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Standards for Grades 4-5 52 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth in Space (ES1) Core Content: Earth in Space In prior grades students learned that observing and recording the position and appearance o...
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Standards for Grades 4-5 52 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth in Space (ES1) Core Content: Earth in Space In prior grades students learned that observing and recording the position and appearance of objects in the sky make it possible to discover patterns of motion. In grades 4-5 students learn the full implications of the spherical-Earth concept and Earth’s place in the Solar System. The upper elementary years are an excellent
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=14
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
of Energy Multiple forces affect an objects motion <span class="highlight">in</span> predictable ways. These affects are explained by Newton’s Laws. Atomic structure accounts <span class="highlight">for</span> atoms ability to combine to produce compounds. These changes maybe physical, chemical or nuclear. Energy can take many forms and be transferred and transformed. Within a closed <span class="highlight">system</span> <span class="highlight">the</span> total energy is conserved. Grades 6-8 Balanced and Unbalanced Forces Atoms and Molecules Interactions of Energy and Matter Objects <span class="highlight">in</span> motion are
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=60
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards <span class="highlight">for</span> Grades 4-5 52 Revised Washington State K-12 Science Standards EALR 4: Earth and Space Science Big Idea: Earth <span class="highlight">in</span> Space (ES1) Core Content: Earth <span class="highlight">in</span> Space <span class="highlight">In</span> prior grades students learned that observing and recording <span class="highlight">the</span> position and appearance of objects <span class="highlight">in</span> <span class="highlight">the</span> sky make it possible to discover patterns of motion. <span class="highlight">In</span> grades 4-5 students learn <span class="highlight">the</span> full implications of <span class="highlight">the</span> spherical-Earth concept and Earth’s place <span class="highlight">in</span> <span class="highlight">the</span> Solar <span class="highlight">System</span>. <span class="highlight">The</span> upper elementary years are an excellent
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=68
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
Standards <span class="highlight">for</span> Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows <span class="highlight">In</span> prior grades students learned about <span class="highlight">the</span> functioning of simple systems, including inputs and outputs. <span class="highlight">In</span> grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing <span class="highlight">system</span> boundaries, determining if a
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20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, crea...
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20 EALR COMPONENT EALR 2 EALR 2: The student understands the meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension monitoring strategies before, during, and after reading: monitor for meaning, create mental images. square6 Use monitoring strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward in the text. Apply comprehension monitoring strategies before, during, and after
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=8
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
<span class="highlight">The</span> student understands <span class="highlight">the</span> meaning of what is read. (Comprehension) EALR 3: <span class="highlight">The</span> student reads different materials <span class="highlight">for</span> a variety of purposes. (Types of text: literary and informational) EALR 4: <span class="highlight">The</span> student sets goals and evaluates progress to improve reading. (Self-<span class="highlight">monitoring</span>, goal setting, personal evaluation of text) Document Organization <span class="highlight">The</span> organization of <span class="highlight">the</span> Grade Level Expectations <span class="highlight">in</span> this doc- ument maps <span class="highlight">the</span> learning sequence from Kindergarten through Grade 10. Educators can easily see how a learning
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=19
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
read (e.g., relate what is learned <span class="highlight">in</span> chemistry to new learning <span class="highlight">in</span> biology; connect <span class="highlight">the</span> author’s perspective and/or <span class="highlight">the</span> historical context to text). Apply comprehension <span class="highlight">monitoring</span> strategies <span class="highlight">for</span> informational and tech- nical materials, complex narratives, and expositions: use prior knowledge. square6 Use previous experience, knowledge of current issues, information previously learned to make connections, draw con- clusions, and generalize about what is read (e.g., transfer knowledge of <span class="highlight">the</span> concept of tragedy
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=21
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
Make, confirm, and revise predictions based on prior knowledge and evidence from <span class="highlight">the</span> text (e.g., using main idea state- ments, predict what kind of information <span class="highlight">the</span> author will present next). square6 Select, from multiple choices, a predic- tion, inference, or assumption that could be made from <span class="highlight">the</span> text. square6 Organize information to support a predic- tion or inference <span class="highlight">in</span> a self-created graphic organizer. Apply comprehension <span class="highlight">monitoring</span> strategies <span class="highlight">for</span> informational and tech- nical materials, complex narratives
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=22
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
20 EALR COMPONENT EALR 2 EALR 2: <span class="highlight">The</span> student understands <span class="highlight">the</span> meaning of what is read. Component 2.1: Demonstrate evidence of reading comprehension. GLE K 1 2 3 4 2.1.6 Apply comprehension <span class="highlight">monitoring</span> strategies before, during, and after reading: monitor <span class="highlight">for</span> meaning, create mental images. square6 Use <span class="highlight">monitoring</span> strategies to increase comprehension, including word recogni- tion strategies, re-reading, and looking forward <span class="highlight">in</span> <span class="highlight">the</span> text. Apply comprehension <span class="highlight">monitoring</span> strategies before, during, and after
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http://www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page=23
www.k12.wa.us/CurriculumInstruct/reading/pubdocs/ReadingEALR-GLE.pdf#page...
<span class="highlight">the</span> plot/message <span class="highlight">in</span> cultur- ally relevant literary/narrative texts. square6 Select, from multiple choices, a sentence that best summarizes <span class="highlight">the</span> story or selec- tion. square6 Organize information using a graphic organizer appropriate <span class="highlight">for</span> summarizing informational/expository text and lit- erary/narrative text. Apply comprehension <span class="highlight">monitoring</span> strategies during and after reading: summarize grade-level informational/ expository text and literary/narrative text. W square6 Create a summary including <span class="highlight">the</span> main idea and
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