South Union Elementary
Kindergarten Grade Level Expectations
3rd / 6 Weeks
Subject Area / Learning Goal
Reading
Understands print contains the message and shows an interest
in books/ reading.
 I can identify the character in the story.
 I can identify the settings of the story.
 I can identify the major events of the story
 I can identify the author and illustrator of a text and
explain their roles.
I can describe how two different texts are alike and different.
I can describe why things happen in a text.
I can describe the order of events that happens in a text.
I can identify the reasons an author gives to support points in
a text.
I can identify the front and back cover and title page of a book.
I can identify the main topic and supporting details of a nonfiction text.
Identifies High –Frequency Words such as make, play, said,
good, she, all , he, no, do, down, have, help.
Language Arts /Writing
Create a drawing and use writing to represent their thoughts
and experiences.

I can use illustrations and writing to tell my reader
about something interesting that has happened.
 I can tell my reader the events that happened.
 I can tell my reader the order of events in which they
happened.
 I can tell my reader the reaction to what happened.
 I can use an illustration, telling and writing to create a
text that informs my readers about a topic.
Begins to show an interest in writing by using known letters or
symbols or their own graphic to express their idea
 I can use adjectives to describe something I am
writing or speaking about.
 I can print uppercase and lowercase letters and
identify and record using letters sounds..
 I can use verbs to write about actions.
I can recognize that letters make up words, words make up
sentences, and sentences make up stories.
What you can do at home to help your child
Read with your child at home; take regular trips to the Public
Library. Ask your child questions about the characters, settings
and events of the stories.
Discuss roles of the author and illustrator.
Discuss how characters, events and ideas are alike and different
from two different texts.
Discuss reasons that cause events in the text.
Discuss order of events using first, next, then and finally when
discussing what you and your child have read.
Discuss what the authors want you to learn from a text and why
it is important.
Assist your child in the process of identifying the front and back
cover and title page of a book. Discuss main topic and the
supporting details of the text.( This book is about what and
why.)
When reading with your child look for words in the text, play a
game to see how many you can find. Continue with first set of
flash cards and add 2nd set of sight word flash cards.
Encourage your child to draw and explain their topic while
writing about their picture.
Encourage them to write letters to grandma, help with the
grocery list, Make birthday cards for relatives. Practice locating
capital letters and punctuation of sentences. Use and identify
adjectives when speaking and writing.
Help your child identify a letter, beginning and end of a word,
beginning and end of a sentence within a story.
Math
Count to 100 by ones and tens.
 I can orally count to 51 by ones.
 I can orally count to 100 by tens.
Counting by ones from any given number.
 I can count by ones from any given number.
Count objects one by one up to 21.
 I can count each object in a set one by one.
 I can understand that the last number said tells the
number of objects counted.
 I can understand that one more number means one
more object when counting.

I can count a set of objects up to 21 no matter how
they are arranged.
Writing numbers 0-20
 I can count objects up to 20 and record that number
that represents that amount.
Compare two sets of objects.
 I can compare two sets of objects up to 21.
Compare two numbers 1-10
 I can compare two numbers between 1-10 presented
as written numbers.
Represent addition and subtraction
 I can represent addition and subtraction problems
within 5.
Have child orally count 1-100 by ones and tens. (Practice while
brushing teeth, in the car, getting ready for bed, play counting
games, etc.)
Play counting games and have your child count by ones from any
given number. Ex: 6, 7, 8 etc.
Have your child count objects by moving objects one at a time
and say the number out loud. Ex: have your child count out a set
of objects and ask how may they counted. (count pennies, toys,
buttons, etc.)
Spread objects in different arrangements (line, circle, square,
rectangle, etc.) and have your child count the objects and say
how many there are.
Have your child practice counting objects and recording the
number up to 20.
Give child two sets of objects to count and have them explain
which set has more, less or if they are equal. (pennies, buttons,
spoons, etc.)
Write down two different numbers between 1-10. The child will
compare the numbers by using objects to represent those
numbers and tell which number is more.
Ex: I have three pieces of candy and my mom gave me 2 more
pieces. How many do I have now?
Ex: I have 5 pieces of candy. Now I have three. How many did I
eat.
Other things you can do to ensure your child’s success: A good night’s sleep – 10 hours is the
recommendation for 5-6 year olds, a healthy breakfast, positive discussions about school and
their accomplishments.
3/24/2016
South Union Elementary
First Grade Level Expectations
3rd/ 6 Weeks
Subject Area / Learning Goal
Reading
I can ask and answer questions about key
details in a text.
I can retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
I can describe the cause/effect relationship
that exists between two events in a text.
I can identify the author’s purpose for writing
a text.
I can identify ways that two texts on the same
topic are alike and different.
I can identify two individuals, events, ideas or
pieces of information that are connected.
I can identify consonant clusters: l blends, s
blends, and r blends: cl, bl, fl,sl, gl, sc, sp, sk,
st, sl, sm, sn, tr, br, gr, fr, cr, dr
I can identify consonant diagraphs: wh, th, sh,
ch, tch, ph
I can read long a and long I words (cvce
words) Words that end with an e that make
the vowel say it’s name-example late. The e at
the end makes the a say it’s name.
Language Arts/Writing
I can write from observations and experiences
to express and convey information
I can understand the concept of a noun
I can organize ideas in a logical order
What you can do at home to help your child
Before reading a story, have your child ask questions they
have about the story. While reading, see if the questions
were answered in the text.
Read a fable such as, The Boy Who Cried Wolf and discuss
the lesson learned in the story.
Read No David! Talk about what happens and why.
Read a story and decide if the author wrote it for
entertainment or to provide information.
Check out books about animals at the library. Have at least
two nonfiction and two fiction books. Read them together
and have your child point out the differences.
Read “The Three Little Pigs” and create a puppet out of a
paper sack. Have them tell how they interacted with other
characters from the story.
Make a tic-tac-toe board with the consonant clusters in the
spaces. To place your x or 0, you must come up with a
word that starts with that cluster.
Create a list of words with your child that has these
consonant diagraphs at the beginning or end of the word.
Example: that, with; cheese, lunch, witch.
A long vowel is a vowel that says it’s own name. Example:
cake, bike, street, boat, use. Circle the long vowel and see
how many other words you can come up with.
Choose a small moment (something your child has
experienced) and write about it. (Ex. Going to the park,
visiting grandparents, celebrating a birthday, etc.)
Cut out pictures from magazines. Have your child place
them under the correct column of person, place, or thing.
Sequence a small moment story using first, next, then, and
I can write facts about a topic in a writing
piece.
I can create a conclusion for a piece of writing
that lets a reader know it is finished.
Math
I can count numbers to 120.
last.
Have your child write about winter. Have them write about
what happens during winter, what activities they can do
during winter, and what they wear during winter.
After your child has written about winter, have them write
a conclusion sentence about their story. Example: These
are some things that happens in winter.
I can show that in adding 2 digit numbers, you
add ones to ones and tens to tens.
Give your child a number to start at (not 1) and count to
120 from that number.
Use one pretzel stick (to represent the group of ten) and
cheerios (to represent the ones) to have your child show
the number you say.
Example: 25 + 13= Add the ones 5 + 3= 8. Add the tens 20
and 10= 30. 30 + 8= 38
I can choose a strategy to solve subtraction
problems with multiples of 10 up to 90
Example: 40-10= 30 ( 4 groups of 10 and take away 1 group
of 10)
I can determine the operation to solve word
problems with unknowns
I can use strategies to solve addition and
subtraction problems.
I can identify the unknown- addend in a
subtraction problem.
Joe had 5 apples. His dad gave him some more. Now he has
8 apples. How many apples did his dad give him?
If you know 8 + 3= 11, then 3 + 8= 11 (“switcheroo”)
I can tell time to the hour and half hour using
analog and digital clocks.
Ask your child the time at different parts of the day. Talk
about the day’s events and what time they happen.
I can represent and organize data with up to 3
categories (e.g. tally, chart, bar graph)
3/24/2016
Create a tally graph or bar graph of favorite ice cream. (Ask
your friends and family.)
I can represent numbers 11-19 with a ten and
some ones.
For example, subtract 10 – 8 by finding the number that
makes 10 when added to 8. (If we know 8 + 2=10, then 108= 2)
I can count back from a given number and how When you are in the car, give your child the number 24.
it relates to subtraction.
Ask them what is two less than that number. (Model
counting on) Use other numbers.
I can add and subtract fluently within 10.
Use addition and subtraction number flashcards to play a
game with your child.
I can put 3 objects in order by length and
Use shoes and have your child put them in order by length
compare them.
from shortest to longest.
South Union Elementary
2 Grade Level Expectations
nd
3rd/ 6 weeks
Reading
I can ask and answer who, what, where,
when, why and how questions.
I can identify the major event, including
what happened and why it happened.
(cause/effect)
I can recognize the beginning, middle and
the end.
I can retell the introduction and the
conclusion.
Language Arts
I can write a story in sequential order.
I can recognize different kinds of sentences.
I can use commas correctly in a letter.
I can use quotation marks to show that
someone is speaking.
I can read and write compound words.
Math
I can solve one-step word problems with
numbers within 100.
I can fluently add within 20.
I can fluently subtract within 20.
Pick a story. After reading, the child needs to come up with 5
different questions for the adult to answer.
Discuss cause and effect. Use the following examples:
brushing teeth prevents cavities, washing hands prevents
sickness, and I go to bed early in order to feel good the next
day.
After reading a story, fold a piece of paper into three
sections. Draw and write the beginning, middle, and end.
Pick a story, such as The Lion King. Write what happens in
the introduction and at the end. Your sentences may start
with:
In the beginning…. At the end….
Think of an event you have participated in. Write a
paragraph, putting it in order. Check for descriptive and
signal words.
Show a picture. Have the child write 3 types of sentences
about the picture, using a . ? !
Write a letter to a friend or relative in a different state.
Hold a conversation with your mom or dad about school.
After talking, record what you said on paper.
Place macaroni noodles down to show “ “ around the
speaking parts.
Use Easter eggs to write a compound words on. One word
goes on one side, and the other word goes on the other side.
Pull the eggs apart after writing the word and put back
together. Examples: jellyfish, butterfly, driveway.
Allow your child to show you how they would solve:
I have 37 red apples and 45 apples. How many apples do you
have?
I had 96 butterflies and 44 flew away. How many do I still
have?
Pull out 20 cheerios. Make different addition problems with
the cheerios (examples: 4+5, 9+3)
Pull out 20 chocolate chips. Make different subtraction
problems with chips. (examples 9-4, 16-6). Eat the chips you
subtracted, and your answer is what’s left!
I can identify one, tens and hundreds.
I can count within 1000.
I can use the <,>, = symbols
3/24/2016
Create numbers by rolling a dice three times.
Record the numbers in order. Have your child draw the
hundreds with a square, tens with a line and dot for the ones.
Draw each number after you roll a new number.
Out loud, start at different numbers and start counting. Start
at 243 or 678. Count from various numbers.
Use pretzels and make 2 small piles. Count each pile and
discuss which is greater, less than, or equal. Repeat.
South Union Elementary
3 Grade Level Expectations
rd
3rd/ 6 weeks
Literacy
Common Core Standards
I can determine the central message, lesson, or
moral in a story, fable, folktale, or myth. I can
identify key details to support the message, lesson,
or moral.
I can compare and contrast two characters using key
details from the text, to deepen my understanding
of characters in a story.
I can use information the author gives me explicitly
to support my answer to questions.
I can create an original narrative.
I can use a thesaurus to help me find the exact word
I need to express my thoughts.
Phonics:
I can blend, read and spell :
 words with oy and oi.
 homophones.
 words ending in -er, and -le.
 words with the contractions n’t, ‘d, and ‘ve.
 words with ar, or, and ore.
 words with er, ir, ur, and or.
Math
What You Can Do at Home to Help Your Child
Visit the library and have your child pick out a fable,
folktale, or myth. After reading, ask them to
determine the central message, lesson, or moral of
the story. Ask them to identify the details that
support the message, lesson, or moral.
Students create a venn diagram to compare/contrast
two characters from a story. After completing the
venn diagram ask them what key details they used
from the text to get their answers.
After reading a selection, ask your child questions
about the story. Ask them to go back into the text
and give the evidence that supports their answers.
Have your child write an original narrative that
includes:
 an introduction of the narrator or characters.
 a sequence of events that unfolds naturally
and makes sense to the reader.
 a combination of dialogue and descriptions
to develop experiences and show a
character’s response to situations.
 Sequencing words and phrases to signal
event order.
 A relevant conclusion to provide closure.
Use a thesaurus and find exact words that could
replace the following words and maintain the same
meaning.
happy, fun, good, cold, excited, big, cute, nice, mad,
like, get, funny, fast, run, said, go, little.
With your child’s weekly spelling words, have the
child practice by looking at the word, saying it,
covering it up, and then writing the word.
Common Core Standards
I can fluently multiply numbers with factors up to 10
(up to 10 x 10).
I can fluently multiply numbers using equal groups,
arrays, skip counting and repeated addition.
Play “Circles and Stars” with your child.
You will need 2 sets of number cards 1 through 9.
You can use the numbers from a deck of cards or
make your own. Shuffle each set of number cards
and place each set face down on the table. The first
player picks the top card off one deck and draws that
many circles on a paper. Then they pick the top card
off the other deck of cards and draw that many stars
inside of each circle. After that, they write a
multiplication sentence for the number of stars and
circles. The first number should be how many circles
they drew and the second number will be how many
stars they drew in each circle. For example, if they
drew 5 circles and 3 stars in each, the multiplication
sentence should be 5 x 3 = n. Then solve the
problem. When the first person has completed the
problem, the second person follows the same
procedure. Whoever has the largest answer is the
winner for that round. Play as many rounds as you
like. You can also play 5 rounds, add the answers for
each round, and the winner is the person with the
highest total at the end. Also ask your child to write
the related division problems. For example, if the
multiplication problem is 5 x 3 = 15, the related
division problems would be 15 ÷ 3 = 5 or 15 ÷ 5 = 3.
Write a multiplication problem on a piece of paper.
Then ask your child to show how they could solve it
by drawing equal groups, arrays, skip counting, and
repeated addition. Examples of each are shown.
Repeat this process over and over with different
problems.
3 x 5 = 15
Equal groups (3 groups with 5 in each group):
XXXXX
XXXXX
XXXXX
Array (3 rows with 5 in each row):
XXXXX
XXXXX
XXXXX
Skip counting (skip counting by 5, three times)
5, 10, 15
Repeated addition (adding 5 three times):
5 + 5 + 5 = 15
3/24/2016
South Union Elementary
4 Grade Level Expectations
th
3rd/6 Weeks
Subject Area / Learning Goal
Reading
Can describe a character, setting, and major events
in detail from a text.(Lit 3)
Can describe how descriptions in a text help me
visualize the characters and setting of a story.(Lit7)
Can make a summarization by determining the main
idea and key details in a text. (Inform 2)
Can explain important events in a text and why.
(Inform 3)
Can identify the structure used to organize a text.
(Inform 5)
Can describe information provided from either
firsthand or secondhand account. (Inform 6)
Language Arts
Can read and write compound words
Can read and write words with the endings –ed
or -ing
Can read and write words with the final -e
Can read and write words in which the final y
changes to an i.
Can recognize and produce synonyms.
(Language5)
Can write an informational/explanatory text
about a topic and provide facts and ideas to
support the topic. (writing 2)
Can conduct short research projects about
topics I find interesting to broaden my own
understanding and help readers understand
different aspects of a topic. (writing 7)
Math
Recall multiplication facts using practice
strategies
What you can do at home to help your child
Have student describe a character from their favorite
book or comic using specific details about their
character traits and emotions.
Discuss with your child how authors help them
visualize characters and settings in a story.
Choose and read a non-fiction article , summarize the
article by using the main idea and key details.
Read an article from the newspaper and discuss what
the effects of the event.
Find an article and discuss the if the text is
chronology, comparison, cause/effect,
problem/solving, ideas, concepts, or informational.
Take student to library and find an example of a diary
and explain if it is firsthand or secondhand and why.
Student keeps a list of the compound words they
read in their chapter book and reads them to the
parent each night.
Choose 4 words from their reading, add the
suffixes to each word, and then write them in a
sentence.
While student reads aloud find 3 words that end
with a final –e.
Identify 10 words that the final y changes to an -i
and write in a short story.
Use weekly spelling list and find a synonym for
10 of the words
Have student make a brochure about their
favorite summer vacation or trip.
Take student to library and research a place they
would like to visit in the future and why.
Practice multiplication facts using flash cards.
Have your child explain the strategy (or trick)
they used to figure the answer.
Identify multiples of 2,5, and 10
Mentally compute the product of 1 digit times 10,
100, 1000 and their multiples.
Estimate products of 1 digit numbers times multi-digit
numbers.
Find the products of 1 digit numbers times multi-digit
numbers.
Estimate products of 2 digit times 2 digit numbers
Find the products of 2 digit times 2 digit numbers
Make predictions and collect data from real life
situations
Construct and interpret bar graphs, line graphs, point
graphs, and circle graphs.
Use number cards ranging from 1 to 100. Play “go fish”
and focus on finding multiples of 2, 5, and 10.
(e.g. 18 and 14 are multiples of 2, they could be a match;
20 and 50 are multiples of 10, they could be a match.
The person with the most matches wins when
all the cards are chosen.
Play “How much is….”
(e.g. Think of a 1 digit number to multiply by 10, 100,
or 1000. Say “How much is 5 hundreds?”500
“How much is 8 thousands?” 8000 “How much is 3
tens?” 30)
Play “What’s Closest…”
(e.g. Is 3412 times 2 closer to 6000 or 7000?
Is 299 times 5 closer to 1400 or 1500?)
29 x 3=_____( what is 20 times 3 plus 9 times 3?)
313 x 5=____ (what is 300 times 5 plus 10 times 5
plus 3 times 5?)
Play “What’s closest…”
(e.g. Is 34 times 44 closer to 1200 or 1300?)
34 x 18 = ___
69 x 32 = ___
Collect data by interviewing family members for
favorite color, sport, food, etc.
Use tally mark to record the data.
Make bar graphs, line graphs or circle graphs with
data collected.
Record possible combinations of objects.
Give real life examples of combinations. (clothes,
food, gifts)
Identify possible outcomes of events and the
likelihood; record the results as fractions.
2 out of 6 friends came to the birthday party.
10 out of 10 pieces of pizza were eaten.
*Reading:
 After reading a story, discuss the story elements. (Setting, Characters, Main Idea,
Details.)
 Retell the story using beginning, middle, end, and theme. Use specific details when
describing each element.
 Read a variety of texts including non-fiction.
*Writing:
 Practice writing using a variety of vocabulary.
 Practice writing using proper punctuation, capitalization and varying sentence lengths.
 Practice spelling grade appropriate and pattern words correctly.
*Math:
 Work on practicing multi-step story problems using real life examples.
 Practice math facts by playing math games, using flash cards, and by using the
computer program Fast Math.
3/24/2016
South Union Elementary
5th Grade Level Expectations
3rd/6 weeks
Subject Area/Learning Goal
Reading
I can explain relationships or interactions
between individuals, events, ideas, or
concepts.
I can support my thinking with specific
information from the text.
I can apply this in historical, scientific, and
technical texts.
I can identify the structure used to organize a
text.
I can compare and contrast the structure of
two or more texts.
I can examine multiple accounts of the same
event or topic.
I can identify and discuss similarities and
differences between each account.
Language and Writing
I can select a topic, determine my point of
view and provide reasons supported by facts
and details from the text to support my
purpose.
I can create opinion pieces using an
organizational structure that includes:
- an introduction including a clearly
stated topic, point of view and ideas
to support my point of view.
- reasons supported by facts and
details presented logically to support
understanding
- linking words and phrases to connect
facts and details to support my
opinions.
a concluding statement or section to provide
closure that supports my point of view.
I can use the root words graph, meter, port
and ject to help me determine the meaning
of a word.
What you can do at home to help your child
Have child show the relationship between two people or
events in real life or fictional stories by comparing and
contrasting them using a Venn Diagram.
Using ideas from a Venn Diagram, have child explain or
support their thinking using specific details from the text.
Compare and Contrast ideas or concepts in historical,
scientific, or technical texts using a Venn Diagram.
After reading, have child orally identify how the text is
organized (i.e. sequence of events, cause and effect,
chronological order)
Have a child use a T chart to find similarities and differences
after reading two short stories.
Have student read multiple texts on the same topic or event
and identify the similarities and differences in the stories.
(i.e. “The Three Little Pigs” from the pigs’ point of view and
the wolf’s point of view)
After reading a nonfiction opinion text, have child identify
their point of view about the same topic and provide reasons
for their point of view, using details from the text for
support.
Have child practice writing an opinion paper. Have them
identify the following parts by pointing out, highlighting, or
underlining: Introduction, Reasons supported by facts and
details, Linking words and phrases, and Concluding
statement.
Have child identify the meanings of the root words graph,
meter, port, and ject. Give examples of longer words that
contain these roots and have child identify or look up their
meanings.
I can use the prefixes in-, im-, il- and ir- to
help me determine the meaning of a word.
Have child identify the meanings of the prefixes in-, im-, and
ir-. Give examples of words that contain these prefixes and
have child identify or look up their meanings.
Math – Addition/Subtraction of Fractions
Solve word problems using addition and
subtraction of fractions with like and unlike
denominator
Using a recipe, add the fractions to get a total amount of
similar ingredients. (i.e. ½ c. brown sugar + ¾ c. white
sugar= how much total sugar in the recipe?) Subtract the
fractions to see how much more of one ingredient you are
using than another. (i.e. ¾- ½ =)
Use benchmark fractions and number sense
to estimate fractions mentally
Use a number line to plot fractions using benchmarks such as
0, ½ and 1. Estimate which benchmark each fraction would
be closest to.
Make a map with 2 or more locations. Use a line plot to
show the distances from each place to the next using miles
and fractions of miles.
On the web, search addition and subtraction of fractions at:
www.coolmath4kids.com or www.brainpop.com
or make up addition and subtraction problems of your own
using fractions and mixed numbers with like and unlike
denominators.
Make a line plot to display a set of
measurements in fractions to solve real
world problems
Add and subtract fractions and mixed
numbers with like and unlike denominators
using equivalent fractions
Compare two or more fractions with unlike
denominators using equivalent fractions
Make fraction cards from index cards and play “fraction
compare” (each player starts with the same number of cards,
each player lays their top card down at the same time, the
player with the higher fraction takes both cards. Winner is
the player who gets all the cards or has the most at the
game’s end)
3/24/2016
Extension Activities
* Reading Logs (required 20 – 30 minutes daily outside time spent reading independently or
with an adult)
*Oral Reading (fluency-pacing, pronunciation, unknown words and comprehension)
*Vocabulary Memory Game