Alignment to CORE and NGSS Standards
| Grade | Number | Standard |
|---|---|---|
| 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.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 | RI.1.9 | Identify basic similarities in and differences between two texts on the same topic. (story versus For Creative Minds non-fiction component) |
| 1 | RL.1.4 | Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
| 2 | K-4)3.7.3 | Physical processes shape features on Earth’s surface (See also NGSS ESS2.A) |
| 2 | NGSS: 2-ESS1.C | Some events happen very quickly; others occur very slowly, over a time period much longer than one can observe. (2-ESS1-1) |
| 2 | NGSS: 2-ESS2.A | Wind and water can change the shape of the land. (2-ESS2-1) |
| 2 | NGSS: 2-ESS2.B | Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2) |
| 2 | NGSS: 2-ESS2.C | Water is found in the ocean, rivers, lakes, and ponds. Water exists as solid ice and in liquid form. (2-ESS2-3) |
| 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 | RF.2.4a-Guided Reading | Read grade-level text with purpose and understanding. Guided Reading |
| 2 | RI.2.10-Guided Reading | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2_3 text Guided Readingcomplexity band proficiently, with scaffolding as needed at the high end of the range. Guided Reading |
| 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.2.10-Guided Reading | By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2_3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Guided Reading |
| 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-ESS3.B | A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (3-ESS3-1) |
| 3 | NGSS: 3-LS2.C | When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4) |
| 3 | NGSS: 3-LS3.A | Many characteristics of organisms are inherited from their parents. (3-LS3-1 ) Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2) |
| 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 | NGSS: 3-LS3.B-2 | The environment also affects the traits that an organism develops. (3-LS3-2) |
| 3 | NGSS: 3-LS4.D | Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4) |
| 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 | RF.3.4a-Reading Counts! | Read grade-level text with purpose and understanding. Reading Counts! |
| 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.3.10-Reading Counts! | 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. Reading Counts! |
| 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 |
| 3 | RL.3.10-Reading Counts! | 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. Reading Counts! |
| 4 | K-4)3.15.2 | Environmental hazards affect human activities (earthquakes, hurricanes, volcanoes) |
| 4 | L.4.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases: Rock formations show earth forces (earthquakes) and age, fossils, rainfall shapes land, rocks/soils/sediments moved by earth/water/living things, plate tectonics: location of mountain ranges/deep ocean trenches/earthquakes/volcanoes with maps to locate, Living things affect the physical characteristics of their regions, natural resources=renewable/non-renewable, natural hazards: earthquakes/tsunamis/volcanoes, plants/animals internal/external structures for growth/survival/behavior/reproduction, senses, fast-moving objects have more energy, energy moves through sound/light/electric currents, colliding objects may make sound, light transfers energy/produces heat, colliding objects change course, produce energy, wave motion, technology moves information over long distances, multiplication/division fact families with unknown numbers, factor pairs for whole numbers to 100, prime/composite numbers, number/shape patterns, multi-digit numbers/place value and compare with symbols (>,=,<), place value rounding, add/subtract multi-digit numbers, long division, fraction equivalents and comparisons, add/subtract mixed numbers like denominators, add/subtract fractions, multiply fraction by whole number, decimals, compare decimals to hundredths, measurement conversions, area/perimeter, line plot fractions, angle measurements whole numbers w protractor, points/lines/line segments/rays/angles/perpendicular/parallel lines, classify triangles, line of symmetry in two-dimensional figure, |
| 4 | NGSS: 4-ESS2.A | Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1) |
| 4 | NGSS: 4-ESS3.B | A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.) |
| 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.4.3 | Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |
| 4 | RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area: Rock formations show earth forces (earthquakes) and age, fossils, rainfall shapes land, rocks/soils/sediments moved by earth/water/living things, plate tectonics: location of mountain ranges/deep ocean trenches/earthquakes/volcanoes with maps to locate, Living things affect the physical characteristics of their regions, natural resources=renewable/non-renewable, natural hazards: earthquakes/tsunamis/volcanoes, plants/animals internal/external structures for growth/survival/behavior/reproduction, senses, fast-moving objects have more energy, energy moves through sound/light/electric currents, colliding objects may make sound, light transfers energy/produces heat, colliding objects change course, produce energy, wave motion, technology moves information over long distances, multiplication/division fact families with unknown numbers, factor pairs for whole numbers to 100, prime/composite numbers, number/shape patterns, multi-digit numbers/place value and compare with symbols (>,=,<), place value rounding, add/subtract multi-digit numbers, long division, fraction equivalents and comparisons, add/subtract mixed numbers like denominators, add/subtract fractions, multiply fraction by whole number, decimals, compare decimals to hundredths, measurement conversions, area/perimeter, line plot fractions, angle measurements whole numbers w protractor, points/lines/line segments/rays/angles/perpendicular/parallel lines, classify triangles, line of symmetry in two-dimensional figure, natural hazards), energy) |
| 5 | K-4)3.7.1 | There are four components of Earth’s physical systems (the atmosphere, biosphere, hydrosphere, and lithosphere) sky, clouds, plants, soil, oceans, lakes, mountains (See also NGSS ESS2.A1) |
| 5 | L.5.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases: Sun as star, Earth/moon orbits, Earth rotation on axis, seasonal patterns, day/night patterns, shadows, sun/moon/star patterns vary by time of day/month/year, Earth systems: geosphere (rocks/soil/sediments) / hydrosphere (water/ice) / atmosphere (air) / biosphere (living things) and their interactions (shape landforms/influence climate-weather), water: ocean/glaciers/fresh percentages, human impact on Earth resources and environment (EE), food chains/webs w decomposers, impact of invasive species, cycles, state of matter: gas/weight/change, change in matter: chemical/mixtures, gravity, photosynthesis, numerical expressions: parenthesis/brackets/braces/symbols, number patterns two rules, multiplying numbers by 10 moving decimals, decimals to thousandths, compare decimals, add/subtract/multiply/divide decimals, add/subtract fractions unlike denominators/mixed numbers, area with fractions, convert measurements, line plot fractions, volume, cubic measurements, coordinate grid, metaphors/similes |
| 5 | NGSS: 5-ESS2.A | The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. |
| 5 | NGSS: 5-ESS2.A | Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. |
| 5 | RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
| 5 | RI.5.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Sun as star, Earth/moon orbits, Earth rotation on axis, seasonal patterns, day/night patterns, shadows, sun/moon/star patterns vary by time of day/month/year, Earth systems: geosphere (rocks/soil/sediments) / hydrosphere (water/ice) / atmosphere (air) / biosphere (living things) and their interactions (shape landforms/influence climate-weather), water: ocean/glaciers/fresh percentages, human impact on Earth resources and environment (EE), food chains/webs w decomposers, impact of invasive species, cycles, state of matter: gas/weight/change, change in matter: chemical/mixtures, gravity, photosynthesis, numerical expressions: parenthesis/brackets/braces/symbols, number patterns two rules, multiplying numbers by 10 moving decimals, decimals to thousandths, compare decimals, add/subtract/multiply/divide decimals, add/subtract fractions unlike denominators/mixed numbers, area with fractions, convert measurements, line plot fractions, volume, cubic measurements, coordinate grid, metaphors/similes |
| 5 | RI.5.5 | Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (Paired reading-story versus For Creative Minds non-fiction component) |
| 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-ESS3.B | Some kinds of severe weather are more likely than others in a given region. Weather scientists forecast severe weather so that the communities can prepare for and respond to these events. (K-ESS3-2) |
| K-4 | K-4)3.1.2 | Geospatial data are connected to locations on Earth’s surface |
| K-4 | K-4)3.1.3 | The interpretation of geographic representations |
| K-4 | K-4)3.3.3 | Models are used to represent features of human and/or physical systems |
| K-5 | Dewey 591.5 | 591.5 |
