Summary of Skills

Age 6-8 - Concept 2: Relationships

Unit 1: Living Things and Their Environment [LA] [S] [SS]

Language Arts

  • Answer questions about a text
  • Compose complete sentences with correct punctuation
  • Connect experiences and ideas with those of others through speaking and listening
  • Determine a purpose for listening
  • Divide a whole into halves, thirds, and fourths
  • Extend skills in written language by producing written products
  • 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.
  • Read and follow simple directions
  • Record or dictate knowledge on a topic
  • Use pronunciation, sentence meaning, story meaning, and syntax to decode words
  • Use words that describe characters, setting, action, and events in simple text
  • Use writing skills to complete graphic organizers
  • Use writing to make a variety of products
  • Write and/or participate in writing by using an author's model
  • Write to communicate with an audience

Math

  • Build an understanding of place value
  • Compare and order numbers
  • Compare and order sets
  • Connect model, number, and word
  • Count by tens
  • Count by twos
  • Count numbers in a set
  • Create and solve problems using addition and subtraction
  • Create and solve problems using fair shares (fractional amounts)
  • Create sets of ten
  • Create sets of ten using objects
  • Create, model, and solve problems involving addition and subtractions
  • Develop fluency with single-digit addition and subtraction
  • Model and create addition and subtraction problems
  • Order whole numbers
  • Read and write numbers 0-99
  • Recognize even and odd numbers
  • Recognize if a number is greater than or less than another number
  • Use a variety of strategies to solve addition and subtraction problems
  • Use grouping with models and pictures to solve problems

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 explanations about investigations
  • 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.
  • Conduct simple investigations
  • 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.
  • Investigate the needs of a variety of different animals
  • 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 compare collected information
  • 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 [LA] [S] [SS]

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.
  • Compose a variety of products using the writing process
  • Connect information and events to personal experiences
  • 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 causes and effects
  • 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.
  • Listen responsively to stories read aloud
  • 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.
  • Read graphs, charts, and signs
  • Recall information from experiences or gather information from provided sources to answer a question.
  • Recognize and relate similar vocabulary use and concepts across experiences
  • Recognize the story problem or plot
  • Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
  • Respond to text through drama and art
  • Retell a story
  • Share personal experiences and responses
  • Share personal experiences by recording personal responses
  • Understand and use prepositions.
  • Understand story structure
  • 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 new vocabulary in speaking and writing
  • 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.
  • Use words that describe and name characters, setting, and action
  • 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.

Math

  • Answer questions using information in graphs
  • Collect and display data using tallies
  • Collect and sort data
  • Collect, organize, and describe data using line plots
  • Collect, organize, and display data
  • Construct graphs
  • Describe events as certain, impossible, more likely, or less likely to occur
  • Divide a whole into parts
  • Interpret information on graphs and charts
  • Order whole numbers
  • Use groupings and models to count by fives

Unit 3: Connecting with the Past [LA] [S] [SS]

Language Arts

  • Answer higher-level questions related to a text
  • Describe how illustrations contribute to text
  • Identify causes and effects in a text
  • Identify the problem in a story
  • Listen critically to stories read aloud
  • Make predictions about a text
  • Participate in rhymes and songs
  • Participate in writing using an author's model of language
  • Read aloud independently
  • Read poems
  • Recognize and use correct verb tenses
  • Respond through art to stories and poems in ways that reflect understanding
  • Retell events in a story
  • Understand simple story structure
  • Use capitalization and punctuation in a sentence
  • Write independently using inventive and standard spelling as well as complete sentences
  • Write poems

Math

  • Combine geometric shapes to make new shapes
  • Compare and contrast geometric shapes
  • Compare and order numbers
  • Construct a bar graph using data
  • Construct a line graph using data
  • Describe temperature using words
  • Describe time on a calendar
  • Describe time on a clock
  • Develop an understanding of the concept of time
  • Estimate capacity of objects
  • Estimate length, capacity, and weight
  • Identify, build, draw, and name parallelograms, trapezoids, hexagons, and squares
  • Measure attributes of objects
  • Measure capacity
  • Measure length, capacity, and weight
  • Measure the length of objects
  • Order events by how much time they take
  • Order numbers
  • Read temperature on a thermometer
  • Recognize temperature
  • Skip count by fives
  • Solve problems involving spatial visualization
  • Solve problems using the application of a clock
  • Tell time to the hour and half hour
  • Use a calendar to measure time
  • Use standard and nonstandard measurements

Science

  • Communicate explanations about investigations
  • Communicate findings from investigations
  • Gather information using equipment and tools
  • Make decisions using gathered information
  • Plan and conduct simple investigations
  • Use tools and equipment to gather information

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.