Introduction to the Elementary School’s Curriculum At A Glance
At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts, including conceptual connections to Mathematics.
Language Arts - The Language Arts curriculum is guided by American Education Reaches Out (AERO) English Language Arts Curriculum Framework, including standards and performance indicators, as the basis for our instruction. The language arts program in the Elementary School is taught through a balanced literacy approach that integrates reading, writing, language, listening and speaking. The foundation for these literacy skills is language and an understanding of how language works. A variety of programs and resources are in implementation to support this curriculum framework. In addition, our growing classroom libraries, Elementary School Library, as well as, a variety of online reading programs support our balanced approach to literacy instruction. Mathematics - The curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies. Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS). Every NGSS standard has three dimensions: disciplinary core ideas (content), scientific and engineering practices, and cross-cutting concepts. The aim of the Elementary School Science Program is for the students to be scientifically literate and to be knowledgeable about the important concepts and theories of the three main branches of scientific study: earth, life and physical sciences. Social Studies - The Social Studies curriculum is designed to help children ask fundamental questions about the world in which they live. Recurring themes—such as culture, community and citizenship—unite the subject studied at all levels. Activities and discussions help students understand where they live and the world around them, including studying the traditions of various nationalities.
Fourth Grade Language Arts Curriculum at a Glance Reading
Writing
Speaking & Listening
At this level the reading process is used to understand and interpret a variety of literary texts.
At this level the skills and strategies of the writing process incorporate aspects and conventions of writing.
At this level students learn strategies to listen and speak for different purposes.
At this level the four domains of English are implemented with an intermediate command of conventions and grammar.
Students will be able to:
Students will be able to:
Students will be able to:
Students will be able to:
Reading: Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words Read with sufficient accuracy and fluency to support comprehension Reading: Literature Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Determine a theme of a story, drama, or poem from details in the text; summarize the text. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character's thoughts, words, or actions) Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g. Herculean) Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in
Write opinion pieces on topics or texts, supporting a point of view with reasons and information Write informative/explanatory texts to examine a topic and convey ideas and information clearly Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting
Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally Identify the reasons and evidence a speaker provides to support particular points Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes Differentiate between contexts
Language
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Use knowledge of language and its conventions when writing, speaking, reading, or listening Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies Demonstrate understanding of figurative language, word relationships, and nuances in word meanings Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise
the text Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range Reading: Informational Text Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text Determine the main idea of a text and explain how it is supported by key details; summarize the text Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or subject area Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears Explain how an author uses reasons and evidence to support particular points in a text Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range
Conduct short research projects that build knowledge through investigation of different aspects of a topic Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources Draw evidence from literary or informational texts to support analysis, reflection, and research Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation
actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g. wildlife, conservation, and endangered ,) when discussing animal preservation
Fourth Grade Math Curriculum at a Glance Process Problem Solving
Reasoning And Proof
Communication And Representation
Students will be Students will be Students will be able to: able to: able to: Analyze a problem to determine the question(s) to be answered and identify necessary and extraneous information Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem Try more than one strategy when the first strategy proves to be unproductive
Draw logical conclusions about mathematical problems Follow a logical argument and judge its validity Review and refine the assumptions and steps used to derive conclusions in mathematical arguments Justify and explain the solutions to problems
Content Connections
Numbers And Operations In Base Ten
Students will be able to:
Students will be able to:
Use inquiry Use techniques to mathematical solve ideas from one mathematical area of problems mathematics to Use a variety explain an idea of methods to from another represent and area of communicate mathematics mathematical Use physical ideas through models to oral, verbal, explain the and written relationship formats between Identify and concepts and translate key procedures words and Apply phrases that mathematical imply thinking and mathematical modeling to operations Use informal solve problems and that arise in mathematical other disciplines,
Read and write numbers in words using standard and expanded form Compare numbers using place value and symbols Round a multi--digit number to any place Add and subtract multi--digit numbers using the standard algorithm Choose the correct operation to solve a multi--step word problem and interpret any remainders in the problem Multiply a multi--digit number by a one--digit number Demonstrate multiplication of two two--digit numbers using rectangular arrays, place value, and the area model Demonstrate division of a multi-digit number using place value, rectangular arrays, and area
Measurement And Data
Operations And Algebraic Thinking
Geometry
Students will be able to:
Students will be able to:
Students will be able to:
Describe the relative size of units and represent larger units using smaller units (metric and customary). Convert larger units into equivalent smaller units. Solve word problems related to measurement that include whole numbers, fractions, and decimals Use formulas to solve problems involving area and perimeter
Define factors and multiples and list the factor pairs of any number between 1 and 100 Define prime and composite numbers and determine if a number is prime or composite Generate a number pattern that follows a given rule
Identify a point, line, line segment, ray, angle, parallel lines, and perpendicular lines, and show examples by drawing Classify two-dimensional shapes into categories Classify shapes by angles Generate a shape pattern that follows a given rule, and identify additional shape patterns within a pattern that go beyond the rule
Select and use strategies and procedures to find solutions to problems Interpret and solve a variety of mathematical problems by paraphrasing Check the reasonableness of a solution
using manipulative and physical models
language to explain why certain strategies or procedures were used to find a solution
such as rhythm in music and motion in science Identify, explain, and use mathematics in everyday life Use technology, including calculators, to develop mathematical concepts
models (2--digit dividends and 1- Identify the parts of an angle digit divisors) and define it by Use models to create and explain referencing why different fractions are measurement in equivalent degrees Understand that when comparing two fractions, the same whole must be referenced Compare two fractions by reasoning about their size or by creating equivalent fractions with a common denominator Order fractions using <, >, and = Add fractions with denominators of 10 and 100 Add and subtract fractions and mixed numbers Solve word problems with fractions Create a line plot with fractions and use the information to solve addition and subtraction problems Explain the relationship between a fraction and a decimal Write a fraction with a denominator 10 or 100 as a decimal Identify the tenths and hundredths place Show decimals on a number line Compare decimals to the hundredths place
Define symmetry Identify shapes with symmetry and draw a line of symmetry
Fourth Grade Science Curriculum at a Glance Waves and Energy (Physical Science) Students will be able to: Use evidence to construct an explanation relating the speed of an object to the energy of that object Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electrical currents Ask questions and predict outcomes about the changes in energy that occur when objects collide Apply scientific ideas to design, test, and refine a device that converts energy from one form to another Obtain and combine information to describe that energy and fuels are derived from natural resources and that their uses affect the environment Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move Generate and compare multiple solutions that use patterns to transfer information
Structures, Function, and Information Processes (Life Science) Students will be able to:
Processes that Shape the Earth (Earth Science) Students will be able to:
Develop a model to describe that light reflecting from Identify evidence from patterns in rock formations objects and entering the eyes allows objects to be seen and fossils in rock layers to support an explanation for changes in a landscape over time Construct an argument that plants and animals have internal and external structures that function to support Make observations and/or measurements to survival, growth, behavior, and reproduction provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or Use a model to describe that animals receive different vegetation types of information through their senses, process the information in their brain, and respond to the Analyze and interpret data from maps to describe information in different ways patterns of Earth’s features. Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans
Fourth Grade Social Studies Curriculum at a Glance Students in fourth grade engage in interdisciplinary thematic units of study. The focus of these units is on depth of knowledge and engagement with the themes of Time, Continuity, Change, Citizenship and Culture. US States and Regions The US States and Regions unit consists of three major focal points. These focal points include government, geography, and state history. Students learn research, and map skills. Students make a PowerPoint about a state that they have researched and produce timelines. They are exposed to early United States history.
Students will be able to: Compare past and present situations and events Explain the cause and effect relationships in the interactions among people and cultures that have lived in or migrated to a community or region Give examples of people and events, and developments that brought important changes to a community or region Describe the ways in which the English colonists became Americans before, during, and after the Revolutionary War Interpret timelines of events studied Give examples of people, events, and developments that brought important changes to a community or region Describe the impact of various technological developments Describe the Bill of Rights and the US Constitution
South America The South American unit exposes students to regions, which provides them with the opportunity to describe and compare places. There is a focus on the physical attributes of the continent and a study of South American people and culture. Students research sustainability and migration.
Modern Olympics The Modern Olympics unit analyzes Modern Olympic Games, which are rooted in the ancient ideal to strive for perfection. Compare and Contrast events, rituals, and ceremonies of the ancient Olympics and the modern-day Olympics. Students read and summarize passages. They also actively take part in a mock Olympic game. Students will be able to: Students will be able to: Describe the history, interaction, and contribution of the various peoples Interpret timelines of events studied and cultures that have lived or migrated to a community or region Compare maps of the modern world with Use a variety of historical sources including artifacts, pictures, and historical maps documents to help define factual historical evidence Describe how an Olympic athlete Compare information from the multiple sources recounting the same honors his country by participating event in the Olympics Describe the impact of various technological developments Describe the myths and stories of classical Greece; give examples of Greek gods and Define culture and discuss the many facets that make up a culture goddesses, heroes, and events, and where Identify the factors that make the South American region unique, and how we see their names used today including cultural diversity, industry, agriculture, and landforms Observe and reflect on past and current Give examples of places that are similar and different from South events as well as one’s own personal America Characterize the South American regions using different types of features feelings in order to delve deeper into a topic such as physical, political, cultural, urban, and rural Compare and contrast the ancient and Read, retell, and write about folktales related to South America modern Olympic games Give examples of developments that brought important changes to a community of region through the humanities Explain and correctly use the elements of maps and globes
ď&#x201A;ˇ Explain the relationship between geography and important industries
Fourth Grade Specialist Classes Curriculum at a Glance Art
Music
Physical Education
Technology
Foreign Language
Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures.
Students will be able to:
Use accurate pitch Remember longer phrases Begin to use some breathe control and posture Use correct articulation Demonstrate increasing aural memory Demonstrate increasing physical control and sound projection Develop a clear understanding of low and high pitch in relation to instruments Use wind instruments as well as tuned and un-turned percussion Begin to develop some breath control in relation to playing Students will be able to: instruments Work on their own, in groups of Identify and explore different different sizes, and as a class forms of art Begin to play two part harmony Understand that art can Hold their part in a two part convey ideas and serve harmony different functions Develop a clear understanding of Manipulate the elements of harmony (bass, chords, melody) art and the principles of Perform music using gradual design, including: line, shape changes of tempo and and form, color, value and dynamics texture, Balance, Contrast, Use musical emphases/accents and Movement, Emphasis, musical phrasing Pattern, Proportion, and Sing or play with use of Unity dynamics, musical phrasing Distinguish between different appropriate to the forms and styles of art and composition’s musical ideas make informed decisions Perform with intent about their ideas or functions Integrate elements of music with used in the creation of the melodies, rhythms, and musical
Students will be able to:
At this level, Level I Students students develop will be able to: Send a ball to a moving target competencies i n Catch an object sent with different Mouse and Comprehend amounts of force Keyboard use, common Move to strike an object with hand or Graphics, Word expressions and implement alternating hits with partner processing, Content structures used Strike a ball demonstrating a bump, area in everyday volley and serve reinforcement situations as Punt or dropkick a ball (reading and spoken by Maintain a dribble with hands and feet writing), teachers and using the dominant or non--dominant hand Simulations, native speakers Demonstrate a ready position and move Multimedia accustomed to quickly to move a ball presentations, dealing with Move to an open space to receive a pass Data handling, and language Keep an object away from one or more Introduction to learners opponents with one or more partners Programming. Participate in Move to fake or avoid an opponent. limited oral Position self to protect a space or goal Students will be exchanges on Create and perform a dance and able to: familiar topics to gymnastic sequence develop Mount and dismount a vault or proficiency in the Demonstrate apparatus target language increased Create a sequence of jump rope skills competency in Identify touch typing Understand and use movement concepts essential Use word information in related to dance, gymnastics or sport processing, short written Demonstrate basic game tactics in graphics, texts to partner or small group activities research, and recognize Recognize that appropriate practice simulations written improves performance tools to structures of Understand the purpose of rules and demonstrate the target apply that knowledge to a variety of understanding language physical activity settings and depth of Write Identify personal benefits of participation knowledge in expressions and in physical activity outside of physical subject area short sentences education content, in the to convey Participate in moderate--to--vigorous activities
Level II Students will be able to: Use appropriate vocabulary, gestures, and oral expressions for greeting, introductions, leave taking, and other common or familiar interactions Use the target language to express needs, feelings, and ideas related to everyday situations Understand the basic ideas of oral messages and short conversations based on simple or familiar topics appropriate at this developmental level Understand oral and written descriptions of people and objects in the environment
art Demonstrate an understanding on how to use certain artistic forms or styles to convey specific ideas or functions Use the vocabulary of art to compare and contrast works of art Use art concepts and vocabulary to evaluate their own and others artwork Self-assess choices when planning and creating art Use artwork to communicate and enhance understanding of concepts in other subject areas Recognize that art objects, motifs, and styles define cultural identity; relate works of art to a particular time period Know and compare the characteristics of artworks in various eras and cultures and describe a variety of art objects in historical and cultural contexts Understand that culture and historical events influence art Brainstorm and generate many original ideas for a prompt Create planning sketches before a project
devices, to perform and/or compose music Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs Perform/compose music that is true to cultural ad stylistic trends Read music from traditional notation Read rests and note values Recognize the treble and bass clefs, bars, bar lines, time signatures, and music ties Identify elements of music within the context of performance of an ensemble, using appropriate terminology Use provided criteria (i.e. technical accuracy, instrumentation, timbre, projection, diction, stage presence, musician communication and chemistry, precision, synchronization, appropriateness of venue, etc.) and appropriate terminology to evaluate the quality of a composition or performance Recognize distinguishing characteristics of a representative musical genre or style as they have been applied or appear in a musical selection, in relation to historical or cultural trends
outside of physical education class for longer periods of time Develop an awareness of participation in physical activities as a conscious personal decision, choosing activities for the purpose of improving skill and health Perform activities that enhance fitness components Maintain continuous aerobic activity for a specified time, and demonstrate an ability to pace performance relative to intensity and duration Relate personal fitness strengths and weaknesses to the ability to perform various tasks Work cooperatively and productively with a partner or small group to complete an assigned task Make judgments about safe use of equipment and space Demonstrate acceptance of skills and abilities of others through verbal and nonverbal behavior Identify the purpose of rules, procedures and safe practices, and apply them in physical activity settings Practice physically challenging activities in order to experience success and continue to play Enjoy participating in physical activities that are personally interesting. Celebrate personal success and achievement, and that of others due to effort and practice Accept the challenge of learning a new skill or activity and enjoy expanding their
areas of social personal ideas, Learn poetry, studies and concepts, and songs, proverbs, science information short anecdotes Use technology Learn general or narratives to handle and facts concerning Write in a variety interpret data the geography of of formats to the country and Work describe and cultural heritage independently provide and lifestyles of and information the people in collaboratively about oneself, order to develop a to create and friends and cultural present a family, school awareness variety of activities multimedia Use technology Use technology projects to present to research and information about present on a Use the online family, school variety of learning events, and information of platform celebrations designated special “Moodle” projects, school Use of email events, and including: celebrations email etiquette, writing an email, salutations Use of Google Apps, including: Google Docs, Google Slides
movement repertoire