Quarter 2 Priority Standards **Kindergarten**

** ****Mathematics **

** **K.CC.3 Write numbers to 20

K.CC.5 Count and answer ‘how many’ to 10

K.CC.6/7 Know which is greater, less, and equal

K.OA.3 Decompose to 10

K.OA.2 Solve simple word problems

** ****Literacy Reading Foundational Skills**

** **K.RF.1 Name all upper and lower case letters of the alphabet

K.RF.2 Blend and Segment CVC words

K.RF.3 Read high frequency words and letter sounds

K.W.1 Opinion Writing

K.L.1 Print all upper and lower case letters

Quarter 2 Priority Standards **First Grade**

**ELA**

**1.RF.3** Know and apply grade-level phonics and word analysis skills in decoding words.

**1.RL.1 **Ask and answer questions about key details in a text.

**Mathematics**

Operations & Algebraic Thinking

**1.OA.1** Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. For example, use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

**1.OA.6 **Add and subtract within 20.

- Use strategies such as counting on; making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (for example, 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

**1.OA.8** Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. (for example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?)

Quarter 2 Priority Standards **Second Grade**

**ELA**

**RL2.5** Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

**RI2.2** Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text

**W2.2** Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

**RF2.4** Read with sufficient accuracy and fluency to support comprehension.

**MATH**

**2 OA 1** Use addition and subtraction within 100 to solve one and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions

**2 NBT 5** Fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction

**2 NBT 7** Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction’ relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

**2 OA 2 **Fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers.

Quarter 2 Priority Standards **Third Grade**

**ELA**

**RL.3.1** Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

**RL.3.2** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

**RL.3.6** Distinguish their own point of view from that of the narrator or those of the characters.

**RL.3.9** Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

**RI.3.2** Determine the main idea of a text; recount the key details and explain how they support the main idea.

**RI.3.9** Compare and contrast the most important points and key details presented in two texts on the same topic.

**MATH**

**3.OA.A.1**Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. *For example, describe a context in which a total number of objects can be expressed as 5 × 7*.

**3.OA.A.2** Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. *For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8*.

**3.OA.A.3** Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.^{1}

^{ }**3.OA.A.4**

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*

#### Understand properties of multiplication and the relationship between multiplication and division.

Apply properties of operations as strategies to multiply and divide.^{2} *Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)*

Quarter 2 Priority Standards **Fourth Grade**

**ELA**

**4.RL.2:** Determine a theme of a story, drama, or poem from details in the text: summarize the text.

**4.RI.2:** Determine the main idea of a text and explain how it is supported by key details: Summarize the text.

**4.RI.7:** Interpret information presented visually, orally, or quantitatively or interactive elements on Web pages and explain how the information contributes to an understanding of the text in which it appears.

**4.RL.3**: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text

**Math**

**4.NBT.5:** Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.

**4.NBT.6:** Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

**4.OA.2:** Multiply or divide to solve word problems involving multiplicative comparisons

**4.OA.3: **Solve multi-step word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.

Quarter 2 Priority Standards **Fifth Grade**

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**ELA**

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**RI 2** Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

**RL 2** Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

**Math**

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**Standard 5.NF.1**

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators

**Standard 5.NF.3**

Interpret a fraction as division of the numerator by the denominator *(a/b = a ÷ b)*. Solve real-world problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, through the use of visual fraction models or equations to represent the problem.

**Standard 5.NF.4**

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

**Standard 5.NF.6**

Solve real-world problems involving multiplication of fractions and mixed numbers, *for example, by using visual fraction models or equations to represent the problem.*

Quarter 2 Priority Standards **Sixth Grade**

**ELA**

**RL.2 **Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

**RI.2** Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

**RI.6 **Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

**W.1**Write arguments to support claims with clear reasons and relevant evidence.

**Math**

**NS.8 **Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same *x*-coordinate or the same *y*-coordinate.

**RP.1 **Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. The following are examples of ratio language: *“The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”*

**RP.2 **Understand the concept of a unit rate *a/b* associated with a ratio *a:b* with *b* ≠ 0, and use rate language in the context of a ratio relationship. The following are examples of rate language: *“This recipe has a ratio of four cups of flour to two cups of sugar, so the rate is two cups of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”* (In sixth grade, unit rates are limited to non-complex fractions.)

**RP.3**

Use ratio and rate reasoning to solve real-world (with a context) and mathematical (void of context) problems, using strategies such as reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations involving unit rate problems.