• 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).

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 (e.g., prewriting, drafting, revising, editing successive versions).

1.Organization and Focus

• Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.
• Create multiple-paragraph compositions.
• Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

    2.Penmanship

3. Research and Technology

• Quote or paraphrase information sources, citing them appropriately.
• Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
• Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
• Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
• Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).

    4. Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

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. 

Students will:

• Write narratives.
• Write responses to literature.
• Write information reports.
• Write summaries that contain the main ideas of the reading selection and the most significant details.

 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.

• Comprehension
• Organization and Delivery of Oral Communication
• Analysis and Evaluation of Oral and Media Communications

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. Students will:

• Make narrative presentations.
• Make informational presentations.
• Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.
• Recite poems, soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

 

MATH

 Number Sense

1. Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers:

• Read and write whole numbers in the millions. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Order and compare whole numbers and decimals to two decimal places. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Decide when a rounded solution is called for and explain why such a solution may be appropriate.
•  Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions
• Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 or .50; 7/4 = 1 3/4 = 1.75).
• Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").
• Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

2. Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals: ( RAIS’s students gained knowledge of  these standards in the 3rd grade )

• Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
•  Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.

3. Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations:

• Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.
•  Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multidigit number by a two-digit number and for dividing a multidigit number by a one-digit number; use relationships between them to simplify computations and to check results.
•  Solve problems involving multiplication of multidigit numbers by two-digit numbers.
• Solve problems involving division of multidigit numbers by one-digit numbers. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )

4. Students know how to factor small whole numbers:

• Understand that many whole numbers break down in different ways (e.g., 12 = 4 x 3 = 2 x 6 = 2 x 2 x 3). ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Know that numbers such as 2, 3, 5, 7, and 11 do not have any factors except 1 and themselves and that such numbers are called prime numbers. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )

 

Algebra and Functions

1.Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences:

• Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable). ( RAIS’s students gained knowledge of  this standard in the 1st grade )
•  Interpret and evaluate mathematical expressions that now use parentheses. ( RAIS’s students gained knowledge of  this standard in the 1^st grade )
• Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. ( RAIS’s students gained knowledge of  this standard in the 2nd grade )
• Use and interpret formulas (e.g., area = length x width or A = lw) to answer questions about quantities and their relationships. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Understand that an equation such as y = 3 x + 5 is a prescription for determining a second number when a first number is given.

     2. Students know how to manipulate equations: ( RAIS’s students gained knowledge of  these standards in the 2nd grade )

• 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 perimeter and area: ( RAIS’s students gained knowledge of  these standards in the 2nd grade )

• 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.

   2. Students use two-dimensional coordinate grids to represent points and graph lines and simple figures:

• Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3 x and connect them by using a straight line).
• Understand that the length of a horizontal line segment equals the difference of the x- coordinates.
• Understand that the length of a vertical line segment equals the difference of the y- coordinates.

  3. Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems:

• Identify lines that are parallel and perpendicular. ( RAIS’s students gained knowledge of  this standard in the 2nd grade )
• Identify the radius and diameter of a circle. ( RAIS’s students gained knowledge of  this standard in the 2nd  grade )
• Identify congruent figures.
• Identify figures that have bilateral and rotational symmetry.
• Know the definitions of a right angle, an acute angle, and an obtuse angle. Understand that 90°, 180°, 270°, and 360° are associated, respectively, with 1/4, 1/2, 3/4, and full turns.
• Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid. ( RAIS’s students gained knowledge of  this standard in the 3rd grade )
• Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
•  Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, trapezoid).

Statistics, Data Analysis, and Probability

1. Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings:

• Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.
• Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
• Interpret one-and two-variable data graphs to answer questions about a situation.

2. Students make predictions for simple probability situations:

• Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
• Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).

Mathematical Reasoning

1. Students make decisions about how to approach problems:

• Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
• Determine when and how to break a problem into simpler parts.

2. Students use strategies, skills, and concepts in finding solutions:

• Use estimation to verify the reasonableness of calculated results.
• Apply strategies and results from simpler problems to more complex problems.
• Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
•  Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
• Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
•  Make precise calculations and check the validity of the results from the context of the problem.

3. Students move beyond a particular problem by generalizing to other situations:

• Evaluate the reasonableness of the solution in the context of the original situation.
• Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems.
• Develop generalizations of the results obtained and apply them in other circumstances.

 

HISTORY – SOCIAL STUDIES

 California: A Changing State

Students learn the story of their home state, unique in American history in terms of its vast and varied geography, its many waves of immigration beginning with pre-Columbian societies, its continuous diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an emphasis on the U.S. Constitution and the relationship between state and federal government.

1. Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

• Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
• Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
• Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.
• Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
• Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

2. Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

3. Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

4. Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

 5. Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.

• Discuss what the U.S. Constitution is and why it is important
• Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.
• Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.

 

SCIENCE

Physical Sciences                                                                                                                                                                                                  Electricity and magnetism are related effects that have many useful applications in everyday life. Students know:

• How to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.
• How to build a simple compass and use it to detect magnetic effects, including Earth's magnetic field.
• Electric currents produce magnetic fields and know how to build a simple electromagnet.
• The role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones.
• Electrically charged objects attract or repel each other.
• That magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.
• Electrical energy can be converted to heat, light, and motion.

Life Sciences
1. All organisms need energy and matter to live and grow. Students know:

• Plants are the primary source of matter and energy entering most food chains.
• Producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.
• Decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals.

2. Living organisms depend on one another and on their environment for survival. Students know:

• Ecosystems can be characterized by their living and nonliving components.
• That in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
• Many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
• That most microorganisms do not cause disease and that many are beneficial.

Earth Sciences
1. The properties of rocks and minerals reflect the processes that formed them.

2. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:

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

• Differentiate observation from inference (interpretation) and know scientists’ explanations come partly from what they observe and partly from how they interpret their observations.
• Measure and estimate the weight, length, or volume of objects.
• Formulate and justify predictions based on cause-and-effect relationships.
• Construct and interpret graphs from measurements.
• Follow a set of written instructions for a scientific investigation.

 

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.