture represents an object.

:-. a, graphs 'which deal with whole numbers. .

b. graphs where picture represents other than whole numbers.., -'.a .bar graph is .a visual representation of.a set of'dalta where.

one unit may representa, 2, 5 or 10 items..

...:i.:aline.graph.....represepts data by specific points on a grid, the.:.--.. points being joined by lines to. form a visual representation'

(ore pattern) i ;,

an ,ordered pair of numbers identifies a point on a grid.a double bar graph compares two sets of data.

. a circle graph shows information in terms of percentage of afraction of the whole.

.

a table is a collection-of-data-displayed in a specific. order..

according-to its variables... a. verti,cal axis 1.8 the vertical line along which.4 coordinate

,i9^0eagUred..

.

.

. .' a .horizontal axis is the- horizontal line along which a coordinate. .

. , .

as...measured. '' .

p..-. .. -coordinates are sets of numbers used to locate a point inspace.-(4, 3), (2, 1).

.

.

..

'.R-1.

:

.

.

.

.

K-34-6

2-3.

-

2-4

5-65-6

6-7_

5-8

5-6

54

5-6

.

K-3

4-62-45-85--8

;

2-4

5-73-4

5-6

. .

4-5:

6-8'

6-767.

.-

.

The student is able to:-.

. .

.

':.

read and construct a picture graph (pictograph) from given"andLor collected -data (whole numbers) . .

.

. read and construct .a picture graph (pictograph) from given'--and/or collected data (whole numbers and fractional parts).

. collect data. .

..

. order or rank collected data in the form of.a table.

. plot data from tables.. .

* . read and interpret data on a simple bar graph., read and interpret data on a multiple bar graph. .

*. construct a bar graph from given data or from collected data.- construct a multiple bar graph from given data or from collected

data..

* . constructa single line graph from given data or from collecteddata.

.

.' construct a multiple line graph from given data or from collecteddata. -

.

- . read and interpret data on a circle graph..

.

.

construct a circle graph from given data or collected data.

..

.

.

The student values:.,

. ,

.

.

, .

.'

. A., 4,,, .

. .

4.

-109- .

.

.

SMALL SCHOOLSPROJECT - Working Copy

-Mathematics

SPECIFIC AREA: Probability. and., Statistics

. 4 5 6 ' a

The student knows:.

...

. ..

that probability is expressed in rat pi which is.alcomparison. 6-8.. the probability of an event can be apressed as a fraction.

(common) or a per cent. . .

. , 6-8. the probability is-the'number of desiredoutcomes compared to

.

''thenumber of possible outcomes'. Example: the probabilityof heads.up if a coin is flipped. Number desired: 1 (heads)

. Number possible: 2 (heads or ''tails). Probability.is 1/2 or50%. .

. 6-8. the average (mean) of a set of scores is found by dividing the'

sum Of the scores bythe number of scores. - 4-8. the median of a set of scores is the middle score when the

.

lcores are in numerical order. 6-8

.The student is able to:

k . find the average of a set of scores. 4-6k . find the mean of a.set of scores. .. 7-8k . find thd median '.of a set of scores. 6-8

find the probability.of an event. / 6-8.

. .

/

.

.-

..

#,- .

.. .

..

. . .

The student values:.

., .

.

e '.

- a.

.

q .r..... ..

...

7110- -

SMALL SCHOOLS PROJECT'

SUBJECT: Mithematics

SPECIFIC AREA:

0

Measurement: Time

1

e student knows:

the names of the days of the week.-.the names of the months .the names of the months in sequence.the short. hand of the clock Is the hour hand.the long hand of the clock is the minute. hand..the term "minute" refers, to a unit of time measurement.the term "hour" refers to a unit of time equal to 60 minutes-

The student is able to:

tell time to the hour.tell time to the halfhour.tell time to the'quarter hour.tell time by 5-minute intervals.write time in notation, i.e., 12:00 12:30 12:15 12:55.

The student values:

estimation as. a useful. skill in 'time measdreMent

K-11-21-22

2

2

2

1-21-22-33-41-4

K-3

SMALL SCHOLS PROJECT - Working-Copy

SUBJECT:Mathematics

SPECIFIC AREA: Measurement:. Time

4 5 6

The g.tudent knows:.

the basic units of time covered in K-3; hour (60 minute9),'half -hour (0 minutes), quarter hour (15 minutes), five minuteinterval.

The student is able to:

tell time 'in five minute intervals.

tell timeln.minutes-frdth both-Clock face and digital.Use p.m..and a.m. notation in writing times.

* . convert a unit of time to another unit (hours, minutes, seconds,days,'weeks, months, years).

. -compute time intervals between two times.-read time charts.solve work. problems.

4

4

4

4-84-84-84-8

The student values:

,.

SMALL SCHOOLS PROJECT

SUBJECT: MathematicsIf,SPECIFIC AREA: Measurement: Money

..

3 4. .,

.

__. The_student_knows:

. the term "penny," "nickel;" and "dime" are monetary units. \

. that five pennies have the same value as one nickel.-

that 10 pennies have'the same value as one dime or two nickels.

. the equivalent change of-coins equal to or less than 10 cents.

25 pennies have'the same value as a quarter.a quarter is one - fourthof a dollar. . .

.

the combination of coins which have.the same value as a. quarter.

., the combination of coins which have the same value as one dollar.

. .

..,

.

Al

1

2 -3

2-3

2-32-3

1

2-3

2-3

2-3

.

.

.

.

.

.

.

.

-

.

.

.

.

.

The student is.able to:

combine coins equal.to or less than 10 cents.---combine-coins that have the same value as a quarter,

* cambine'coins that have the same value as a dollar.

..

, .

..

.

#fl.

;

.

..

.

.

. . 'The student values:.

. estimation, as a useful skill in money measurement.

..

. .

..

.. 4% 1 ".1c -2 -:;-.....r;'. .-. ^... g- .. .

.,

-113-

SMALL SCHOOLS OkoJEcT --Work g. C opy .

SU-83ECT: -Mathematics -, f

SPECIFIC AREA: Measurement: Money .

The student knows:

the,basic units of,money.covered'in K-3; penney, nickel, dimeand quarter, half-dollar,. dollar. ;

0 4.4

co. oGJ

0, * ,:.'Co .

-5 7'

The student. is able to:

write, the value of money equal to or less than $1,000.00.count change totaling less than $20.00, beginning with a certainvalue.

determine if the amount of change received from a purchase is'correct.

make purchase and change from $100.00 or less.add-and subtract two money valdes using dollar and.centsnotation.

solvemoney problems using.money by use of multiplication ordivision.

multiply or- divide .a given amount of money.estimate money to the nearett-dollar.

he student vaiue\.

4-8

4-8

4-5

4-8'

6-8

4-5

5785-84-8

S

SMALL'SCHOOLS PROJECT-v

4.ci

0) 44 42)

oo ei `-,

oo *t,C'q:1 Ct7

ts,'qv,-.

.

SPECIFIC AREA Measurement: Linear, ,

2- 3

4

.

4.

- .

:!......

.

-

:..2-3

.

..

,

.

.

,

-

.

.

. I

..

2

2.

23

3 .

3-4

3;43-43-4

3'.-4

3-4

.

K-1'

1I

22

2:

3-4

3-43 -43-4-

_

.

1

.

----.--,

,

.

.

.

.

..

-.

241e:_scudent-know&:,= -

. , .

-4.0,--.

the term "centimeter" refersto.a metric unit of linearmeasurement. .:

.

-

. the term "inch" refers to an English unit of linear'.* measurement, ; :

. . _ .

: ::,4,. 7-the term "met:ei"''tefers to a metric unit of linear measurement'

'. equal tol'100-,Oeniimetersor 10 decimeters... the term "foot'.' refersjto.t.a:-.Unity:Of 4.hear measurement equal '

to%12.inched. :..-- . . : -- _ i ... theterm'"yard" refers:to...a. :unit of linear measurement equal to'

3 feet1or 36 inched.. ''' : .:.

. .:.the terM:"half-inch" 'issa,Unit:of linear measurement,_ . the-terM "quarter-inch". is a:unIt of linear measurement.

.. two quarter-inchesequal-One.half-inch,....

'four quarter inches.equal-oneinch.tfour 'quarter inchesequ.if.two half7incileS'.

. "the-term."kilometeels-a:metriO unit. of lfnean.measuremen.

. the term "perimeter" "refers toihelineavmeasurement around a .

.gil,Ten space. (geometry)..

..

the term mile. is an English unit-of_linearmeaSurenent used to,L.. indicate diltance, d-

.. .

e ..student is Ale to: ,

.' . ,.

* '':: compare' size using the:JoiloWing,erms::-longerilma4er,largest, smallest, taller, tallest, longedt, shorieit, Same:.,

* -. measure an abiect(s)-USingkcentitheters. .' "..... ....-* . measure thelialgth-Of.an Object(sYusing indhes..

* . measure length. using a.meter,stick. ','-

* - measure lengthiising a foot. ruler* . measure length using. a yardstick, .-* . estimate-iengths.

.-. -- --

. measure a:..speCi:EiC length to. the neiresi.hOlf-inch.:

measure a.apecific4ength to -the neirett.Oarter-Inch..:.

. measure the Petimeter of a simple gOometiiC figure:, -,:.,;....

. _,. .. compute distance in miles. ° .. .

..,..

.

...

_

.. .:. ....

.-.

rThe ,$tudent values,:- . ..

. ..

.

. , ,

. :.

..

..

. -

. . - 1...4., ,..

. - -

. -115-

5MALLSCHOO

bUbJt6.1 : _ ___________

SPECIFIC. AREA: Measurement,: Metric Linear,

.

4 5 6 ' 8...

.

.

1.

.

c.

.

.

.

The student knows: .

.

. .. .

* . the abbreviation for-the commonly used'metric units .of lengths:mm -'millimetert:cm - centimeter, m - meter, km- kilometer.

. the less-commonly. Ased metric units of lengths:.dm-- decimeter,'dam 7. decameter, - hectometer. -.

. the prefix meaning: milli--1 /1000_, centi-71/100,:deci---;/10,

-deca--10, hecto--10 , kilo-71000.r.

-.

,-. meter. may also be spelled metre. -411 -

. the term millimeterrefers to 1/10sof a centimeter andI/10.00:

of.a.meter. . .-J. : . ,- .

. .

. the term centimeter refers to 1/100 meter and 10 millimeters.

. the term decameter refers to010 meters.

. the term hectometer refers to 00 meters.- .

\....

.

.

4-6

44

4-64-6

4-644.

444 -6

4-5-

4-6.

4-64 -6

5-66-8

6-8

,

.

sThe student is able to:,

.,identify the unit. of measurement most apProprigte for a given

task. . .

* .. Measure.a.speCific.Igngth to thd nearest mm, cm, mi..'.-.-..estimate-to withid:±20% lengths of Familiar objects in mm,

cm, and m. .

.

,. use-the meter stick to measure the nearest mm, cm.

. convert from one linear measurement to another linear measure-merit within-the metric system. . - .' .

to distinguish which unitS.arf<more precise.

. round to ths ldast precise - measurement for computationalpurp'oses,

.

..

--..

.- ;- .

..

. _.

. .

.

. _.

.

.

.,

.

._.

The student values: -

. .

. .

.

..

..

.

.

.I '.

, , .

.

-..------ . .

1.-116-

-

...

SMALL SCHOOLS PROJECT - TYY0 44 4.4

I CO,

C 'Y 0

(D. Troo '., Mathematics

C.,

4,..4:.

.110EUBJECT:

',SPECIFIC AREA: Measurement: Capacity (Volume

7----Thit§tudeilf7knows:

the term "liter" refersto a metric. unit of volume measurement.the terms "cup," ."pint," "quart" and "galloe refer to unitsof capacity, measurement.

two cups equal one. pint.four.cups or two pints.equal.one quart.

;The student is able to: --.t. measure capacity using"the liter as the unit of measurement.i. measure capacity using aicup," "pint," "quart" or "gallon".7-, as the unit of measure. -

Ilk '

N

The.student values:

1-3

1-31 -4

1-4

1 -3

1-3

SMALL SCHOOLS PROJECT 7 Working Copy

Mathematics. ..,0

ou.......,..

SPECIFIC AREA: Measurement: Metric Capacity

4 5 6.7.8. - ,

The studedt knows: ..

. ..

* the abbreviation of the'commonly used metric units of capacity(volume): nil - millimeter, 1 - liter. ,

.the abbreviation for the less commonly used metric units ofcapaCity: cl - centiliter, dl - deciliter, dal - decaliter,hl - hectoliter.the ptefix-meanings: milli ---1/1000, centi---1/100, deci -- -1710,

deca-1410, hecto- - -100, kilo-L--i000. '.

liter may also be spelled litre.- ''

. the term millimeter refers to 1/1000 of a liter.,

.

-.

. .

- -

.

4-6

4-64-64-6

4-64-6

4-6

5-66-8-

.

.

.

The student is able to:.

-

.

. use the graduated cylinder to measure t ,the nearest ml and 1.

* use 1 and ml to measure liquids. .

estimate capacity to within .T20% of the capacity.,-,

. convert from one measurement to another measurement within the

metric system. 1.

. distinguish which units are more precise.-NOTE: for cubic measurement of volume see GEOMETRY.

, .

- ..i

, .

. ..

0

. ,

(. .

.

. ..- ..

, ,.....4 -Q.

The student values: , .

k.

..

- . .._ . .. .

t.

0 .

,.

-

40. . .

, . -118-, ,..

SMALL PROJECT

411SUBJECT:Mathematics

SPECIFIC AREA: Measurement: Weight

iv 40 b

O

ooe.0

C.)

0 Ire 41 4.7

'

G

. .

2

The 'student knows:

. the term."kiThgram" refers to a metric unit of weight.the term "gram" refers to a metric unit of weight.the term "pound" referstqa unit of weight.

The student is.able'to.:

weigh objects to the nearest kilogram.. weigh objects to the nearest gram.

weigh objects,, to the nearest pound.

The student values:

r,..l......) 4,J

-11174.;

- ?-3.2-3

.2-3

2-34.2-3.=',; .

2 -3

.SMALL SCHOOLS PROJECT - Working COiv

Mathematicsouvos..%.1.

SPECIFIC AREA Measurement: Metric Weight'

4 5 6 '

4r %

'°` =

The student knows:-7

" *. the abbreviation for the commonly, used metric units of weight:mg - milligram* g - gram, kg - kilogram.

-.' ,. the less commonly used metric units of weight: cg centigram.

dg,-,4 pcigram, dag - decagram, hg - hectogram. -.the prefix meanings: milli-71/1000, centi--1/100-, deca--10,

, hegto--100"gram"

kilo--1000. . .%

-.

. the term gramil refers to weight. ..'

.., the term "kilogram" refers to 1000 grams

. the term "milligram", refers to .001,grams. .

the term "metric tonne" refers to 1000 kilograms. .

the difference between mass and weight. , `

. .

9

4-6

4-6

4-64-64-64-66-88

4-5

4-64 -6

4-6

5-66-8

.

u

.

..

:-

-

.

The student is able to

- . -

. identify the unit of measurement most appropriate for weighing agiver object.,

* . measure the weight of an object to the nearest gram.estimate within + 20% the weight of a familiar object.

:.-. use a balance scale to weight objects.. convertlrom one unit of weight to another unit of *eight within

the metric system.(,..

. distingnish which units of Weight are more precise.

-

__.

......,

------.

..

,

I

The student values:,P

k

.

.

..

.,

- , . -120-

. -

SMALL SCHOOLS TROJEC,T=.WOrking Copy

. .

III/SUBJECT: Mathematics

SPECIFIC AREA:

b0 41, 'AY

d..0"/

Measurement: ..Metric Temperature

4 15. 6

The. student knows:---

degreeCelsius is used to measure. temperature.CelsiUs and Centigrade are the same.

:4. the abbreviation fqr Celsius is C.* . common temperature'sieferdnces: 00 is freezingYliOint of water,

':37-1°C is normal body temperature, 100° is boiling point'ofwater.

The student is able to.:.

* read a thermometer.. calculate differences in degrees.

110

The student values:

1 " J.

1=43 -4..

3=4.

-34

4-84 -8

SMALL SCHOOLS PROJECT - Working'Copys

\

itIPIECT: Mathematics.

c

SPECIFIC AEA: 'Measurement:- English

The student knows;

* . the basic units of the English System:of.linearmeasurement andtheir abbreviations: ig.-71.4ch,-ft..--fogt(feet),,yd.-7-yard,

the basic units of the English system of volume and theirabbreviations:, c.--cup, pt--pint, qt.--guart,the-basic.Units ;Of-the English system of weight and their,abbreviations: oz..--ouncer lb., pound, t.--ton:the basic unit of iemeraiure is Fahrenheit and the common.reference freezing of water is'32§,AbNdy temperature is 98°

-and boiling water is 212 o 7--

The student 'is able' to:

maintain the skills learned in grades K-3.

The student values:

. .

-122-

8

- .

.'SMALL.SCHOOLS PROJECT

1111

SOCIAL STUDIES PRIXatAb.HUALS-:.4

. The student develPs basic understgidingt about humanrelationships: person to person, persoi to group,group to group, person to institution, group toinstitution and institution to institution, contacts anddealings.

L. The student deverops an understanding ..of the ways in whichbeliefs, Iflues and behavior patterns develop and how theyare interreolated in a variety of settings iiid;situationsranging from small groups sucitas,the family td very largeentities such as nations and a variety of associatidns of"'nations.

.

3. The.student understandtbasic problens and conflictingvalues in human relationshipt'and develops skint thatwould. enable him/her to deal with problems and valuesrationally:

. The studentdevelops.a curiosity for social.pkenomenawell as the'appropritte skills to. seekinformAtio&anduse it to explain and ingluegte theteA4lenomenh...

The student undeistands how eventsof the past have in-fluenced the shape of today's-fotMt of hudan relationshipsand learns to use past experiences as a viable method toattempi:totolye currentsoCietapkoblemL'

The student deirelops a basic commitment to the dignity ofthe individual: and the democratic prOress and demonstratesrespect for law and the rights of all individuals as wellas one's fulfillment of civic responsibility:

7. The student increases his/her knowledge Of academic andsocial skills which enablesrhim/her oto d? atop a posit 40e1,...

self-concept fnd facilitates the. 04$1th'di social ideii4tity..

SMALL SCHOOLS PROJECT

.0"

SOCIAL STUDIESSCOPE (K -3)

I. .MYSELF AND OTHERS-A. Myself

.

125B. .Me and' My Family 'I.6 1.

4 C. 24e and My Friends 127D. Me and My School. .

4 128. -

.E. Me and My Environment 129. .

D

II. FAMILIES .

A. Composition 131B. Rules and Responsibilitied 132"C. Basic Needs--Food 133D. Basic Needs--Shelter '134E. Basic Needs--Clothing 135F. Basic Needs--Love 136G. Basic Needs--Recreation '137

III. COMMUNITIES.:,'

. .

$ A: People and Communities 139B. People;In the Community. Work to Meet. Their Needs. 140C. i People in the Community Organize to Meet Their Heeds 141.D. Small Communities ind.Haw They Change 142.. .

E. T4e Cities and How They Develop' 143

IV. LAND. 4ND PEOPLE ..

A. OUr Land--Developed by the People 145B. Our Land--Ih Our World _ 146C. Our Land--A Challenge to M.In 147

-D. Indians of Washington. State -148

V. MAP AND GLOBE SKILLSA. ::Kindergarten. . 149 .

B. Grade.1 - SyMbOlism,DireCtiohs 150. .. Geographic Knowledge . 151C. Grade: - Legend and Key ' 152.D., Grade-3 - Geographic_Knowledge 153

7 Symbolidm. 154- Directions 155

SMALL SCHOOLS PROJECT

SUBJECT-' Social Studies.

SPECIFIC AREA: Myself.

K. .

.

Thetpdent,knows:...

personal identifying'information about-self.:.. he/she is like other human beings and also uniquel.

that.as, a unique 'individual, he/she has certalm likes and.'dislikes...

, ,d

. he/`she will grow and phySically change during Kindergarten.

. that behavior and feelings often have a cause and effect.relationship.

.

:be/she is.responsible_.:for_hiaiher behavior.

K

K

KK ____

it.

K

K. .

,

.

.

.

.

--

.

.... . ,

: . ... ...

. .

...4.

,...

.

-

. ,,

.

.

.

.

The student is able-,to:'. \

.

. idilLeify,charatteristiCs about self that are unique.topeith various.changes that occur in routine.identify the feelings of"loVe, loneliness',.' happiness, sadness,

.anger, fruStration, ._

. express\emotional feelings pflove, loneliness, happiness,.

Sadneas,anger; frustration. .

.

.

. Accept mistakes:he/she mikes. '. :.. .

o.

.. .

' ..4 ,

6.6... - ,.. .

,..

.

..

.

.....

.,

,..

..

iThe student,

values: .

..

choices and own likes and diSIilges as a reflection ofindividuality, uniqueness and contribution to self. -.

-!'s

..

.

..:.

.

,

1..../.'.'13.., .-125-

.

SMALL SCHOOLS PROJECT

SUBJECT: Social Studies

4.

4:4 eqp 4a 4.,

rtz

SPECIFIC AREA: Me and My Family

The student knows:,

that each member of the_family has responsibilities in his/her.home.the ways in which family members help him/her.the ways in which he/she helps his/her family.

The student is able to:

identify activities that members of his/her family share.compare his/her home with homes of other members in the class.

The student values:

. his/her contribution to other'family members.

. the various holidays and activities his/her family shares.

1261_

SMALL SCHOOLS. PROJECT

4101SUBJECT: Social Studies

SPECIFIC AREA: Me wid My. Friends

//2 .3. 4'

The student knows:.

. and reddinizefi_the individuality Of others.

The student is able to:

describe distinguishing characteristics of,his/her :friends.

qk

student values:

the likenesses and differences of friends through-theirrelationships.the friendships of others.

-127-

K

1 "

siALL'scxoot-s PROJECT

Social Studies:...

,

SPECIFIC AREA:* Ma ai,d My Sc.binal.

. .

K . ...-..,. .

The student *mows: ..

. /

-- . the physical'layout of thd schools and classroom : . . Khow the schaoll.ind home are alike and different. K

". , . the various school rules. - . K ...

,. it takes many. people doing various jobs to maintain the school. K

.. that there are, various jobs that are necessary to maintain the

ciassra5k. .

i'.

..,- that schbol is a p,laCe kor learn g and acquiring neW Skills an -.

abilities., , ,-/

..

,. .

, . .

/ ..

, / . -. .. 1 . ,-

. , -

. - - - .

e-. ,.

'. . . .. .

The student is able toi..

..

. demonstrate acceptance of school rules.identify the job& and tools of school personnel.

. ..

assume responsibility for classroom jobs.take .individual responsibility for accomplishing new tasks. K . 1.work independently.

-

share and cooperate with members in the classroom:.. .

.

.

t,

- ,-.

.. .

z..

. . .

..---

.

. , . .

_----

.-1-- .-

/-

!. , .

.

..

.

,

. ..

. :The student values:

.. the importance of school rules. K. the roles of school personnel. . K

.

. his/her role as a learner in the. school. K

. the importance of sharing and cooperating_in the classroom. K

. the free time that provides opportunities to work together and..

share. % K.

.

..

1 ).

-128-. .

r 0,

-SMALL SCHOOLS.PROJECT

SUBJECT;' : Social StUdies

SPECIFIC AREA:, Me andMy. Environment///0

00 I> co 62'

S. '

K 3 4

.`?

The student knows:

thathiD/her community is:uniqUe and. different from other,

:dwoMMUnitips.

the physicallayout of hie/her community. ,

where to go in his/her community forA.eisure'time-activiiies.there are ways he/she can beautify his /her community and keep

it clean.:some of the safety rules-in thecommunity:

The -spudeni is, able to

.

name his/her community.identify the workers. in his/herCOmmunity WhOlielp him/her.

Ilia student values:

the :uniqueness of his/her community.the safety rules:of the community.

K

K

SMALL SCHOOLS PROJECT- .

)

411pUti T: Social Studies

SPECIFIC AREA: Families: Composition'

I..

The student knows:. 4. : , .:

the family is the basic group in all societiqS.. family patterns vary between and within Societies.

. .

. families undergo changes-(loss,pr addition Of:members, divorce,':max.riage); ,

. , . ,:-

... relatives are part of a family:.

I

0 0-,(t/ .PA) c"

e40 go 0 4- 0co 44 0,

0.e

el Tr 4.1

K 1 2 3 4

IA

1.-

The student is able to: 4 'N

. .

.. ,,,,,,;;),

. give reasons for change in'.,family-composition:. : identify changes within*iither or other7familleS,.. ,predict changes that would occur in a given situation..

. . . .

The .student values:

the family as institution.

- and respects older members of his/her familY.:atLa source ofknowledge .(aurcciiruncleS, grandparentit)::'

-.:The previous 'fitimbered page:16

the original document was blank.

-13177

1.4

:,

7 . .

1

a

SMALL SCHOOLS PROJECT

SUBJECT: . Social Studies

o,

Q., 'YC./

00

00 0 44 000 1) 0

C.,

0.

4.

SPECIFIC AREA: Families: Rules and Respainsibilities

K.

The student knows:.

. each family member has responsibility to the family's well-. being. .

. responsibility maybe determined by strengths, skill, abilityand desires, ,

. that the family, like any other group, muStliave rules.rules differ framlamily to family according to each family'sneeds and values.that family rules may be. changed.

The student,is able to:-

give'reasons why families have rules._name some family rules; who made them; why. t

name.tasks associated with each family member.discuss value differences that arise in daily life.

The student values:.

each ,member's contributiOn tOthe family's- well-being.-. his/hirawd contribuiion'ta the family's well-being.

the need for rules wherever people live or work together.'

-1.32-

1

11

1

4

SMALL SCHOOLS `kROJECT

.,

.

SPECIFIC AREA: Families: .Basic Needs--Food

. 1. 3,,

. k

.

The student knows:

food is 'a universal need...

i

. ,. -mostLIO0A_is_grown, or raised_ on farms and can be obtained in a

variety of ways (buying, growing, etc.) -----1-N-L-2----. .

, -a family's buying power influences the-type.and mount of= foodpurchased.

. .

. environment affects type of food produced in an.area:... some families do not have enough food. ..-

. .

4,-

many people ate involved in food production,.

.._ .

, ..

.

. .

. ,

.

,

.

.

.

,

.

.

,

e-

1

1.

1

.

11

1

1

1

.

,

.

.

.

A

.

.

.

.

i

-

,.

4...,

r:i.

.

,

.

.*

.

.

.

.

.

.

.

.

The student is able to:.

-. tell.why food is a basic need. ::,

.; name some foods produced:in his/her area. ' .

. identify foods.that come from other areas..

.

.;,name some.Of the workerS involved 'in supplying fOod needs.give reasons why food should mot be wasted

.

,. .

. . _

.

I,

. . ,

,oi

.

.

.

.._-

.

.

. .

1. ...

. .,-,-,

.The student yalues:

. the .role of the farmer fOr providing food for the people.. , food and is not wasteful. ,

..

..

..

i,

. -7._

..

- :;.

1. ": E;. . .

-133-.

.

.

, ..,.-

SMALL SCHOOLS PROJECT:

SUBJECT:Social 5,Addies.

SPECIFIC AREA: Families: Basic NeedsShelter

K '1 4

The sttident knows:

shelter is -a universal need..

environment is a.determining factor in cAeiceof shelters andmaterial used.for shelters..life style, values, economiC'conditions determine a family'sshelter.shelter is a place which-Provides.protection and privacy.

L

The student is Ole to:

name different materials that can be-dsed for buildihg shelters.state reasons for needing shelter.

-give examples of different typeset shelters (apartment,mobile, A-frame, igloo, etc.).

.

The. student values:

shelter for protectlenand privacy... and respects other people's shelter and privacy.

. .

-134-

11

1

SMALL SCHOOLS PROJECT

4111SUBJECT': Sociat-Studies

SPECIFIC AREA.:.,

4.

0 C"Co Q000 0 '41 aioo "O

et. 5s,

Families : Basic. Needs-:-Clothing

.

K

The student knows: ..

, ! ..,).,

.'.

..,

.' .

clothing is auniversal-need. ,

.different types of clothing have differentTurposes.environment affects type of-clothing worn.. :.

." clothing is made from:a:varietyofmaterials (animals, plants,man-made).'

clothing style is determined by individual and group values..- clothing can be hand. or factory made. , -

,-

families may spend A largeA)ortion of their incomejor- clOtitea.,.. ..

The student is: able to:

list clothes suitabieNfor a certain environment or occasion(hot weather, cold, recreational vs. formal). , .

name sources..of types of clothing. (animal, plant, man-made).,N .

..

.

. '- .

The student values:

taking ca,re of,his/her clotfies.

.41

SMALL SCHOOLS PROJECT.

SUBJECT:,Social Studies

"0

'4.1 '"..r C-1 . C",, 0rly

'''..seq"cl 4

zI

SPECIFIC AREA: Families: Basic Needs--Love

The- student knowS:.

humans-need to give and receive love:. there are many ways to show love.

-,: the-family helps meet a person's:need for loVe.

The student is able to:

identify .people or-other:living 'things hershe loves.- .-name ways in which he/she shows 1(*e.

-

. name ways In which his/herJamilymbers provide love foreach-othef... f.. . ..

!:

The Student values: _

. .. , .. .

. . ,

:-. .giving and receiving love bharing in family activities and,....responsibilities. -a

I:'

,

vs

SMALL SCHOOLS PROJECT'.

.- .

Social Studies-a410pUBJECT:

SPECIFIC AREA: Families: Basic Needs--4ecreation

The- ,student knows:

that people everywhere need some form of recreation.that recreational activities are available:in immediate.Surroundings.

that recreation can take a variety of forms (grourindtvidual;sport..--hobby).

The student is able to:

name a variety of = sports and hobbies which, he/she canappreciate and enjoy throughout life.identify-recreational activities which cost' money andactivities ..which are free.

.'

.T110 student valves:.

enjoyment derived from participation in some formof recreation.using leisure time in self- satisfying' ways. .

SMALL SCII0OLS :PROJECVI

"OBJECT: SoCial Studies

_SPECIFIC AREA: People and Communities

..

a e:^Y

Cr

4"34t.

the student knows:

that people forth communities.to help each other.,.

. that COuntry'sidommUnities are made up of many differeat-'groUps'of people..

.;

,that .enethnid. group is'a'grOup of people who share a commonlanguage; customs,: heritage, religion.

that there are many.differeht etbnic.'groups in this country.that the heritage of a people affects their way of life(celebrations, food, Clothing; language, religion,: musicand reEreation)

The student ,is sable to :

et9 ..r

The student values:- .

fi

. .the.Cultural.ContributionS of the different ethnic grOups totheldevelopmett.of our communities.' :

. '''andrespectt the rights of individuals to.their culturaldifferences.

. ,

The .previinue.numberectpage. In

the ofiginef,.accument was blank.

i

SMALL. SCHOOLS PROJECT

SUBJECT: Social Studies

SPECIFIC AREA: People in the Community Work to Meet Their

Needs.

///b

,tr '4,fts. .c4

CO Q.

ei° 44'o ttij co Citr.tzt tr

c.,

K 1 2 3

student

beiween,and iaterdependendy of', jobs in.the local community. - :

.thesie of a community determines "the types of. jobs avail-able td tie residents of-thatcoMmuaity.....,

geography and weather. determine the types of..7jObs:;that: are.available.in certain_communities.,..

he student is able to:,-

.identify:occupations in the local community.

ritudent-values?

the dignity and worthof work and workers.the i)mplrtance of jobs in the local community (a a aid tothe'economy and ptoductivity of-People).his/her job' at school as a student and his/her job at home.

e?

4

. ,

SMALL SCHOOLS PROJECT

'SUBJECT.,AREA:

Social Studies

e,k0

oo

C.,

People _in the Community Organi7e to WPPt Their

Needs. K 4

The student knows:.

. .

that Oolmilunity'rules. (laws) are necessary for group livingand that rules protect the well-being of the-cOmMunit5%

.,

. people,ih theOommunity.choose leaders and give themaUthority'tb,run the community.

. .thafelected.leaders in the community are chosen through theVote of the people.

.

that the' taxespeOple. pay provide :for the public services. 7nedded'by. the citizens of.our community .(fire, police, schools,

parks, libraries, streets, roads).that people in communities organize to meet 'cultural needs.that people in communities organize to meet religious needs.,that people in coMmunities.organize to meet educational needs.that people in, communities organize to control pollution'and other problems.

j

The student is able to:;

identify elected leaders: and their respective areas ofresponsibilities: Mayor; Governor and President.

The student value:.

. the services ayailablein the community: recreation, firesafety, garbae collection, streets,. roads.

.

ft

-141- 1;79,1.

2

2

2.

2

2

SMALL SCHOOLS PROJECT.

Social Studies

(%,

CO 42,

aofte 4o co c.,

eZr q7^sf

CD 4Z.

SPECIFIC AREA: Small Communities and How They Change.

K

The student knows: . .

that small communities differ from each other in size andin the way people meet their needs.that a community, changes at the needs of the people livingin it change.

. , that some communities grow larger, while other communixies"giow smaller:that rural communities are usually sMall, have a low densitypopulation and often provide products for the urbancommunities, . .

small communities rely on the. big cities for some services.that rate ofchange in.a.Community varies, communities changerapidly or gradually.

The student is able to:

; identify causes of community change: technology, industry,,transportation, recreation,, people needs.

C

The student values:

2

.

SMALL SCHOOLS PROJECT

*Social StudiesSUBJECT:

,SPECIFIC AREA: The Cities and How They Develop

1 3

The student knows: .

cities have developed in areas where it is easy for people. .towork and trade;

. technologyhelped.citieS to grow::,the growth of a cityis.influencedby.the'nitural.featureaof

the area in-whicH it is located;. people living in :cities cote frot a varietyOf,cUltural

backgrounds.peol4e in a neighbothoo&often,group and Work'tOgether tomake.'theit neighborhood "andtheir eitY-abettet:placett-.1ive.

. ,cities have many'problems.sUch as,pollution,'traffic;*dgestion,:and the like.

. many people that work in the city live:in suburbs.

The student is able to:

. identify on a map the important natural featurdajrivers,,potts,etc.) of a. city. -

. explain why people UsualiT,do not live in the downtown area'(CBD)give'reasons why citieS:ays'more pollUtion ptoblems than the*,countryside.

. identify similarities anediffetences in viral; urbatAtici..suburban communities.

'flee' student %Or

the contributions of all cultural gkoups to the richness ofcny life., .attempts to beautify and clean the citY.

"

2

2

2

-2,

. .

SMALL SCHOOLS PROJECT

IIISUBJECILSocial Studies

SPECIFIC AREA: Our Land--Developed by the People

K 1 2 3 4

---.,. Tha student knows: .

. .

. . . .

. ., that in the United States the 'westward expansion of the rail-.road. affected the development of the land. .i,::: *,-.,

;...; that.in.the United States colonization, western expansion andimMigiation affected the use of the land.

-that..tachnologyfandthe industrial revolution affected the useof the land and increased production-.that in the United States the:CultuAl:background of many.oE:the

:.,....immigrants influenced theyaythey used the land.iLthe life of early Americans was tied closely to. the landand'its - ,. ., .. .'

that the Government played a role-in systematically, using theland in_ordertoMeet the. needs of peOile.:

The student is able to:

identify ways the railroad affected the development of the land.

s

.

._,. .

The student Values

the contributions the' immigrants and pioneers have made in theIdevelopment of-the_land. ..1

..

1 1/451

The TreVious -nuMbered page uthe,Driginal document was blank.

-145--0

3

3

3

3

3

3

3

4

SMALL SCHOOLS PROJECT

Social StudiesSUBJECT:

SPECIFIC AREA: Our land--In Our World

'The student knows:-

that people use the laneto Meet their need for recreation -.

that people use the:land i6 meet their need for food.. that people ugethe land-td meet their need for natural

resources. ' . `` : ,.

that the type of iclimate nfluences the way the,land is used.that in some areas theland, resources. the workpeople do.

- .

that the level of technology, influences the way. land.is used;

that our -nation is one of fthe largest nations in the world.-.

. that our nation ikone of the -leading nations in the world.

The student is able. tb:

//e

.' O., Ag? e .

CIO "u." N-V rty

". 4,

'3 .4

,

. identify several' natural resources found within. the 'land and, describe how these nAtural resources benefit the lives of

people. - - - ,-

compare the different uses of land within the followingregions: wetlands, deserts, forests, mountains.

. compare the technology' of an underdeve14ed country (e. g .., India)to a developed country (e.g., U.S:) as it affects land. usage

,

1.n each, country (Wad plow v: tractor) .

identify the largest nations in the world (Russia, Canada, China,U. S . , India) .

identify some of the leading n ions of the world.

3

The student: values:

Nthe need to care for land as a source of recreation.

-146-

3

4

CHOOLS PROJEC7

Social Studies- .

SPECIFIC AREA 'Our Land--A .2fi4lenge to Man.

K

.,. '!. "

,

-The student' knows:

.;.c that groups (private, citizens, businesses, state, local and .,

national government) are working to protect the enviroiiinAnt. i

. . that .4 people's- survival is dependent 'upon clean resources_sudh. as water and air. _ .' .! ,that environmental problems (water, air, noise., ;-.pollution) in the

--cities are acute and citizen groups and: government groups areworking systematically toward their solution

., that;-concentratedpopulationsin the cities result in sucli.-. oproblems as 'sousing, .traitipott.ation; .education, employment

; - (wprk). ' . .: ',. .;,,-.:,1,--, .

., that governments-jlaie a concern regarding concentrated popu-lations in ther- 4ties.

-17 that urban renewal is a never-ending process that requires .

government leadership and civic cooperation.. that as urban areas continue to grow, their problems._ become

more complex. ; ...- that there are non-renewable resources such as oil (petroleum)"

natural gas and minerals:. . '- '. that there are renewable resources such as lumber, food, people,

water, soil, nitrogen, carbon., I.'. .. .

. .. ....,

,

3

3

,,3

3

3

_

3

3

33

3

3

...

,

.

The student is able to ---,\..... 1

_evaluate present uses or abuses of the land on the basis of._ how they might affect the future.. list several methods used in attempting to protect our environ-

ment (litter control, pollution _control, noise control).identify problems caused by the increase of population in

. . the cities.Identify problems caused by overcrowding in the cities.

. i. . ...-

. . .:

..

,

, . .

The student values:

. the-beauty of his/her immediate environment.

. the Earth and accepts 'responsibility for its preservation... .

. the need for continual improvement of one's community. -

. the wise use of natural resources to preserve them for futureuse

.

. ' .

. ..

1. ;3-147-

.. .

SCHOOLS ; PROJECT

cial Studies

SPECTRIC -AREA :

Tr

Indians of..Washington State

K 4

The stmcle0,f knows : .

..: early Indians of Washington Sate lived in three major:, . regions--the coastal .region, the Puget SOU:lid region and the

A. inland plateau region. ,'# . .

. . . early .Indians Of Washington State. lived in 'tribal groupsthat 'differed in size.: . : H .. ..::-

,.

.

. early Indians-of Washington State utilized'the natural..:environment to satisfy their btaic physical needs.

:- white peoli4 came to the,a5Oxtlawest: for a variety of reasonsADIA14terrWoted and thr4kte641F:the way of, lif --i''' of the Indian

:

,. -. ...,

2.: people. :3'. ' ' : : .;. , fli ..":Y :., '', F ..,-:,.;Ontemporery Indians of Washington State live in tribes with'

>:-;-1.1..;:::!.,s4eservatl.iiris,. in tribes without ,reservatiOns; or .iii the cities^.-1..t.4

contemporarY Indians strive to Increase their land base and todevelop programs that would make theiL self7eupporting.

'...:4rbeeIndians have:-organl.xed.7tO help.-eaCh:. other and fight for.

.s.,- their rights -ae,',-fulL members of rite Adericen46C4ety.:: Indiatia-óf Washington State have 'a rich cultnre-which they try

to preserve. - ...- : ..

. .0.. .r.

...;

The student is able" to;

The student_!

the contributiOns Of the Indians of Washington State andappreciate their cultural values,

.

..

.

-148-1

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3,

,3

?'3

3

3

F.

SMALL SCHOOLS PROJECT0 LCr y, CI Q

OC° LI. Z7 e

Social Studie§ c,(4

rtrNf.

UBJECT:

.SPECIFIC AREA: Map and Globe Skills

ftre $iudeni. knows:.

the directions of left and right; up and...down.the...Earth is the place,in whichthe globe is a'.representatiOn of the Eititi

, .

cf!, Th

i;

---studeat to

identify -a map as being a special flat drawing Of a location.identify a, globe as a small model of the Earth.idedtifi, land and water (by color) on the map, or globe..

The student y41ues:

7-1497,

SMALL SCHOOLS PROJECT

7tSUBJECT:-,-_:___SOCIal Studies

Hapland Globe Skills--yuibol1sm, Directions';7SPECIFICAREAl.

.

lb

0 C.Iv e

40 0gb

c/ ',

K 1

The student knows:

Symbolism:map symbols:lines on mapmap symbolsmap sYmbolsrepresent.

Directions:

are special combinations of :colorS,.shapes andSc .

stand fcirl real objects or informationAnd maps are much smaller than theobjects'theY

the names. of the four main geographic. directions are North,South, East and West. .

the:leteersymbols.S.., S., E..., W.', stand for the WordsNorth,.South,' East and West. . . .

the opposites'of each of the fouecardlnai directignS.

,

The student is able to:

Symbolism:identify water and land by color.-draw a simple room uap using symbols.

Directions:,

, name the four' main cardinal'diiections.match the cardinal directions with symbols N., S., E., W.give the opposite of each cardinal direction.

:

v'The Student vztlues:-

-150-

1

,1

1

.1

SMALL SCHOOLS PROJECT

-.SUBJECT' Social Studies:

SPECIFIC AREA Map and Xnowledg

:.

--

...-,. .. '...,..:

el 44 4.,ir,i ..* CI .c.

ZO 4Z i.*'. e.. :. --1,1'... :. ..6'0 Oob

,c ts, '`,k::_:_'.%.2.-;i:--S-4*__ ___ __ ._

K 1- 2

The student. knov: . ., . ..--. map and globes provide information about names of places, what

they ate; and where they are located.,

: oceans- are the largest bodies of water and continents are the t... it-

largest land areas.North America Is the name of tut continent and it is- surrounded

,by three oceans: '

North America is divided int6 countries and the United States ofAmerica is the name bf our country...,the United States of An.lerica is di#:1 into 50- areas called,states,. and WasliingEon` s *the.nam' e our state:

. his/her city or local community is within the state.day and night is caused by the sun and the, spinning of the eartb.

--

The student is. to:.

-,refer..tb''mapa.and globes for geog aphic information.. . locatt oceans and cantinen,ts. on a glol4e. '. - -... , . .

.-.1oCate and 4.dentifyAlciitit ..6meilsa*:and..ita-surronndini oceans(Pacific,.-..A.t.lant)k,.:,iiCtic);:locate his/her country (USA) on a map or', globe. -:locate"-the State of Washington .an. -a map or globe.

.

. ?.

I.

coo

-

I 1w VtLtdent alues:

-1517

:

,

SMALL SCHOOLS PROJECT

SPECIFIC AREA:

44.0

0clo 0 4.4 0b ,c9 0

V.co

41.

Map and Globe.SkillsLegend and. Ke

K

The student knoWs:. - , . s._____

the meaning of several commofily used. dap symbols: rivers,-.mountains, cities.

..,:-.-

o es.

..., the-meaning of both the terms "key" and 'legend:"the importance of the key or legend as the first reference touse in order to discuss the meanings of map symbols.the names-of the four maindirections andltheir opposites.

. that directions are used to, find theJocations of places onmaps. aad 'globesthat'the. word "Sihereis used to describe. the round shapetheearth. ..

.

that the glbbe isvery,smalland the earth is Very 'large (scale)..that a'globe is the most accurate representation of the earthbecause it has the same shape.that maps provide more detail than globes..an atlas contains many different kinds of maps,

The student isabietol.

locate,the key or legend On a map. `6.use the key on%aemap to explain the various symbols fOund7on::,a p.

to West, North' and South when given the direction East...(where the sun rises). ...--- .. Q. .v. -. -.:-..'"-:,.., .

usez'olirections:.fp:abdate4lifcei on a map.

find and identify some oceans, continents,, countries, states.and cities on globes and. tape. . '

4.

stmdeni values:

a

,_

2

2

2

-1

SMALL SCHOOLS PROJECT

-410OUBJECT Social_Studies

S ?ECIFIC AREA: Map and Globe Skills-^-GeograPhic Knowledge

4t, - 1../*ts,

(3.o.

_4t.

_

K

The'student knows;

Ehe names and locetions of the seven continents and-:.four Oceans.the difference between the terms ,contineiiti-, aceans, countries,states and cities. A

that the .equator is an imaginary line that divides the *with inhale,' midway between ;Ile north and smith 'poles.that the&word "hemiSfAiere" describes half of .a sphere, and -thatthe' earth,can be divided into any number of-hemispheres. .

that, all dk the earth north "..of the :equator is the Inorther4

heiisphere and -that all of the earth., s4:t.h. of .the equator is

the "outhernhemisphere-i'

that winter, spiing,.....Sunimer and autumn are the names of season

and.that the .tilt of the earth and its movement around the sunis 4e cause of seasonal Changes.the term "distortion" arid, that a globe is more accurate'representation, of the earth than ,a flat world map.that- woOd Maps can be more detailed and convenient to use.than'globes and that they are valuable references as long as the 1obiervek is. aware of the distortion.

The student is 'able to: .

-locate-the equator On maps and globes: y.locate the northern and southern hemispheres on a globt.'':'.indicate how the climatic conditions of an afea' would, cikang-e;with the changeSOf the angle: of.:the suers rays upon the:eat:P.use the term "dis-tort (ed'r ion)",to explain why themore accurate, representation of thearth than a flat world.

. give reasons why world maps:are s,sometilieS.:more useful

globes..label the. seven continent's and four' oceans on..eithe.r namelesSslate, globe or .a world map.:give examples of a .continent., ocean, country state and city ona .globe.

.

The student vulueS:. :; ;

1 L..

-153-

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3 ,

33.

70

SMALL .SCHOOLS PROJECT , .r

.;4'.1Y..

:"Social ,,StudiedSUBJRCT:

SPECIFIC AREA:

The student ,knowg:

a map.:

that. the. key and/or legend is 'lased_ to interpret_ symbols on...

that siia:ris show both man-made and natural. featires onearth,(bridges, ,dams, /roads, cities: mountainS, lakea',.. 7.rivera,-,'-islands .. : ''.": ".'.'''

,' -the difference betWeenHmap syMbOls for an internationaly.-boundary and -a national: boUndary., cities of different sizes

. 7. andcapital citiOs-on. 4 4.1nited States map.

r.

The student is able to:

use a key and/or legend -to interpiet map symbols s own on a map;identify -the natural and man, made features shown ,on map.show examples of an interOtionaI boundaryli'a nationalboundary, a city of over .one million and a capital city ona United. States map.

-.:111e student values;

vu

'SMALL SCHOOLS PROJECT'

SoCial'Studies

4.

.,-...........

SPECIFIC AREA: Map and Globe SkillsDirections

1,

-.

.

The student knows: ..,, .

. -

that the sun, appears to rise in the east and set in the west'...,

. the. names of the four main directions and their oppdgites.that. the cardinal directions are determined by the South and,north:poles.

. 'that ne"rth iutOward the north pole, south is toward the southpole and tharnorth: south, east and west can be determined. ona globe by following along the printed gridlineg.

,

.

.,

. .

r

,

t.%

3

3

,

.

.

.

O/4.7

np

k

:If/

-

' 2'"

..,: ,

,,

'-'-m

.,

.

.

.

,..4.-

41

7'.---

.

-.

-

i .'

s

.,

,:,

,.

, .

.

-

-,..-

,:-;

-

.

-

I,

t-',

,,-

-'',.-....,

The 'student is able to:

. de ermine east or west from the position of the sun.

. determine any of the other threedirections when given either. .

. north, south, east or west as 'a reference.k . locate and identify the north and south poles on a globe. -

1, 'locate any place north, south, east or west of a given' -.

,:.i...eferenCe on a globe by using the grid lines'as a guide, (corn-. . -.

plte understanding of the grid. system-is not expected)..

.

. -v----,-..fd e ,'t"'

0.e,fr i

-'1-_.

----------,. . ' .. , .

. .

4, -- /

,-..0

A > '.,.e.. .

,

,.rile student values:

-.I

v.' ,;::

,a .:

r-

/ - r-

I '- Qs.../ %";..1 -155-

,

SMALL SCHOOLS. PROJECT

SCIENCE _PROGRAM GOALS

The student values science as a way of learning andcommunicating; about self: others and the environment.

The student,is able to use scientific problem-solvifig and ,_.inquiry processes.

The student as- able to Use the conventional langdUe,.instruments aa operations of Science.

- --.

The student knows significant scientific assumptions,theories,,priniiples, laws, facts and iheir cultural anhistorical contexts.

, .

$.-.T1* student is able to use scientific knoWiedge,proceSSesconventionNto,clarify values, exaMine'issues, splve

personal and Slial..problems and to satisfy personal--curiosity. 1;-

. .

The student relates science learningsto:the planning and.fulfilling o£ persona];,, vocial and career ;life roles.-

.

Thestudent realizes 'and' takes An'actiVeresponsi--bility for ,applying scientificlearnings to ;Ms/herown

.-e"s

'

The student realizes that scientific learnings relatedirectly to his /her .actions which can affect thesociety, family, coMmun ,-nation and world.

p 1

.C. The student realizes andtakesarNdictiVe responsi-

bility for directing the relationship of scienceto'sotiety.

-, .

7. The student values science for its aesthetic cOn'_ tribution-,

to his/her continuing personal experience.

The.student is able tO.initiate personally novel ideasrelated to science.

9. The student is,confide9t of his/her right to develop,Wold oxexpress conventional or unusual ideas related

10 The student-possesses the initiative, and- skill to formulatepioduCtivescientific questions.

.

-157-It! previous numbered rage Inthe original document was blank

I. CHANGE

II. CYCLES-

SCIENCE. SCOPE (R.3)

°. CAdr,, . ee 000000

ipp!". 711,-; 111.14;

.159

III ENERGY -. oo 000 o . ow' !No .o ',lir.

IV. ENVIRONMENT

ORGANISMS.oo 0000 . C .141rier;" ; oo o oo1-.

VD. PROPERTY OF MATTER. ..

El

'162

.163

164

. 'SMALL SCHOOLS.71WECT

;Fb.,UV.....,..Le VS.. .3,......l., G.

_1.SPECrtle AREA: Change

The student knows:

.

change occurs only as a result of interaction between two orf=. :,more things.

.) all things change with time.

. 'changes vary' in their nature, e.g., physic.11, chemical, stateand position.

. ,

. certain factors produce-change, e.g., an application of a'force,addition or,subtraction of asubstance from a, -compound ormixture, heat and light.

-.

.

-

.

'.,

'

--,,,

,

.

'.°

K-31-3:

,

2-.3

11-3

.

K-3

',,-..

1

,;7`.7i.-

K-3

--3

,

.

.

K-3

4-3'

p

.

.

,

.,-,-,

.....

The stucCent is able to;--.- ..

.,

. identify changes in objects,fe.g.,, shape, position, of, . .

- povement,-as the'Tesult of an applicatieft=4f4orpg:'',. -

, 'den:til.hanges in .1 substance, e.g., ise,...to'waiii -T;43iero--,vapor, .as. the result of an applicatio4e6f heat,vt',...;%z A.:* -::.:.-.

identify changes in substances as the result.a*rptigtiirk-:-i4'''''

light, e.g., darkening of photographic._ paper, b*.4..,..,n.ilsf.news-

print, darkening of ozalid paper, lading%of const/AdOiC;ii.4'aper:. identify changes in substances as the result of expii"stp-:a.iV

e.g., rusting of iron, drying of bread apple torninpilyptL,/. identify changes in plants due to. maturation... identify changes in animals due to maturation and/or need for

--- ____protection.. identify daily changes in the weather, e.g., temperature,

.

relative humidity, cloddiness. .

. ,,...,.:

_, .

_.

- ..,--

.-

0,.

Iho student vaiues: , ..-

-

variation.., weather changes foi recreation and variation.. 'his/tier own physical, mental and social-growth.

94 .

. .

..

. .

,,

41.W, . 1..) A.,/..

...:

. -15v-V

SMALL: SCHOeOLS 'PROJECT

ScienceDuo...Jr-L.1..

SPECIFIC AREA: nycipq

K 1234,

.4,

The student knows:.

.

. the .term "cycle" means a-series of 'events or operations thatrecur regularly and usually head back to the starting point.-:there are several common cycles which influwee his/her life,e.g., life cycles, earth-sun cycle, earth-moon cycle, water cycle,weather cycles. -i-- .

. some cycles they influence the nature of other cycles..

the progression of the daily earth-sun cy le ,

..-. the progression of the,yearlyiarth-sun cycle.- ,--

-

the 'progresSion of/ tbA-RiXategrofr-the moon-- -.-.:-. .''' -.. the progression of the water cycle.

.2 '---.1-d -,_. ....-1-4,.

. there are many job opportunities in science.. - '

.

..

- '1C-3

-

-

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The student is able-to:

l. identify the major:ev ets in the life cycle of a plant (formationof seeds, seed leaves and roots, stem and leaves, flowers). '

. identify the majoe-stages-(egg, larvae, pupae,- adult) In the life/

cycle of an animal suck as the Darkling Beetle (meal worm).identify position changes in a shadow '(shadow stick) as the hourlyan daily position of the sun changes.identify

,

local ncion., ''.

identi6r.seasonal chadges (winter, spring, summer, autumn) asthe sun changes its relative position on the horizon.identify hourly and-daily position changes of the moon. :

. identify the major events in the progression of the water cycle(evapora;iPn;'tranepoitation, condensation).

.;'' identi&fe4'piogression of weather changes as the tea§ons change.

.

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,

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.

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. . . 1. -!he student values:

-

.

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weather changes for recreationand,vatiation. .

.

.

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b.

SLL SCHOLSPROACT

Science

'iieTFlt-AREA: Energy

KIP,

.

The .tudent knows: < . . ----:-.

.. that energy is the abilitytdi animal or system-to bring aboutchanges.in its surroundinga:or in itself. ... K-1

. that energy may take many forms, e.g., heat, light, electrical,motion, mechanical, sound:. 1-3that we depend on numerous sources pf energy, e.g., animals

.-;wOod, coal, natural gas,. oil, el.ectricity, wind, sun. -3 .

that one form of energy may .be-converted to another form ofenergy-g., heat to electrical, wind to mechanical; 'electricalto me4aliical. . K- -

that energy may- be transferred,from one object .or organism toanother object or organism.that there are many job opportunities in science.

-... -

The student is able to:-

identify different forms of energy used in his/her daily experi-ence, e.g..,.heat, lighf,,e/ectrical, oil, sun,,sound. 1

identify energy chains in his/her daily environment, e.g., foodchain: sun--grass-cattle-7human .

identify evidence of energytransfer, e.g., .electricity tooperate a motor to.move anobject$ vibrating 'wire to producesound.

identify Variables that affectfthe amount of energy transferred;e.g.,-mass and velocity of moving objects.

.

.

.

,'

.

, .

-...

Ihe-.;;tlident vanes:- .

the develop4d ways of utilizing and conserving limited energy1

!-sources. . ,

developing new ways of conserving limited, energy sources. -

developing new ways of using unliMIted energy sourCes. -3 -.

,

.

. _.

. .

,

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_..--161-

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.

-SMALL SCHOOLS PROJECT.

SUBJECT: Science

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SPECIFIC AREA: FSIvirnnmpnt

The student knows

.there is order to everything in our environMent.

,

interdependence-means two or more things supporting each -Other insome way. .

' 2-3Interaction means at least two things acting on one another.: , 2-3the place an organism lives is called its "habitat." ,Achange.in.thearganism to meet changing environmental conditionsis called "adaptation."

. .

"population" means organisms of the same.typeAiVing in aT definable area.

_clean air and water are essential to maintaining a heatthful en-vironment.

non-living things obtained from theearth:are,Oomposed of minerals.rocks are -composed of minerals.soil is mostly composed of weathered rock's.

i...,..there are many ioh-opportunities in science.

.

K 2 4

The student is -a:, :.

.

identify order in nature..- .

identify examples of interdependence indescribe the. function of an organism's habitat, e.g., prOvides

'Shelter, food, conditions for reproduaion.identify -example§ of adaptation.in.aur environment, e.g., dif-.':ferent colors, different beak forms, different forms of4lacomotiondifferent diets, different leaf forms, different rootLpartterns.identify the effects of air-and-water.Pollution on plants andanimals in restricted environments.identify several common minerals, e.g.,.quirtz, feldspar, mica.

'fidentify.Seyeral common rockse.g., granite; basalt, limestone,

identify several common soil forms, e.g., clay, loam, sand.demonstrate how they can conserve and:enjOy their environment.

6.

..

The.student.value's: . . .

/1. that order enables us to organize and function within our ...,

environment.interdependenCe and Interaction as. necessary to, the Survival, of' anenvironment..

. change and adaptation as.necessary to the.suramal within an!envirOnment.-

,

-162-

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2-3- 3,

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3

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7-3

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SMALL SCHOOLS PROJECT

; Science

SPECIFIC AREA OrganismqA 1:

., 111e- student knows:,

-:All things are., classified as _living ornon-living.-all living things are classified as either plant or animal.the:gross characteristics of plants, e.g., growth, production of.its own food, reproduction.the gross characteristics of animals, e.g., growth:\nses of.other.organisms :as food, locomotion, rapid response, to stimuli, repro-duction. -. ",' . -

Organisme must reproduce in order to continue the species.individual'organisms may die, but the species will continueif reproduction is adequate%

. ,organisms respond to change in their environment, e.g., wet -dry, warth-coid, light-dark. _ .

. fossils rdOresent examples of former plants or animals. .

44..,=:, t.

- are--manytherare--many -job oppottunities in science.; ;'

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-

-

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.

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K-3

K-32-3

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2-3-

2-3-

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K-3

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K-3,

K-3

K-3

K-1

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isstudent able to: . .'The.

.

classify things as living or non7living. .

. classify living things as plant or animal- , . T ,--',7.

. identify the main parts of certain.plants as root, stem, lea.. ,-,:t.

' ,and flower. - .. - -,

-,r. describe. the function, of the root,' stem, leaf and .flower. ,

. identify the conditions of good Nelant growth, ':e.. light, water,.

air,'Soil. - 1 -. - .

- - -.

describe the germinaiiod of seeds, e.g.., beans -' (cycles).",'_describe,ways in which seeds are transported. . :

-.adentify the main parts.of'certain animals, as head,,body,:`apparatus, for locomotion, apparatus for obtaining food, eye.

., describe the function of, major perms of an animal, e.g.', of the.

insect:- -head, thorax, abdomen, legs, eye., .

identify the .conditions' for good animal growth, e:g., air, water,food, adequate temperature in the environment, shelter brprotective mechanism,

. describe the stages of animal development, e.- youth, maturity,old age. . ., .

q

,

. identify ways in which animals obtain food. ..

identify ways in which animalsprotectthemselves, e.g., colora-tion, flight, gang, claw. -' _" . .

identify responses of plants and animals to changes in their-environmentl:e.g.,.reduced body temperature (animal), loss of , ;

moisture (plant.. and animal), inability'to manufacture food (plant),loss-of skin pigmentation (animal), avoidance of adverse stimuli(aalmal):

__..

.

The student values:.1 ------/-F . the role of plants in his/her daily life. -

. the role of animals :in hiS/her daily_ life. .

. his/her behavior as an organism.

. ,2 -

!

-161-

SMALL SCHOOLS PROJECT:

't../

TtD -Science

SPECIFIC AREA:. Propgrty of Matter',.t.

K 1 2

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3.

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The §tudent knows:., .

. the names of primary colors

. th"e names of primary shapes, e.g., square, circle,l.triangle,,,.riotangle; diamond. - .

. .

.,

. that texture is a property of objects and substances, e.g.,rough, smooth. -

that taste is a property vb-many substances.. that odor is a property of many substances.. that .color is a property ,of many objects and substances.. that weight isa. propertyof abjects. -.

.4., ,

that size is a property-of objects.-- -- .

. that shape is a property of many objects. A

that solids occupy space, have a definite shape, and have mass.'tha Jiquids take the shape of their containers, occupy space

..--'.and have mass. , .'=" , -

...,

.,'. that- ases,take the shape of-their containers; oeupy all thespace in their containers and have mass.

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The student is able. to: .,

. -

- . group objects arc rding to color.-...

. -

. -group objects acc ding to shape.reproduce a shape w en given its name. ,

group objects by weight, i . ,

. group objects -according to size..,,'

. group Objects by -texture.-

-

group .objects by one property. , %...

.:' group objects by more than one property.. compare properties of objects.

identify some of the materials from which objects are made..:identiO the properties of, the same material in different forms,e.g., liquid, wood, metal. , .

.:

. demOnstrate that an object's form can change yhiie its materialcomposition remains the same. .. .

-

demonstrate that some objects float in water and that. some sink.

(7). ..

.

.

.

.

rhe stuciept values:.

. ,

properties as -a means of identification. .

-,..

the use of properties Tn. describingobjects'and organisms.-

.

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4. ,t .2._........_

-164-

r 6

SMALL SCHOoLS.,ONZEQT

0:SUBJECT: Science,.

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CO 474, ; Q.;

4.04frtz,co 0.

co 4,'Kr

SPECIFIC AREA: Symmetry

1:

The student knows:-_

..

.

symmetry means co'iZeSpondenCe7in size, shape'and.relative: :.position of parts on opposite sidesof a dividing line, in a

.'repeated sequence, or about

.

..a,center oraxis. ..

. .-theivrimary aspect of_SymMetty'ris balahce. t...

bilateral symmetry means matching on both sides of a. center line.

rotational symmetry means matching of original paleiern as an

objest is,turned around its center. :: ': :, E

traMlatIhal symmetrS; ro-edhsireetition.ihpatterh in-a sequenCe:..-...... , .

, :::.. -.. ,

...., -..-

.

11`

FIB

The student. is able to

identify Symmetrical and nonsYmmetrical patterns.. .

classifY obj;ectsand/or-prgansmS.as -example's of bilateral,

rotational orItr*lationalCorr-eltponding elements in::symmetrical atterns:

YtonstruCt eleMents'v parts-6j 'complete ...nimatr sal patterns

4

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0

O

Til.a!student vftlueg:

symmetiyAn nature:'symmetry'of man-made bbjectS'.symmetry asan:.aspect of belutY.

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15-3

1-3

1-31-3

K-2

2-3.

1 -3

K-3

K-3

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