South Union Elementary
Kindergarten Grade Level Expectations
6th / 6 Weeks
Subject Area / Learning Goal
Reading
I can identify the main topic of a non-fiction text.
I can identify the key details that support the main
topic.
I can tell important events in the order they happen.
Using words first and next.
I can describe how the experiences of the characters in
two different texts are alike and different.
I can describe the order of events that happens in a
text.
Identifies High –Frequency Words such as ,today,
draw, was, give, small, far ,sing, here, full, pull, every,
of
Language Arts /Writing
Create a drawing and use writing to represent their
opinion about a topic.
 I can use common phases (I like, I do not like,
My favorite)
 I can print uppercase and lowercase letters and
identify and record using letters sounds.
 I can use verbs to write about actions.
 I can use prepositions to show connections
between words in a sentence.



I can isolate and pronounce the beginning,
middle, an ending sound in spoken words.
I can blend sounds to make words.
I can identify rhyming words when listening to
words when read out loud.
Math
Decompose numbers
 I can show a set of 10 using two different
colored objects.
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 what the book is about. Use the words first
and next when discussing stories.
Discuss what happen to characters of different texts
and compare how they are alike and different.
Discuss order of events using first, next, then and
finally when discussing what you and your child have
read.
When reading with your child look for words in the
text, play a game to see how many you can find.
Continue with all set of flash cards and add set 6 of
sight word flash cards.
Encourage your child to draw, write, and explain
their opinion about a topic.
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.
Say word sounds slowly and have your child blend
the sounds to make the word.
Say words that rhyme and have your child identify
the words that rhyme.
(decomposing) 10=7+3 2+8=10 4+6=10 1+9=10 5+5=10
0+10=10
Ex: I have 10 crayons. 2 are red and 8 are blue.
Ex: I have 4 red crayons and 6 blue crayons. How many crayons
do I have?
Operations
 I can fluently add and subtract combination
within 5.
Base Ten
 I can compose and decompose teen numbers
11-19 rooted to ten.
Geometry
 I can describe the location of an object.
Geometry
 I can name 2D shapes.
 I can identify and make 2D shapes.
 I can identify and make 3D shapes.
 I can tell the difference between 2D and 3D
shapes.
 I can describe the similarities and differences
between 2D and 3D shapes.
 I can build and draw 2D and 3D shapes.
 I can make bigger shapes from smaller shapes.
Your child should have memorized addition and
subtraction facts up to 5.
All teens are composed of one group of ten and at
least one one.
Ex: 18 = one group of 10 and 8 ones
Have your child use the describing words (above,
below, beside, in front of, behind, next to) when
describing the location of an object.
Have your child name, identify and make the
following shapes.
2D (square, circle, triangle, rectangle, hexagon)
3D (cone, sphere, cylinder, cube)
Your child knows that a 2D shape is flat and a 3D
shape you can see all the faces, edges and sides.
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.
3/16/2016
South Union Elementary
1st Grade Level Expectations
6th/ 6 Weeks
Reading
I can identify the cause/effect
relationship that exists between two
events.
I can describe characters, settings,
and major events in a story, using
key details.
I can explain how fiction and nonfiction texts are different.
I can retell stories, including key
details.
I can compare and contrast the
adventures and experiences of
characters in a story.
I can recognize and read words with
the –ed, -ing,-er, -est, -ly, -y and -ful
endings.
I can break apart two syllable words
and know that each syllable must
have a vowel sound.
Language Arts/Writing
I can develop and state an opinion
on a topic and provide reasons for
why I feel this way.
I can create a title or introduction
that provides my reader with my
topic.
I can create a conclusion for my
writing that lets my reader know it is
finished.
I can recall information from own
experiences to support writing.
Math
I can use >, <, = symbols to compare
two 2 digit numbers.
Read, “Cat in the Hat” and discuss what happened and why.
Read “Horton Hears A Who” Have your child write or draw pictures to
tell what happened in the beginning, middle, end.
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 Goldilocks and the Three Bears. Have your child write or draw
pictures to tell what happened in the beginning, middle, end.
Read a few stories from the series, “Frog and Toad.” Tell about the
adventures they have from each story.
Look through a magazine or a newspaper. Find words with these
endings and highlight them with a highlighter.
While driving in the car, say some words with your child. Have them
clap the syllables. Example: summer= sum/mer, happy=hap/py
Have your child pick their favorite sport and provide reasons why that
sport is the best sport.
Have your child add a title to their opinion writing about sports.
Have a child add a conclusion to their writing piece about sports.
Example: Basketball is the best sport around!
Make sure your child includes specific experiences about their actions
and feelings related to their favorite sport.
32 ___17 Have your child explain that 32 is greater than 17. Have them
say, “I know this because….”
I can add a 2 digit number and a
multiple of 10 within 100.
33 + 10= 43;
29 + 10= 39;
37 + 20= 57
I can explain how to find 10 more
and 10 less than a given 2 digit
number.
I can use equations to represent a
problem.
22 + 10= ___ Ask your child how they can quickly solve this problem
by counting up by a group of 10.
I can identify the unknown- addend
in a subtraction problem.
For example, subtract 10 – 5 by finding the number that makes 10
when added to 5. (If we know 5 + 5=10, then 10-5= 5)
I can use strategies to solve addition
and subtraction problems.
I can add and subtract within 20
using helpful strategies.
If you know 9+ 3= 12, then 3 + 9= 12 (“switcheroo”)
I can determine the missing value in
an addition or subtraction
problem/equation.
For example, determine the unknown number that makes the equation
true in each of the equations 8 + __ = 11, 5 = ___ – 3,
6+6
=____ .
I can determine where the minute
hand must be when the time is to
the hour and half hour.
Give your child a time to the hour and/or half hour. Have them draw a
clock and illustrate that time.
I can compare the lengths of two
objects by using a third object to
compare them.
Use your sock and your child’s sock. Use the remote control as a
measurement tool. Then have your child measure his/her sock against
the remote control. Have your child make statements such as, ―My
sock is shorter than the remote control and your sock is longer than the
remote control. So, my sock is shorter than your sock.‖
I can represent and organize data
with up to 3 categories .
3/16/2016
Create a tally graph or bar graph of favorite color. (Ask your friends and
family.)
Tell your child a story problem and have them write the equation they
would use to solve it. Example: Mom made 10 cookies. She ate 3. How
many cookies does she have left? ( 10-3=___)
Ex: adding 6 + 7 by creating the known equivalent 6 + 6 = 12 then
12+ 1 = 13
South Union Elementary
2 Grade Level Expectations
nd
6th / 6 weeks
Subject Area/Learning Goal
Reading
I can describe characters in a story.
I can read two versions of the same story and
locate details that are important to each version.
I know and use text features: captions, bold print,
and subheadings.
I can identify facts and opinions the author gives
me to support their point.
I can recognize words quickly and make my reading
sound natural.
What you can do at home to help your child
Read a favorite book. Draw each character. Put descriptive
words around the character.
Go to the library and get two different versions of The Three Little
Pigs. Make a list of how they’re different and how they’re the
same.
Look up an article on the internet about Solids and Liquids. Print
it off and highlight the dark words and headings you find.
Read an article from the newspaper about a sport, or another
topic of interest. Search for facts and opinions. Write your own
opinion about the topic.
Pick any story and read one page three times, sounding like you
talk.
Language Arts
I can write for a variety of purposes.
I can use adjectives and adverbs.
I can form a contraction.
I can use apostrophes to show possession.
Write a poem about the spring.
Pop some popcorn and write words to describe it (feel, smell,
sight, taste).
Write contractions on a piece of paper. Have your child write a
contraction after you show them the two words.
(you write will not; the child writes won’t).
On a marker board, write a name of someone. Use a Cheesepuff
to add the apostrophe, then write a s.
Math
I can fluently add within 20 using mental strategies.
I can fluently subtract within 20 using mental
strategies.
I can fluently add 2-digit numbers using strategies.
I can fluently subtract 2-digit numbers using
strategies.
I can solve problems within 1000 using addition
and subtraction.
Using flashcards, have your child respond to the problem within 3
seconds. We want them to know the answer quickly.
Using flashcards, have your child respond to the problem within 3
seconds. We want them to know the answer quickly
Take a deck of cards. Pick two cards. Put them together to build
a number. Repeat. Then add your two numbers together. Your
child has a way to add them. Let them show you. They can check
their work with a calculator.
Take a deck of cards. Pick two cards. Put them together to build
a number. Repeat. Then subtract the smaller number from the
largest number. Your child has a way to add them. Let them
show you. They can check their work with a calculator.
Allow your child to show you how they would solve:
I saw 423 elephants and 321 monkeys at the zoo. How many
animals did I see?
I have 815 pieces of candy from the parade. I ate 340 pieces.
How many pieces are left?
South Union Elementary
Third-Grade Level Expectations (GLEX)
6th/6 weeks
Subject Area / Learning Goals
Reading
Common Core Standards
I can use information the author gives me explicitly in
supporting my answer to questions and drawing
conclusions.
I can use the characters’ actions to explain their traits,
motivations or feelings.
I can identify the sequence of major events in a story
and describe how the characters’ actions caused the
major events.
What You Can Do at Home to Help Your Child
Read with your child the weekly fluency assignment
and have your child say or write details from the text
that helps them to draw a conclusion. To draw a
conclusion we us the authors clues and our own
background experiences to figure out what the
author doesn’t say directly.
Talk with your child about what characters do in
movies, books, and TV shows. Discuss what
character traits (curious, anxious, impulsive, etc.)
that the character shows by what they do and what
they say.
Sequence events in a fictional story. Say or write 5
or 6 sentences to describe, or summarize, the major
events in the story.
I can identify and use the vocabulary terms that
describe the parts of a text (chapter, stanza, scene,
etc.), and I can describe how the parts of a text work
together to create the big idea of a text.
I can determine the main idea, or topic, of a text.
I can identify and recount the key details of a text.
I can explain how key details support the main idea of
a text.
I can locate and use signal words to help me identify
time, sequence and cause/effect relationships.
I can identify important events, ideas or steps in the
order they happened, to help me navigate the text I
am reading.
Use non- fiction text, such as the weekly fluency
sheet, to decide the topic, the main idea, and 2 key
details that support the main idea.
Example: Topic: Sharks
Main idea: A sharks body
Supporting Details: 1) A shark has
cartilage instead of bones to give its body structure.
2) Many sharks have several rows of teeth in order
to survive. If a shark loses a tooth, another one is
right behind it to take its place.
While reading with your child notice signal words
that help them understand when an event is
happening in the story. Time and sequence words
can include: since then, not long after, now, finally,
during, before, immediately on(date), soon, until,
initially, etc.
Speaking and Listening:
I can ask and answer questions related to a specific
topic.
I will stay on topic while presenting information.
Phonics:
I can blend, read and spell :
 words with the VCCCV pattern and
appropriately stress the correct syllable.
 words with double consonants.
 words with ough and augh patterns.
 words with -er or -le.
 words beginning with a and be.
Math
Common Core Standards
I can fluently recall multiplication facts. This means I
know from memory all products of two one-digit
numbers (1 x 1 all the way up to 9 x 9).
I can solve one-step “how many more” or “how many
less” problems using information from a scaled bar
graph.
I can draw a scaled bar graph to represent a data set
with several categories.
Practice having your student read short pieces of
text and ask questions about what they read. I
wonder….
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.
Practice basic multiplication and division facts using
flash cards or other games.
Provide your child with a collection of items that
they can sort and then create a bar graph with the
data they get from the sort. One example of items
they could sort would be to get a 1 pound bag of M
& Ms and have them sort by color. After, they
should create a bar graph using the data they
collected. When finished, ask questions similar to
the following:
How many more red M & Ms are there than green?
How many fewer brown M & Ms are there than red?
How many brown and yellow M & Ms are there all
together?
How can you find the total number of M & Ms
without counting all of them again? (add up the
number of each color).
South Union Elementary
Fourth Grade Level Expectations
6th/ 6 Weeks
Subject Area/ Learning Goal
Reading
Can use details to support making inferences. (Lit
1)
Can describe a character, setting, and major
events in detail from a text.(Lit 3)
Can identify structural elements of poems,
dramas, and prose(stories) (Lit5)
Language Arts
Can identify and use the correct pronouns when
writing or speaking. (Lan1)
Can recall personal experiences and connect this
information to a specific topic. (Writing8)
Can write for extended time frames that include
researching, reflecting, or revising a piece of my
own writing. (Writing 10)
Math
Use patterns, pictures, or tables to solve
problems
Model, read, and write decimals to the
hundredths place in standard, word, and
expanded form.
Identify the place value of any digit in a decimal
number to hundredths
Compare and order decimals using models and
mental math
Relate decimals to fractions with denominators
of 10 or 100
Round decimals to nearest whole number
What you can do at home to help your child
Check out Shel Silverstein from the library. Read poems
with student make inferences while reading poems.
Using the chapter book student is reading, identify the
characters and settings. Discuss the major events the
character faces in detail from each chapter.
Reading poems from either the internet or in a book
identify the patterns the author used to write the poem.
Write 10 sentences, have student change the nouns to
correct pronouns
Think of a time that you have polluted. Research the way
you polluted and how it affected our environment. List
ways you could better the environment.
Think of a time that you have polluted. Research the way
you polluted and how it affected our environment. List
ways you could better the environment.
Find patterns and relationships in fractions and decimals.
(1/4 is half of ½)
Draw models to represent tenths and hundredths. Use
money to connect the tenths and hundredths place. Write
numbers with decimal places in word form, standard
form, and expanded form.
(e.g. one and three tenths, 1.3
1 + .3= 1.3)
Give your child a decimal number and pick out numerals
in different places for your child to find the value of.
(e.g. 234.56 What is the value of the 3? 30
What is the value of the 5? 5 tenths)
Make cards of decimals on index cards and have your
child put them in order from least to greatest.
(e.g. .04, .4, 4.0, 4.4)
Convert decimals to fractions and fractions to decimals.
(e.g. .02=2/100
5/10=.5)
2.5 is about 3.0
16.79 is about 17.0
29.1 is about 29.0
Estimate sums and differences of decimals to
hundredths
Choose appropriate units of measurement for
length, time, and mass
Find equivalent units
Use an inch ruler to measure to the nearest
fourth of an inch
Measure and determine perimeter and area of
2D shapes
Solve problems using elapsed time (seconds,
minutes, hours, days, weeks, months, and years)
23.45+45.16 is about
23+45=68
115.65-34.23 is about
116-34= 82
What unit would you use to measure the height of your
house?
What unit would you use to measure the weight of a
watermelon?
What unit would you use to measure the time it takes to
get from home to the store?
How many ______ inches= 1 foot
How many ______ minutes= 1 hour
How many ______ grams=1 kilogram
How many _______ounces=1 pound
How many _______ cm= meters
Measure household items to the nearest fourth inch, half
inch, and whole inch with a ruler
Perimeter = Length+Length+Width+Width
Area= Length times Width
If you go to lunch at 11:25 and get back into the
classroom at 12:05, how much break time did you get? 30
minutes
*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.
3/16/2016