April Pulley Sayre

Grades K-8, Writing structure, skills, and creative nonfiction

(NL-ENG.K-12.4 Communication Skills; NL-ENG.K-12.5 Communication Strategies; NL-ENG.K-12.6 Applying Knowledge; NL-ENG.K-12.7 Evaluating Data; NL-ENG.K-12.8 Developing Research Skills, NL-Eng.K-12.11 Participating in Society; NL-ENG.k-12.12 Applying Language Skills)

Ecosystems, life cycles, environments, and science in the field

(NS.K-4.3 Life Science; NS.K-4.4 Earth and Space Science; NSK-4.6 Personal and Social Perspectives; NS.5-8.1 Science as Inquiry; NS.5-8.3 Life Science)

Geography (NSS-G.K-12.2 Places and Regions; NSS-G.K-12.3 Physical Systems;

NSS-G.K-12.5)

I believe that Mrs. Huff mentioned The National Writing Project as one of the sources for her ideas. Also mentioned frequently in S.C. were workshops and books by Ralph Fletcher, Linda Hoyt, and Jeff Anderson.

Educational Standards, Science

Secrets of Sounds: Studying the Calls and Songs of Whales, Elephants, and Birds

Science Standards:

Grade 4

4.1.1 Observe and describe that scientific investigations generally work the same way in different places.

4.1.3 Explain that clear communication is an essential part of doing science since it enables scientists to inform others about their work, to expose their ideas to evaluation by other scientists, and to allow scientists to stay informed about scientific discoveries around the world.

4.1.4 Describe how people all over the world have taken part in scientific investigation for many centuries.

4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly.

4.1.7 Discuss and give examples of how technology, such as computers and medicines, has improved the lives of many people, although the benefits are not equally available to all.

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

4.2.6 Support statements with facts found in print and electronic media, identify the sources used, and expect others to do the same.

4.2.7 Identify better reasons for believing something than “Everybody knows that …” or “I just know,” and discount such reasons when given by others.

4.4.7 Describe that human beings have made tools and machines, such as x-rays, microscopes, and computers, to sense and do things that they could not otherwise sense or do at all, or as quickly, or as well.

Grade 55

5.1.1 Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations*.

* observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.

5.1.2 Begin to evaluate the validity of claims based on the amount and quality of the evidence cited.

5.1.3 Explain that doing science involves many different kinds of work and engages men, women, and children of all ages and backgrounds.

5.1.4 Give examples of technology, such as telescopes, microscopes, and cameras, that enable scientists and others to observe things that are too small or too far away to be seen without them and to study the motion of objects that are moving very rapidly or are hardly moving.

5.1.5 Explain that technology extends the ability of people to make positive and/or negative changes in the world.

5.1.6 Explain how the solution to one problem, such as the use of pesticides in agriculture or the use of dumps for waste disposal, may create other problems. (Example: The use of wind turbines to create electricity affects migrating birds.)

5.2.3 Choose appropriate common materials for making simple mechanical constructions and repairing things.

5.2.4 Keep a notebook to record observations and be able to distinguish inferences* from actual observations.

5.2.8 Recognize when and describe that comparisons might not be accurate because some of the conditions are not kept the same.

5.5.7 Explain that predictions can be based on what is known about the past, assuming that conditions are similar.

5.5.8 Realize and explain that predictions may be more accurate if they are based on large collections of objects or events.

5.6.4 Investigate, observe, and describe that things change in steady, repetitive, or irregular ways, such as toy cars continuing in the same direction and air temperature reaching a high or low value. Note that the best way to tell which kinds of changes are happening is to make a table or a graph of measurements. (Example: Bird calls vary between night and day but carry enough similarities for technology to detect.)

Grade 6

6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses* and explanations, in order to make sense of the evidence.

6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.

* hypothesis: an informed guess or tentative explanation for which there is not yet much evidence

6.1.4 Give examples of employers who hire scientists, such as colleges and universities, businesses and industries, hospitals, and many government agencies.

6.1.5 Identify places where scientists work, including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor.

6.1.6 Explain that computers have become invaluable in science because they speed up and extend people’s ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world.

6.1.7 Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information.

6.1.8 Describe instances showing that technology cannot always provide successful solutions for problems or fulfill every human need.

6.1.9 Explain how technologies can influence all living things.

6.2.3 Select tools, such as cameras and tape recorders, for capturing information.

6.2.5 Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc.

6.2.6 Read simple tables and graphs produced by others and describe in words what they show.

6.3.22 Demonstrate that vibrations in materials set up wavelike disturbances, such as sound and earthquake waves*, that spread away from the source.

6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species.

6.5.2 Evaluate the precision and usefulness of data based on measurements taken.

6.5.4 Demonstrate how graphs may help to show patterns — such as trends, varying rates of change, gaps, or clusters — which can be used to make predictions.

6.5.6 Predict the frequency of the occurrence of future events based on data.

Grade 7

7.1.3 Explain why it is important in science to keep honest, clear, and accurate records.

7.1.4 Describe that different explanations can be given for the same evidence, and it is not always possible to tell which one is correct without further inquiry.

7.1.7 Explain how engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems.

7.1.8 Explain that technologies often have drawbacks as well as benefits. Consider a technology, such as the use of pesticides, which helps some organisms but may hurt others, either deliberately or inadvertently.

7.1.10 Identify ways that technology has strongly influenced the course of history and continues to do so.

7.2.6 Read analog and digital meters on instruments used to make direct measurements of length, volume, Lose Weight Exercise, elapsed time, rates, or temperatures, and choose appropriate units.

7.2.7 Incorporate circle charts, bar and line graphs, diagrams, scatterplots*, and symbols into writing, such as lab or research reports, to serve as evidence for claims and/or conclusions.

* scatterplot: a coordinate graph showing ordered pairs of data

7.3.18 Describe that light waves, sound waves, and other waves move at different speeds in different

materials.

7.5.4 Describe that the larger the sample, the more accurately it represents the whole. Understand,

however, that any sample can be poorly chosen and this will make it unrepresentative of the whole.

Grade 8

 8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory* leads to looking at old observations in a new way.

8.1.3 Recognize and describe that if more than one variable changes at the same time in an experiment, the outcome of the experiment may not be attributable to any one of the variables.

8.1.4 Explain why accurate record keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society.

8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others.

8.2.7 Participate in group discussions on scientific topics by restating or summarizing accurately what others have said, asking for clarification or elaboration, and expressing alternative positions.

8.2.8 Use tables, charts, and graphs in making arguments and claims in, for example, oral and written presentations about lab or fieldwork.

8.5.7 Recognize and describe the danger of making over-generalizations when inventing a general rule based on a few observations.

8.7.2 Explain that even in some very simple systems, it may not always be possible to predict accurately the result of changing some part or connection.

Grades 9 – 12

Environmental Science, Advanced

Env.1.3 Understand and explain that ecosystems have cyclic fluctuations, such as seasonal changes or changes in population, as a result of migrations.

Env.1.4 Understand and explain that human beings are part of Earth’s ecosystems and give examples of how human activities can, deliberately or inadvertently, alter ecosystems.

Env.1.6 Describe and give examples about how the decisions of one generation both provide and limit the range of possibilities open to the next generation.

Hush, Little Puppy

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.10 Say rhyming words in response to an oral prompt.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

K.2.3 Generate and respond to questions (who, what, where).

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.1.7 Create and state a series of rhyming words.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

Grade 2

2.3.4 Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

Grade 3

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Grade 4

4.2.2 Use appropriate strategies when reading for different purposes.

Understanding Standards

In the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. And then each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

Here is a website where the National Standards are listed.

http://www.education-world.com/standards/national/index.shtml

Vulture View

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.7 Relate prior knowledge to what is read.

1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and question marks (How old are you?) at the end of sentences.

Grade 2

2.2.2 State the purpose for reading.

2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

Grade 3

3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.

Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.

3.2.3 Show understanding by identifying answers in the text.

Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.

3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Grade 4

4.2.1 Use the organization of informational text to strengthen comprehension.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.3.4 Investigate by observing and then describe how things move in many different ways, such as straight, zigzag, round-and-round, and back-and-forth.

1.4.3 Observe and explain that animals eat plants or other animals for food.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

2.3.4 Investigate by observing and then describe how animals and plants sometimes cause changes in their surroundings.

2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments.

2.4.2 Observe that and describe how animals may use plants, or even other animals, for shelter and nesting.

2.4.3 Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.

2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.

2.6.3 Describe that things can change in different ways, such as in size, Lose Weight Exercise, color, age, and movement. Investigate that some small changes can be detected by taking measurements.

Grade 3

3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

Grade 4

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

Understanding Standards

In the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. And then each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

Here is a website where the National Standards are listed.

http://www.education-world.com/standards/national/index.shtml

Dig Wait Listen

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

K.2.3 Generate and respond to questions (who, what, where).

K.2.5 Identify the order (first, last) of information.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.2 Identify text that uses sequence or other logical order.

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.7 Relate prior knowledge to what is read.

Grade 2

2.2.2 State the purpose for reading.

2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

2.2.11 Identify text that uses sequence or other logical order (alphabetical order or time).

Grade 3

3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.

Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.

3.2.3 Show understanding by identifying answers in the text.

Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.

3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical).

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

3.3.5 Onomatopoeia: Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds.

Grade 4

4.2.1 Use the organization of informational text to strengthen comprehension.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.6.2 Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and Lose Weight Exercise.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments.

2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.

Grade 3

3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.4.3 Observe that and describe how offspring are very much, but not exactly, like their parents

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

3.6.5 Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.

Grade 4

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

 Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

The Bumblebee Queen

English/Language Arts Standards

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.2.2 Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.

K.2.3 Generate and respond to questions (who, what, where).

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.7 Relate prior knowledge to what is read.

Grade 2

2.2.2 State the purpose for reading.

2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

Grade 3

3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.

Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.

3.2.3 Show understanding by identifying answers in the text.

Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.

3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Grade 4

4.2.2 Use appropriate strategies when reading for different purposes.

4.2.3 Draw conclusions or make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations.

4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.

4.2.9 Recognize main ideas and supporting details presented in expository (informational texts).

4.2.5 Compare and contrast information on the same topic after reading several passages or articles.

Grade 5

5.1.1 Read aloud grade-level-appropriate narrative text (stories) and expository text (information)

fluently and accurately and with appropriate timing, changes in voice, and expression.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

K.6.1 Describe an object by saying how it is similar to or different from another object.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.3.4 Investigate by observing and then describe how things move in many different ways, such as straight, zigzag, round-and-round, and back-and-forth.

1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.

1.4.3 Observe and explain that animals eat plants or other animals for food.

1.5.3 Observe and describe similar patterns, such as shapes, designs, and events that may show up in nature, such as honeycombs, sunflowers, or shells. See similar patterns in the things people make, such as quilts, baskets, or pottery.

1.6.1 Observe and describe that models, such as toys, are like the real things in some ways but different in others.

1.6.2 Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and Lose Weight Exercise.

Grade 2

2.4.3 Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.

2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.

2.5.6 Explain that sometimes a person can find out a lot (but not everything) about a group of things, such as insects, plants, or rocks, by studying just a few of them.

Grade 3

3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.4.3 Observe that and describe how offspring are very much, but not exactly, like their parents

3.4.6 Explain that people need water, food, air, waste removal, and a particular range of temperatures, just as other animals do.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

3.6.5 Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.

Grade 4

4.2.4 Use numerical data to describe and compare objects and events.

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.

Stars Beneath Your Bed

English/Language Arts Standards

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.7 Relate prior knowledge to what is read.

Grade 2

2.2.2 State the purpose for reading.

2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

Grade 3

3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.

Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.

3.2.3 Show understanding by identifying answers in the text.

Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.

3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.3.1 Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc.

K.6.1 Describe an object by saying how it is similar to or different from another object.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.1.4 Use tools, such as rulers and magnifiers, to investigate the world and make observations.

1.2.5 Demonstrate that magnifiers help people see things they could not see without them.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.3.4 Investigate by observing and then describe how things move in many different ways, such as straight, zigzag, round-and-round, and back-and-forth.

1.6.2 Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and Lose Weight Exercise.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.1.6 Use tools to investigate, observe, measure, design, and build things.

2.1.7 Recognize and describe ways that some materials — such as recycled paper, cans, and plastic jugs — can be used over again.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

2.3.3 Investigate by observing and then describe chunks of rocks and their many sizes and shapes, from boulders to grains of sand and even smaller.

2.3.4 Investigate by observing and then describe how animals and plants sometimes cause changes in their surroundings.

2.3.5 Investigate that things can be done to materials — such as freezing, mixing, cutting, heating, or wetting — to change some of their properties. Observe that not all materials respond in the same way.

2.4.5 Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds’ nests.

2.5.3 Observe that and describe how changing one thing can cause changes in something else, such as Lose Weight Exercise and its effect on heart rate.

Grade 3

3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.3.5 Give examples of how change, such as weather patterns, is a continual process occurring on Earth.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

3.6.5 Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.

Grade 4

4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that will work properly.

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

4.6.4 Observe and describe that some features of things may stay the same even when other features change.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

Trout are Made of Trees

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.

1.2.7 Relate prior knowledge to what is read.

Grade 2

2.2.2 State the purpose for reading.

2.2.3 Use knowledge of the author’s purpose(s) to comprehend informational text.

2.2.4 Ask and respond to questions (when, who, where, why, what if, how) to aid comprehension about important elements of informational texts.

2.2.5 Restate facts and details or summarize the main idea in the text to clarify and organize ideas.

2.3.4 Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

Grade 3

3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text.

Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.

3.2.3 Show understanding by identifying answers in the text.

Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.

3.2.4 Recall major points in the text and make and revise predictions about what is read.

3.2.5 Distinguish the main idea and supporting details in expository (informational) text.

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Grade 4

4.2.1 Use the organization of informational text to strengthen comprehension.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.3.1 Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

K.6.1 Describe an object by saying how it is similar to or different from another object.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.4.3 Observe and explain that animals eat plants or other animals for food.

1.6.2 Observe that and describe how certain things change in some ways and stay the same in others, such as in their color, size, and Lose Weight Exercise.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.1.7 Recognize and describe ways that some materials — such as recycled paper, cans, and plastic jugs — can be used over again.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

2.3.4 Investigate by observing and then describe how animals and plants sometimes cause changes in their surroundings.

2.4.3 Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.

2.4.5 Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds’ nests.

2.5.3 Observe that and describe how changing one thing can cause changes in something else, such as Lose Weight Exercise and its effect on heart rate.

Grade 3

3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.4.4 Describe that almost all kinds of animals’ food can be traced back to plants.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

3.6.5 Observe that and describe how some changes are very slow and some are very fast and that some of these changes may be hard to see and/or record.

Grade 4

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

4.4.2 Investigate, observe, and describe that insects and various other organisms depend on dead plant and animal material for food.

4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.

4.6.4 Observe and describe that some features of things may stay the same even when other features change.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

Trout, Trout, Trout (A Fish Chant)

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.10 Say rhyming words in response to an oral prompt.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.3.1 Distinguish fantasy from reality.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.1.7 Create and state a series of rhyming words.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.3.2 Describe the roles of authors and illustrators.

1.3.4 Distinguish fantasy from reality.

Grade 2

2.3.4 Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

2.3.6 Recognize the difference between fantasy and reality.

Grade 3

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

K.6.1 Describe an object by saying how it is similar to or different from another object.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.6 Describe and compare objects in terms of number, shape, texture, size, Lose Weight Exercise, color, and motion.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.

1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.

Grade 3

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

Grade 4

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.  

Bird, Bird, Bird (A Chirping Chant)

English/Language Arts Standards

Kindergarten

K.1.1 Identify the front cover, back cover, and title page of a book.

K.1.2 Follow words from left to right and from top to bottom on the printed page.

K.1.3 Understand that printed materials provide information.

K.1.4 Recognize that sentences in print are made up of separate words.

K.1.5 Distinguish letters from words.

K.1.6 Recognize and name all capital and lowercase letters of the alphabet.

K.1.10 Say rhyming words in response to an oral prompt.

K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language.

K.2.1 Locate the title and the name of the author of a book.

K.3.1 Distinguish fantasy from reality.

Grade 1

1.1.1 Match oral words to printed words.

1.1.2 Identify letters, words, and sentences.

1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.

1.1.7 Create and state a series of rhyming words.

1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.

1.3.2 Describe the roles of authors and illustrators.

1.3.4 Distinguish fantasy from reality.

Grade 2

2.3.4 Identify the use of rhythm, rhyme, and alliteration (using words with repeating consonant sounds) in poetry or fiction.

2.3.6 Recognize the difference between fantasy and reality.

Grade 3

3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction.

Science Standards:

Kindergarten

K.1.1 Raise questions about the natural world.

K.2.2 Draw pictures and write words to describe objects and experiences.

K.4.1 Give examples of plants and animals.

K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.

K.6.1 Describe an object by saying how it is similar to or different from another object.

Grade 1

1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.

1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”

1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.

1.2.6 Describe and compare objects in terms of number, shape, texture, size, Lose Weight Exercise, color, and motion.

1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.

1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.

Grade 2

2.1.3 Describe, both in writing and verbally, objects as accurately as possible and compare observations with those of other people.

2.1.4 Make new observations when there is disagreement among initial observations.

2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.

2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.

Grade 3

3.2.3 Keep a notebook that describes observations and is understandable weeks or months later.

3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.

3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.

3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.

3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.

Grade 4

4.2.5 Write descriptions of investigations, using observations and other evidence as support for explanations.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.