Summary of Skills

Unit 1: Living Things and Their Environment

Science, Social Studies, Language Arts

Language Arts

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

Science

• Ask questions about organisms, objects, and events during observations and investigations.
• Collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools.
• Communicate observations and justify explanations using student-generated data from simple descriptive investigations.
• Compare results of investigations with what students and scientists know about the world.
• Examine how living organisms depend on each other and on their environment, ask questions about organisms, objects, and events during observations and investigations.
• Examine how living organisms depend on each other and on their environment.
• Identify and compare the properties of natural sources of freshwater and saltwater.
• Identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things.
• Identify ways in which plants and animals closely resemble their parents in observed appearance and ways they are different.
• Know that groups of organisms of the same type have characteristics in common as well as characteristics that may vary.
• Know that plants and animals resemble their parents in appearance, needs, life processes, and interactions with the environment, even while being unique.
• Observe the properties of earth materials as well as predictable patterns that occur on Earth and in the sky. The students understand that those patterns are used to make choices in clothing, activities, and transportation.
• Observe the properties of earth materials as well as predictable patterns that occur on Earth and in the sky; understand that those patterns impact living things.
• Plan and conduct descriptive investigations such as how organisms grow.
• Recognize that organisms differ from or are similar to their parents based on the characteristics of the organism.
• Recognize that there is variation among individuals that are related.
• Record and organize data using pictures, numbers, and words.
• Within the living environment, explore patterns, systems, and cycles by investigating characteristics of organisms, life cycles, and interactions among all the components within a habitat.
• Within the living environment, explore patterns, systems, and cycles by investigating characteristics of organisms, life cycles, and interactions among all the components within their habitat.

Unit 2: The Miraculous Journey of Edward Tulane

Science, Social Studies, Language Arts

Language Arts

• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
• Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
• Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• Describe how characters in a story respond to major events and challenges.
• Describe how reasons support specific points the author makes in a text.
• Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
• Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
• Form and use the past tense of frequently occurring irregular verbs (e.g.,sat, hid, told).
• Identify real-life connections between words and their use.
• Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
• Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
• Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• Recall information from experiences or gather information from provided sources to answer a question.
• Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
• Understand and use prepositions.
• Use an apostrophe to form contractions and frequently occurring possessives.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
• Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
• Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
• Use reflexive pronouns (e.g.,myself, ourselves).
• Use sentence-level context as a clue to the meaning of a word or phrase.
• Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.
• With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
• Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Unit 3: Connecting with the Past

Science, Social Studies, Language Arts

Social Studies

• Apply vocabulary related to chronology, including past, present, and future.
• Be able to make a timeline detailing important events from the lives of historical figures such as Rosa Parks, Pocahontas, George Washington, etc.
• Be able to make a timeline detailing important events in the student's life (e.g., birth, first day of school, etc.).
• Compare various interpretations of the same time period using evidence such as photographs and interviews.
• Create and interpret timelines for events in the past and present.
• Demonstrate chronological thinking by visually distinguishing among years, decades, etc. using a timeline to provide historical information showing sequencing of events.
• Describe the order of events by using designations of time periods such as historical and present times.
• Describe various evidence of the same time period using primary sources such as photographs, journals, and interviews.
• Explain how people and events have influenced history.
• Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day, Independence Day, and Thanksgiving.
• Identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings.
• Identify contributions of historical figures.
• Identify different genres such as history books, biographies, autobiographies, etc. are used to find out information about historical figures.
• Know how events are organized on a timeline to understand the past, recent and present.
• Know how timelines provide detailing of important past events.
• Learn to identify and compare characteristics indicative to a particular time period when viewing media such as photographs, pictures, interviews, etc.
• Recognize how historical figures, patriots, and good citizens helped shape the nation.
• Recognize multiple sources can communicate varied perspectives to provide a fuller understanding of a time period in history.
• Recognize that events often put in order by time to help organize our understanding of the past, present, and future.
• Recognize that historical events are often led by dynamic personalities that may help set a course that can change history.
• Recognize the difference between and identify example of primary and secondary sources.
• Understand how various sources provide information about the past and present.
• Understand how various sources provide information about the past.
• Understand that events or issues can be better understood through the study of the lives and contributions of historical figures contained in historical narratives.
• Understand that timelines provide detailing of important past events.
• Understand the difference between a primary and a secondary source, examples of each, and how their values as sources vary.