• ENGLISH AND RUSSIAN LANGUAGE ARTS 

Reading

1. Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

2. Reading Comprehension
In Russian and English students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal

3. Literary Response and Analysis
In Russian and English students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters).

Writing

1. Writing Strategies

In Russian and English students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process.

 2.  Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and Standard Russian. 

 Written and Oral Language

Students write and speak with a command of Standard English and Russian conventions appropriate to this grade level:

• Sentence Structure
• Grammar
• Punctuation
• Capitalization
• Spelling (English)
   

Listening and Speaking

Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and Russian.

Recite brief poems using clear diction, tempo, volume, and phrasing.

 

MATH

 1. Students understand the relationship between numbers, quantities, and place value in whole numbers up to 1,000 ( RAIS’s students gained knowledge of  these standards in the 1^st grade ) 

• Count, read, and write whole numbers to 1,000 and identify the place value for each digit.

• Use words, models, and expanded forms (e.g., 45 = 4 tens + 5) to represent numbers (to 1,000).
• Order and compare whole numbers to 1,000 by using the symbols <, =, >.

 2. Students understand the place value of whole numbers: ( 3^rd grade Math standard as adopted by the California State Board of Education )

• Count, read, and write whole numbers to 10,000.
• Compare and order whole numbers to 10,000.
• Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

3. Students estimate, calculate, and solve problems involving addition and subtraction of two-and three-digit numbers:

• Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 - 6 = 8) to solve problems and check solutions. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
•  Find the sum or difference of two whole numbers up to three digits long.
•  Use mental arithmetic to find the sum or difference of two two-digit numbers. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )

 4. Students calculate and solve problems involving addition, subtraction, multiplication, and division: ( 3^rd grade Math standards as adopted by the California State Board of Education )

• Find the sum or difference of two whole numbers between 0 and 10,000.
•  Memorize to automaticity the multiplication table for numbers between 1 and 10.
•  Use the inverse relationship of multiplication and division to compute and check results.
• Understand the special properties of 0 and 1 in multiplication and division.

5. Students model and solve simple problems involving multiplication and division:

• Use repeated addition, arrays, and counting by multiples to do multiplication.
• Use repeated subtraction, equal sharing, and forming equal groups with remainders to do division.
•  Know the multiplication tables of 2s, 5s, and 10s (to "times 10") and commit them to memory.

6.  Students understand that fractions and decimals may refer to parts of a set and parts of a whole:

• Recognize, name, and compare unit fractions from 1/12 to 1/2.
• Recognize fractions of a whole and parts of a group (e.g., one-fourth of a pie, two-thirds of 15 balls).
•  Know that when all fractional parts are included, such as four-fourths, the result is equal to the whole and to one.

7.Students model and solve problems by representing, adding, and subtracting amounts of money:

• Solve problems using combinations of coins and bills.
• Know and use the decimal notation and the dollar and cent symbols for money.

    8. Students use estimation strategies in computation and problem solving that involve numbers that use the ones, tens, hundreds, and   thousands places:

• Recognize when an estimate is reasonable in measurements (e.g., closest inch).

 

Algebra and Functions

1. Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction:

• Use the commutative and associative rules to simplify mental calculations and to check results.        ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
• Relate problem situations to number sentences involving addition and subtraction.
• Solve addition and subtraction problems by using data from simple charts, picture graphs, and number sentences. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )

 2. Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number relationships: ( 3^rd grade Math standard as adopted by the California State Board of Education )

• Recognize and use the commutative and associative properties of multiplication
  (e.g., if 5 x 7 = 35, then what is 7 x 5? and if 5 x 7 x 3 = 105, then what is 7 x 3 x 5?).

 3. Students represent simple functional relationships: ( 3^rd grade Math standards as adopted by the California State Board of Education )

• Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit).
•  Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4).

 4. Students know how to manipulate equations: ( 4th grade Math standards as adopted by the California State Board of Education)

• Know and understand that equals added to equals are equal.
• Know and understand that equals multiplied by equals are equal.

  

Measurement and Geometry

1. Students understand that measurement is accomplished by identifying a unit of measure, iterating (repeating) that unit, and comparing it to the item to be measured:

• Measure the length of objects by iterating (repeating) a nonstandard or standard unit. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
• Use different units to measure the same object and predict whether the measure will be greater or smaller when a different unit is used. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
• Measure the length of an object to the nearest inch and/ or centimeter. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
• Tell time to the nearest quarter hour and know relationships of time (e.g.,minutes in an hour, days in a month, weeks in a year).
• Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).

2. Students identify and describe the attributes of common figures in the plane and of common objects in space:

• Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices.
•  Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle).

3. Students choose and use appropriate units and measurement tools to quantify the properties of objects:   ( 3^rd grade Math standards as adopted by the California State Board of Education )

• Choose the appropriate tools and units (metric and U.S.) and estimate and measure the length, liquid volume, and weight/mass of given objects.
• Find the perimeter of a polygon with integer sides.
•  Carry out simple unit conversions within a system of measurement (e.g., centimeters and meters, hours and minutes).

 4. Students describe and compare the attributes of plane and solid geometric figures and use their understanding to show relationships and solve problems: ( 3^rd grade Math standards as adopted by the California State Board of Education )

• Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
• Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.
• Identify, describe, and classify common three-dimensional geometric objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder).
• Identify common solid objects that are the components needed to make a more complex solid object.

 5. Students understand perimeter and area: ( 4th grade Math standards as adopted by the California State Board of Education )

• Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m2), square kilometer (km2), square inch (in2), square yard (yd2), or square mile (mi2).
• Recognize that rectangles that have the same area can have different perimeters.
• Understand that rectangles that have the same perimeter can have different areas.
• Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.

 6. Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems: ( 4th grade Math standards as adopted by the California State Board of Education )

• Identify lines that are parallel and perpendicular.
• Identify congruent figures.

 

Statistics, Data Analysis, and Probability

1. Students collect numerical data and record, organize, display, and interpret the data on bar graphs and other representations:

• Record numerical data in systematic ways, keeping track of what has been counted.
• Represent the same data set in more than one way (e.g., bar graphs and charts with tallies).
• Identify features of data sets (range and mode).
•  Ask and answer simple questions related to data representations.

2. Students demonstrate an understanding of patterns and how patterns grow and describe them in general ways: ( RAIS’s students gained knowledge of  these standards in the 1^st grade )

• Recognize, describe, and extend patterns and determine a next term in linear patterns (e.g., 4, 8, 12 ...; the number of ears on one horse, two horses, three horses, four horses).
•  Solve problems involving simple number patterns.

 

Mathematical Reasoning

1. Students make decisions about how to set up a problem:

• Determine the approach, materials, and strategies to be used.
• Use tools, such as manipulatives or sketches, to model problems.

2. Students solve problems and justify their reasoning:

• Defend the reasoning used and justify the procedures selected.
• Make precise calculations and check the validity of the results in the context of the problem.

3. Students note connections between one problem and another.

  

HISTORY – SOCIAL STUDIES

 People Who Make a Difference

Students in grade two explore the lives of actual people who make a difference in their everyday lives and learn the stories of extraordinary people from history whose achievements have touched them, directly or indirectly. The study of contemporary people who supply goods and services aids in understanding the complex interdependence in our free-market system.

 1. Students differentiate between things that happened long ago and things that happened yesterday.

2. Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

3. Students explain governmental institutions and practices in the United States, Russia and other countries.

4. Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

5. Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

  

SCIENCE

 Physical Sciences  

The motion of objects can be observed and measured:

• Students know the position of an object can be described by locating it in relation to another object or to the background.
• Know the way to change how something is moving is by giving it a push or a pull.
• Know tools and machines are used to apply pushes and pulls (forces) to make things move.
• Know objects fall to the ground unless something holds them up.
• Know magnets can be used to make some objects move without being touched.
• Know sound is made by vibrating objects and can be described by its pitch and volume.

 Life Sciences
Plants and animals have predictable life cycles:

• Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
• Know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
• Know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
• Know there is variation among individuals of one kind within a population.
• Know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.

 Earth Sciences
Earth is made of materials that have distinct properties and provide resources for human activities:

• Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
• Know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.
• Know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils.
• Know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.

Investigation and Experimentation
Scientific progress is made by asking meaningful questions and conducting careful investigations. Students will:

• Make predictions based on observed patterns and not random guessing.
• Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.
• Compare and sort common objects according to two or more physical attributes (e. g., color, shape, texture, size, weight).
• Write or draw descriptions of a sequence of steps, events, and observations.
• Construct bar graphs to record data, using appropriately labeled axes.

  

PHYSICAL EDUCATION

 The health curriculum encompasses building self-esteem and coping skills, building decision-making and relationship skills, and body awareness. Within the physical education program, students develop fitness and wellness, experiment with creative movement, play games and develop leisure and sports skills.

• Movement Concepts
• Body Management
• Locomotor Movement
• Manipulative Skills
• Rhythmic Skills
• Fitness Concepts
• Aerobic Capacity
• Muscular Strength/Endurance
• Flexibility
• Body Composition
• Self-Responsibility
• Social Interaction
• Group Dynamics

  

MUSIC

Music education exposes students to a wide variety of experiences that help develop an appreciation of the arts.

•    Listen & respond to music

•    Learn to sing in pitch by ear training, solfeggio tones, singing, & games

•    Develop rhythmic dexterity by echoing rhythm & melodic patterns

•    Coordination from moving to music

•    Act-out songs

 

VISUAL ARTS

 Artistic perception
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

• Develop Perceptual Skills and Visual Arts Vocabulary
• Analyze Art Elements and Principles of Design
   

Creative expression

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

• Skills, Processes, Materials, and Tools
• Communication and Expression Through Original Works of Art
   

Historical and cultural context

Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

 Aesthetic Valuing

• Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities. 
• Make Informed Judgments ( Describe how and why they made a selected work of art, focusing on the media and technique, select something they like about their work of art and something they would change)

Connections, relationships, applications

Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to the visual arts.