History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Child discusses and contributes ideas for drafts composed in whole/small group writing activities.

describe how American values are different and unique from those of other nations.

explain the significance of selected stories, poems, statues, paintings, and other examples of the local cultural heritage.

punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and

Number and operations. The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value. The student is expected to:

Child interacts and provides suggestions for revisions (add, take out, change order) and edits (conventions) in whole/small group writing activities.

Citizenship. The student understands the promises of the Declaration of Independence and the protections of the U.S. Constitution and the Bill of Rights. The student is expected to:

Culture. The student understands ethnic and/or cultural celebrations. The student is expected to:

correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.

compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate;

Child shares and celebrates class‐ made and individual written products.

identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, non-violent protesting, litigation, and amendments to the U.S. Constitution;

identify the significance of various ethnic and/or cultural celebrations; and

publish and share writing.

History. The student understands the causes of exploration and colonization eras. The student is expected to:

describe the mathematical relationships found in the base-10 place value system through the hundred thousands place;

Conventions in Writing

evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments and congressional acts such as the American Indian Citizenship Act of 1924;

compare ethnic and/or cultural celebrations.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

identify reasons for English, Spanish, and French exploration and colonization of North America; and

represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers; and

Child writes first name (or nickname) using legible letters in the proper sequence.

explain how participation in the democratic process reflects our national identity, patriotism, and civic responsibility; and

compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, , or =.

Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate.

summarize the criteria and explain the process for becoming a naturalized citizen of the United States.

Science, technology, and society. The student understands how science and technology have affected life, past and present. The student is expected to:

dictate or compose literary texts, including personal narratives and poetry;

compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.

Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to:

Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words.

describe how science and technology change communication, transportation, and recreation; and

Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

dictate or compose informational texts, including procedural texts; and

History. The student understands the foundations of representative government in the United States. The student is expected to:

dictate or compose correspondence such as thank you notes or letters.

explain the reasons for the growth of representative government and institutions during the colonial period;

evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Thurgood Marshall, Billy Graham, Sandra Day O'Connor, and Hillary Clinton; and

represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines;

Child uses appropriate directionality when writing (top to bottom, left to right).

explain how science and technology change the ways in which people meet basic needs.

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and

explain the importance of Congressional Medal of Honor recipients such as Army First Lieutenant Vernon J. Baker, Army Corporal Alvin York, and Army Master Sergeant Raul "Roy" Perez Benavidez.