Alignment to CORE and NGSS Standards
| Grade | Number | Standard |
|---|---|---|
| 1 | 1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. Time includes days of week and months of year. |
| 1 | NGSS: 1-LS1.A: | All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1-LS1-1) |
| 1 | NGSS: 1-LS1.B | Adult plants and animals can have young. In many kinds of animals, parents and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2) |
| 1 | NGSS: 1-LS1.D: | Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (senses) (1-LS1-1) |
| 1 | NGSS: 1-LS3.A | Young animals are very much, but not exactly, like their parents. Plants also are very much, but not exactly, like their parents. (1-LS3-1) |
| 1 | NGSS: 1-LS3.B | Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways. |
| 1 | RI.1.9 | Identify basic similarities in and differences between two texts on the same topic. (story versus For Creative Minds non-fiction component) |
| 2 | NGSS: 2-LS4.D | There are many different kinds of living things in any area, and they exist in different places on land and in water. Classification (2-LS4-1) |
| 2 | RI.2.3 | Describe the connection between scientific ideas or concepts, or steps in technical procedures in a text: Earth processes: quickly/slowly, wind/water shape land, plate tectonics, maps, water: ocean/rivers/lakes-solid or liquid, STEM: drawings, plant basic needs, seed dispersal, biodiversity, state of matter: solid/liquid, small objects make larger, heating/cooling substance causes observable change, add/subtract 100-20 mentally, equal groups for multiplication foundation, odd/even numbers, place value 3 digits, skip counting, measure length using 2 different measurements (inches/feet/yard/cm/m), compare objects by measurement, number line, time to 5 minutes, money/currency, line plot, picture graph, bar graph 4 categories, shapes/angles/number faces, divide shapes into halves, thirds, quarters, fables/folktales from diverse cultures, rhyme and rhythm, compare two/more versions same story, collective nouns |
| 2 | RI.2.4 | Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area: Earth processes: quickly/slowly, wind/water shape land, plate tectonics, maps, water: ocean/rivers/lakes-solid or liquid, STEM: drawings, plant basic needs, seed dispersal, biodiversity, state of matter: solid/liquid, small objects make larger, heating/cooling substance causes observable change, add/subtract 100-20 mentally, equal groups for multiplication foundation, odd/even numbers, place value 3 digits, skip counting, measure length using 2 different measurements (inches/feet/yard/cm/m), compare objects by measurement, number line, time to 5 minutes, money/currency, line plot, picture graph, bar graph 4 categories, shapes/angles/number faces, divide shapes into halves, thirds, quarters, fables/folktales from diverse cultures, rhyme and rhythm, compare two/more versions same story, collective nouns |
| 2 | RI.2.9 | Compare and contrast the most important points presented by two texts on the same topic. (story versus For Creative Minds non-fiction component) |
| 2 | RL.2.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| 3 | L.3.6 | Acquire and use accurately grade-appropriate domain-specific words and phrases: Weather prediction, weather versus climate, natural hazards, life cycles, changing environments: organisms survive/move/adapt/die, animal group behavior, inherited traits, instinct/learned behavior, extinct animals, fossils, individual advantages survival/mating, habitat survival: physical/behavioral adaptations, living things change habitats, force/motion: strength/direction/electric/magnetic, multiplication/division, unknown number m/d equation, m/d fact families, two-step word problems, place value rounding, fractions, time to minute, liquid volumes, scaled picture graph/bar graph, measurements to fractional inches, line plot, area, square units, area=multiplication/division, perimeter, shapes in different categories (rhombus/rectangle=quadrilateral), divide shapes by equal area, fables/folktales/myths from diverse cultures, compare/contrast stories from same author/series, |
| 3 | NGSS: 3-LS1.B | Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1) |
| 3 | NGSS: 3-LS2.D | Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. (3-LS2-1) |
| 3 | NGSS: 3-LS3.B-1 | Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1) |
| 3 | RF.3.4a-AR/ATOS | Read grade-level text with purpose and understanding. AR |
| 3 | RF.3.4a-Guided Reading | Read grade-level text with purpose and understanding. Guided Reading |
| 3 | RF.3.4a-Lexile Level | Read grade-level text with purpose and understanding. Lexile Level 420L - 820L |
| 3 | RI.3.10-AR/ATOS | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2_3 text complexity band independently and proficiently. AR |
| 3 | RI.3.10-Guided Reading | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2_3 text complexity band independently and proficiently. Guided Reading |
| 3 | RI.3.10-Lexile Level | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2_3 text complexity band independently and proficiently. Lexile Level 420L - 820L |
| 3 | RI.3.3 | Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. |
| 3 | RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area: Weather prediction, weather versus climate, natural hazards, life cycles, changing environments: organisms survive/move/adapt/die, animal group behavior, inherited traits, instinct/learned behavior, extinct animals, fossils, individual advantages survival/mating, habitat survival: physical/behavioral adaptations, living things change habitats, force/motion: strength/direction/electric/magnetic, multiplication/division, unknown number m/d equation, m/d fact families, two-step word problems, place value rounding, fractions, time to minute, liquid volumes, scaled picture graph/bar graph, measurements to fractional inches, line plot, area, square units, area=multiplication/division, perimeter, shapes in different categories (rhombus/rectangle=quadrilateral), divide shapes by equal area, fables/folktales/myths from diverse cultures, compare/contrast stories from same author/series, |
| 3 | RI.3.9 | Compare and contrast the most important points and key details presented in two texts on the same topic. (story versus For Creative Minds non-fiction component) |
| 3 | RL.3.10-AR/ATOS | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2_3 text complexity band independently and proficiently. AR |
| 3 | RL.3.10-Guided Reading | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2_3 text complexity band independently and proficiently. Guided Reading |
| 3 | RL.3.10-Lexile Level | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2_3 text complexity band independently and proficiently. Lexile Level 420L - 820L |
| 4 | NGSS: 4-LS1.D | Different sense receptors are specialized for particular kinds of information, which may be then processed by the animal’s brain. Animals are able to use their perceptions and memories to guide their actions. (4-LS1-2) |
| 4 | RI.4.10-Lexile Level | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Lexile Level 740L-940L |
| 4 | RI.4.10-Reading Counts! | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4_5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Counts! |
| 4 | RL.4.10-Lexile Level | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4_5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Lexile Level 740L-940L |
| 4 | RL.4.10-Reading Counts! | By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4_5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Reading Counts! |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.B.4b | Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. |
| K | K.CC.B.4c | Understand that each successive number name refers to a quantity that is one larger. |
| K | K.CC.B.5 | Count to answer –how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1_20, count out that many objects. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 |
| K | K.CC.C.7 | Compare two numbers between 1 and 10 presented as written numerals. |
| K | NGSS: K-ESS2.D | Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. (K-ESS2-1) |
| K | NGSS: K-ESS3.A1 | Living things need water, air, and resources from the land, and they live in places that have the things they need. (K-ESS3-1) |
| K | NGSS: K-LS1.C | All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1) |
| K | RF.K.2a | Recognize and produce rhyming words. |
| K | RI.K.9 | With prompting and support, identify basic similarities in and differences between two texts on the same topic. (comparing story to For Creative Minds non-fiction component) |
| K-5 | Dewey 599.8 | 599.8 |
