In reading we are currently working with Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to identify the details or facts that support the main idea; draw conclusions from the facts presented in text and support those assertions with textual evidence; identify explicit cause and effect relationships among ideas in texts; and use text features (e.g. bold print, captions, key words, italics) to locate information and make and verify predictions about contents of text. Also, students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re-reading a portion aloud, generating questions); make inferences about text and use textual evidence to support understanding; summarize information in text, maintaining meaning and logical order; and make connections (e.g. thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence.
In writing we are currently learning about Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to create brief compositions that establish a central idea in a topic sentence; include supporting sentences with simple facts, details, and explanations; and contain a concluding statement.
In math we are currently applying mathematical process standards to represent and explain fractional units. The student is expected to determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; 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; compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models; and represent fractions of halves, fourths, and eighths as distances from zero on a number line.
In science we are currently learning to demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings,
balls, pulleys, and wagons.
In social studies we are currently learning to understand the basic structure and functions of various levels of government. The student is expected to identify local, state, and national government officials and explain how they are chosen.