Nobel Learning Communities®

Curriculum
Reference Guide
Elementary and Middle
School Programs

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Nobel Learning Curriculum Reference Guide

Introduction
This document provides a summary of the academic standards established within the Nobel
Learning Communities curriculum. It provides a snapshot of the skills and knowledge we
expect will be acquired in each subject area and grade offered by our schools nationwide.

The full Nobel Learning curriculum encompasses much more than standards. We provide our
teachers with recommended instructional strategies, support materials, ideas for challenge-
based learning experiences, learning outcome goals, and assessment tools and techniques.

The standards summarized here were developed by the Nobel Learning Education
Department to be robust, rigorous and challenging. In the areas of literacy and mathematics,
care was taken to ensure that the Common Core State Standards were met or exceeded in all
cases.

The Nobel Learning curriculum is constantly being enriched with the participation of our
entire educational community. The curriculum truly comes alive in the hands of our skilled
teachers and our students who are so eager to learn.

© 2017 Nobel Learning Communities, Inc. Common Core Standards are © copyright 2010
National Governors Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
Nobel Learning Curriculum Reference Guide

Table of Contents
Kindergarten....................................................Pages 2–13 Fifth Grade....................................................Pages 74-92

First Grade.......................................................Pages 14-26 Sixth Grade...................................................Pages 93-111

Second Grade..................................................Pages 27-39 Seventh Grade..............................................Pages 112-132

Third Grade......................................................Pages 40-56 Eighth Grade.................................................Pages 133-154

Fourth Grade....................................................Pages 57-73

2
 details in a Identify action
Kindergart
•

text words
en • With • Use description
words
in which they
appear
prompting
Integration of • With
and
knowledge and prompting
support, ideas and
retell • With
support,
familiar prompting and compare
stories, support, and
L including describe the contrast the
key details relationship
I adventures
• With prompting
between and
T and support, illustrations experiences
identify and the story
E of
characters,
characters
R settings, and
in familiar
major events in a
A stories
story
• Distinguish real
C Craft and structure and imaginary
• Ask and answer •
Y
questions about Synthes
unknown words ize
L in a text literacy
• Recognize experie
i common types of nces
texts
t through
• With
drawing
e prompting and
, drama
support, name
r • Understand
the author and
that literature
a illustrator of a
represents
story and
t different
define the role
cultures and
u of each in
traditions
telling the
r Range of reading and
story level of text
e • Develop complexity
Key ideas and details vocabulary • Actively engage
• With through in group
prompting meaningful reading
and support, and activities with
ask and concrete purpose and
answer experiences understanding
questions • Understand

about key selection Reading Informational

vocabulary Text

3
Key ideas and details in presenting
• With the ideas or
prompting and information in a
support, ask text
and answer • Develop

questions vocabulary through

meaningful and
about key
details in a
text
• With prompting

and support,
identify the
main topic and
retell key details
of a text
• With

prompting
and support,
describe the
connection
between two
individuals,
events, ideas,
or pieces of
information in
a text
Craft and structure
• With

prompting and
support, ask
and answer
questions
about unknown
words in a text
• Identify the

front cover,
back cover,
and title
page of a
book
• Name the

author and
illustrator of a
text and define
the role of each

4
 Kindergarten

5
 concrete • Distinguish real lowercase (consonant-
experiences: and imaginary letters of the vowel-
• Synthesize alphabet consonant, or
stories,
CVC) words
discussions, literacy Phonological
• Add or substitute
and classroom experiences awareness
individual sounds
through drawing, • Demonstrate
interactions (phonemes)
• Understand drama, etc. understanding in simple, one-
selection Range of reading of spoken syllable words to
vocabulary and level of text words, make new words
• Understand complexity syllables, and Phonics and word
content • Actively engage
sounds recognition
vocabulary in group • Know and
• Recognize and
• Identify action
reading produce rhyming apply grade-
words words
activities with level phonics
• Use description
purpose and • Count, and word
words
understanding pronounce, analysis skills in
Integration of
knowledge and ideas blend and decoding
Foundational Skills segment
• With prompting words
Print concepts syllables in • Demonstrate
and support,
• Demonstrate
describe the spoken words basic
understanding • Blend and
relationship knowledge of
of the segment onsets
between one-to-one
organization and and rimes of
illustrations and letter-sound
basic features of single- syllable
the text in which correspondence
print spoken words
they appear s by producing
• Follow words
• Isolate and the primary
• With
from left to pronounce the
promptin sound or many
right, top to initial, medial
g and of the most
bottom, and vowel, and final
support, frequent sounds
page by page sounds
identify for each
• Recognize that
the (phonemes) in consonant
spoken words three-phoneme • Associate the
reasons an
are
author long and
represented in
gives to short sounds
written
support with the
language by
points in a common
specific
text spellings for
sequences of
• With prompting the five major
letters
and support, vowels
• Understand that
• Read common
identify basic
words are high-frequency
similarities in and
separated by words by sight
differences • Distinguish
spaces in print
between two
• Recognize and between
texts on the
name all similarly
same topic
upper- and spelled words

6
 by identifying information
the sounds of about
the letters that the topic
differ • Use a

Fluency combination of
• Read drawing,
emergent- dictating, and
reader texts writing to
with purpose narrate a single
and event or several
understanding loosely linked
events, tell
Writing about the events
Text types and in the order in
purposes
which they
• Use a
occurred, and
combination of
provide a
drawing,
reaction to what
dictating, and
happened
writing to
• Use literacy forms
compose in dictation
opinion pieces in • Dictate or record
which they tell a stories, poetry, etc.
reader the topic • Begin to see self

or the name of as writer

the book they are Range of writing
writing about and • Role play ways

state an opinion people use writing

in their work
or preference
• Begin to select
about the topic
best works to be
or book published
• Use a
Production and
combination of distribution of writing
drawing, • With guidance

dictating, and and support from

writing to adults, respond
compose to questions and
informative/ex suggestions from
planatory texts peers and add
in which they details to
name what strengthen
they are writing as
writing about needed
and supply
some

7
Nobel Learning Curriculum Reference Guide

8
 • With guidance partners about • Describe •Form regular
and support kindergarten familiar plural nouns orally
by adding /s/ or es/
from adults, topics and texts people,
explore a variety with peers and places,
of digital tools to adults in small things, and
produce and and larger events and,
publish writing, groups with
including in • Follow agreed- prompting
collaboration upon rules for and support,
discussions provide
with peers
• Continue
• Begin to additional
recognize seven- a detail
trait terms conversati • Add
Research to build on drawings or
and present through
knowledge other visual
multiple displays to
•
exchange descriptions
Participat
s as desired to
e in
• Confirm
shared provide
understanding additional
research
of a text read detail
and
aloud, or • Speak audibly
writing
information and express
projects
• With guidance
presented thoughts,
and support from orally or feelings, and
adults, through other ideas clearly
recall media, by
information asking and Language
from answering Conventions of
experiences questions standard English
• Demonstrate
or gather about key
information details and command of
from requesting the
provided clarification if conventions
sources to something is of standard
answer a not understood English
question • Ask and answer grammar and
questions in usage when
Speaking and order to seek writing or
Listening speaking
help, get
Comprehension and • Print many
collaboration information, or
upper- and
• Participate in
clarify
lowercase letters
collaborative something that • Use frequently

conversations is not occurring nouns

with diverse understood and verbs

9
 • Understand and clarify the among verbs • Use directionality:
use question words meaning of describing the left to right; top to
• Use the most bottom
unknown and same general
frequently • Use appropriate
multiple- action by
occurring spaces between
prepositions meaning words acting out the words
• Produce and and phrases meanings • Use correct initial

expand based on • Use words and sound in inventive

kindergarten phrases spelling
complete
• Recognize and
sentences in reading and acquired
name period and
shared content through
question mark
• Identify new conversations,
language
activities meanings for reading and
• Demonstrate familiar words being read to,
command of the and apply and
conventions of them responding to
standard English accurately texts
• Use the most
capitalization,
punctuation, and frequently W
spelling when occurring R
writing inflections
and affixes I
• Capitalize the

first word in a • With guidance T

and support from
sentence and I
adults,
the pronoun
explore word N
“I”
relationships and
• Recognize and G
nuances in word
name end
punctuation meanings
• Write a letter or • Sort common C
objects into
letters for most o
categories
consonant and • Demonstrate n
short-vowel
understanding
sounds v
of frequently
• Spell simple e
occurring verbs
words
and adjectives n
phonetically
by relating
, drawing on t
them to their
knowledge i
opposites
of sound- • Identify real-life o
letter
connections
relationship n
between words
s s
and their use
Vocabulary • Distinguish
•Use upper
acquisition and use case/lower case in
shades of
• Determine or correct places
meaning

10
 Kindergarten

11
• appropriate you notes, activities
W high captions, labels • Begin to discuss

rit frequency • Create pictures ideas with others

e words and/or text for
Drafts
u located poems, journals,
• Dictate or
p within grade stories record stories,
p level • Use literary poetry, etc.
er appropriate forms in • Create text with
ca dictations drawing, writing,
text
se ( or dictation
Ideas e
a .
• Use pictures to
Revises
n g • Share works with
d express ideas .
• Generate
others
lo ,
• Add detail
w ideas for
O or descriptive
er writing based
n words to
c on personal
c picture and/or
a experiences e
text
s
Word Choice u
e • Manipulate p
in environmental o
d print n
e
Sentence Fluency a
p
• Understand
e
concept of t
n sentence i
d m
e Presentation e
• Begin to …
nt
)
ly use
• Role play ways
, parameters people use
at of space writing in their
te and line work
n placement • Show some

di within awareness of
audience
n written
• Write first and
g work
last name
to
Styles/Audiences
fo Prewriting
• Draw or write
r • Use pictures to
for self or teacher
m explore and
• Share writing
develop ideas
• Understand
with others • Use ideas from
naming and • Create pictures
action words literature
• Spell age-
and/or text for • Participate in
invitations, thank brainstorming

12
Edits • Offer Count to tell the
•Accept positive number of objects
suggestions from feedback • Understand
adults and peers the
after
listening to relationship
Publishing
the writing between
• Begin to select
best work to be of peers numbers and
published • Listen while quantities;
• Work as part others share connect
of a group to counting to
publish a MATH cardinality
combined • When counting
Counting and
work (e.g., Cardinality objects, say the
class book) Number names and number names
the counting in the standard
Evaluating/Analyzing sequence order, pairing
Self • Count to 100 by
each object
• Read and discuss ones and by tens
with one and
own work • Count by 2’s
• Begin to see self
only one
beginning
as a writer number name
from a given
• Begin to and each
number
recognize number name
within the
seven-trait with one and
known
terms only one
sequence
(Ideas, object
• Write numbers
• Understand that
Word
from 0 to 20;
Choice, the last number
represent a
Sentence name said tells
number of
Fluency, the number of
objects with a
Voice, objects
written numeral
Organizatio counted; the
0-20
n, number
• Read, write,
Convention of objects is
name,
s, the same
represent,
Presentatio regardless of
order, and
n) their
count to 100
• Recognize arrangement
• Indicate
and identify or the order
ordinal
changes in in which they
position of
drawings were
an ordered
and writings counted
set of
over time
objects,
Evaluating/Analyzing pictures,
Others (1st-3rd) or
numbers
13
Nobel Learning Curriculum Reference Guide

14
 •Understand that acting out mathematical • Describe
each successive situations, problems measurabl
number name verbal • Identify, e
refers to a explanati explain, and attributes
quantity that is ons, extend of objects,
one larger expressio simple such as
• Count to answer ns, or pattern- length or
“how many?” equations making and weight;
• Skip • Solve addition sorting describe
counting and subtraction several
by 2’s and Number
word
5’s to 100 and
problems, and
using Operatio
add and
concrete ns in Base
subtract within
objects Ten Work
10
Compare numbers • Decompose
with
• Identify whether numbers
numbers less
the number of to gain
than or equal
objects in one foundatio
to 10 into
group is greater ns for
pairs in more
than, less than, place
than one way
or equal to the • For any number
value
• Compose and
number of from 1 to 9, find
objects in decompose
the number that
another group numbers from 11
makes 10 when
• Compare to 19 into ten
added to the
two ones and some
given number
numbers • Fluently add and
further ones and
between 1 subtract within 5 record each
and 10 • Make composition or
presented reasonable decomposition
as written estimates by a drawing or
numerals and explain equation;
the understand that
Operations and reasonable these numbers
Algebraic Thinking are composed of
ness of a
Understand addition, ten ones and one,
and understand solution
subtraction • Use tools such two, three, four,
• Represent as calculators, five, six, seven,
addition and models, or eight, or nine
subtraction with concrete ones
objects, fingers, materials to Measurement and
mental images, investigate Data
drawings, patterns and Describe and
other compare measurable
sounds,
attributes
15
 measurable sort the quarters
attributes of a categories by • Determine the
single object
count value of a set of
• Directly compare
Data Analysis pennies, nickels,
two objects with • Develop a two and dimes that is
a measurable
question survey 10 cents or less
attribute in
and gather data
common, to see Geometry
through
which object has Identify and describe
counting or
“more of”/“less shapes
tallying
of” the attribute, • Describe objects
• Construct simple
and describe the in the
charts, picture
difference environment
graphs, and bar
• Use non- using names of
graphs using
standard shapes, and
paper/pencil or
measure describe the
concrete objects
ment relative positions
to display data
tools to of these objects
• Interpret
estimate using terms such
data in
and as above, below,
concrete or
measure beside, in front
pictorial
• of, behind, and
graphs and
Compa next to
share
re two • Correctly
conclusion
or more name
temper Time and Money shapes
atures • Describe the regardless
to passage of time of their
determi through orientatio
ne mathematical ns or
hotter vocabulary and overall
and in-depth study size
colder of the calendar • Identify

• Compare the shapes as

– days of the
capacity of two or week, date, two-
more containers months of the dimensional
to determine year or three-
which holds the • Use a digital and dimensional
most or the least analog clock to
Classify objects tell time to the
• Classify objects
nearest hour
into given • Recognize name
categories; count and values of
the numbers of pennies, nickels,
objects in each dimes, and
category and
16
 Kindergarten

17
Analyze, compare, recording the • Use tools and
create, and compose c
change in materials to
shapes a position design a
• Analyze and
l
• Understand that structure that
compare two- the position of an will reduce the
and three- object can be warming effect
dimensional S described by of sunlight
shapes, in locating it in •
c
different sizes relation to Understan
and i d that
another object
orientations, e • Begin to sunlight
using informal understand warms the
n
language to that an object Earth’s
describe their c surface
at rest has
similarities, e forces acting • Explore the

differences, Motion and Stability: upon it effect of shade

parts and other Forces and • Explain that and sun on
attributes Interactions various objects
when objects
• Model shapes • Conduct
• Understand that
touch or collide,
in the world by investigation to the moon and
they push on
building compare the stars are part of
one another and
shapes from effects of the night sky
can change
components different
motion
and drawing strengths,
• Demonstrate
shapes direction or
how a bigger
• Compose simple pushes
push or pull
shapes to form • Analyze data
larger shapes makes things
to determine
speed up or
if a design
S slow down
solution works
more quickly
C as intended to
• Approach
change the
I a problem
direction of an
E to be
object
solved
N • Understand that
through
pushes and pulls
C engineerin
have different
E g
strengths and
Energy
directions
• Make
• Identify objects
P observations
that roll, slide and
h fly to determine
• Define motion the effect of
y
• Describe an sunlight on
s object’s the Earth’s
i motion by surface

18
 • Know that the water and light Earth’s Systems to measure and
sun appears to to live and • Use record weather
move across grow observations of data
the daytime • Identify plants and local weather
sky and does animals as living conditions to
things
not disappear describe
• Understand the
at night patterns over
basic needs of
•
living things time
Understan • Understand • Construct an
d that the argument
that living
majority of supported by
things are
the Earth’s evidence for
often
energy is how plants and
dependent
provided animals can
on other
by the sun change their
living things
• Begin to
for survival environment to
understand • Explain how meet their
that the Earth seasons affect needs
is closer to the plants and animals • Define
sun during the •
weather as a
summer Understan
combination
d that the
of sunlight,
Life Science purpose
wind, snow
From Molecules to of food is
Organisms: Structures or rain, and
to provide
and temperature
energy to
Processes in a
animals
• Use particular
• Understand
observations region at a
that animals particular
to describe
can adapt in time
patterns of
order to • Understand
what plants
obtain their
and animals that people
needs on their
need in order measure
own
to survive conditions to
• Understand that
• Understand describe
plants make their
that animals own food weather and
need food in • Identify where notice patterns
order to live plants live, • Know that

and they including in the weather changes

water from day to day
obtain food
• Classify animals
from plants or and season to
based on how they
from other get energy season
animals • Understand the

• Understand that Earth and Space importance of

plants need Science and know how

19
Nobel Learning Curriculum Reference Guide

20
 • Understand that different even pets, can help problem
weather is plants or adapt to their solve
different around animals and environment to • Convey

the world each places they meet their design

day live needs through
• Begin • Ask questions to • Define habitat sketches,
to obtain and drawings or
disting information understand physical
uish about the how different models to
betwee purpose of habitats meet communicate
n heat weather the needs of ideas for a
and forecasting in plants and problem’s
temper order to prepare animals that solution
ature for and respond live there
• Understand and to [local] severe • Know that

explain how weather some kinds of

plants and • Communicate severe weather
animals can solutions that are more likely
change their reduce the than others in a
environment impact of given region,
• Explain how humans on land, and that
people’s actions water, air and/or weather
to live other living scientists
comfortably can things in local forecast severe
affect the world environment weather so
around them, but • Explain how communities
that they can humans use can prepare
make choices to natural • Know that severe

reduce their resources for weather has local

impacts on the everything effects, but that it
land, water, air they do also impacts
and other living • Define and list other
things examples of communities and
• Explain ways to
natural resources locations
• Explain how
care for the • Identify reduce,
rock, water, reuse and
Earth at home
plants and soil recycle as three
and at school
provide many ways to practice
Earth and Human
Activity resources conservation
• Use a model including food, • Ask

to represent fuel and questions,

the materials for make
relationship shelter observations
• Understand
between and gather
needs of that animals, information to

21
Science and engineering observations to natural
Engineering Practices , in order to collect data that and/or
& Design
change or can be used to designed
Engineering Design
create a answer scientific world
• Ask questions,
situation questions by • Use a model
make • Convey design making to represent
observations
through comparisons and relationships
and gather
sketches, describing in the natural
information
drawings or patterns in the world
about a
physical natural world • Read grade-
situation that
models to • Know that appropriate texts
people want to
communicate scientists use and/or use
change, in order
ideas for a different media to obtain
to define a
problem’s methods to scientific
simple problem
solution study the information to
that can be • Compare and world describe
solved through
test designs, • Use tools and
the
as there is materials
development of
always more provided to
a new or
than one design and
improved object
possible build a device
or tool
solution to a that solves a
• Develop a
problem specific
simple sketch,
Science and problem or a
drawing or Engineering Practices solution to a
physical model • Plan and
specific
to illustrate conduct problem
how the shape an • Construct an
of an object investig argument with
helps it ation in evidence to
function collabor support a claim
• Analyze data
ation • Know that
from tests of two with scientists look
objects designed peers, for patterns and
to solve the same with order when
problem to guidanc making
compare the e observations
strengths and • Analyze data
about the world
weaknesses of from tests of • Ask
how each an object or questions
performs tool, in order based on
• Approach a
to determine if observations
problem to it works as to find more
be solved intended information
through • Make and use
about the

22
 Kindergarten

23
 patterns in the ers, President’s
e
natural world rulers Day
• Communicate and s • Put events in

solutions with balance e temporal order

others in oral s, add using a calendar,
n
and/ or written to placing days,
forms by using informat t weeks, and
models and/or ion from • Identify months in proper
drawings that our examples of order
provide detail senses past history to •

about scientific include Paul Understan

ideas S Revere’s ride, d and use
• Define a simple the story of vocabulary
O
problem that Johnny related to
can be solved C Appleseed, time:
through the I and Betsy Ross before,
development of as well as after, next,
A
a new or other first, and
improved object L important last
or tool historical dates • Distinguish

• Develop a throughout the between past,

S present, and
simple model year
future
based on T • Identify
• Understand basic
evidence to examples of
U modes of
important people
represent a communication
D from
proposed • Understand basic
the past to
object or tool I modes of
include George transportation
• Repeat events
E Washington, Map/Globe Skills
several times to
Harriet Tubman, • Compare and
compare findings S
• Know that the and Abraham contrast the
five senses allow Lincoln as well relative
P as other well location of
us to take in and
respond to a known notables people,
information, in • Describe the places, and
s
order to learn people and things
t events • Place
about our
surroundings honored in objects
• Know commemorati using
a
that ve holidays near/far,
n including up/down,
tools,
such as d Columbus and
thermo Day, left/right
Thanksgiving, • Use simple
meters,
P Independence maps,
magnifi
r Day, and globes, and

24
other • Become their courage,
three- aware of the characteris patriotism, and
dimensiona physical tics (e.g., other admirable
l models shape of forest, traits seen in
our state desert, American history
and nation vegetation • Identify examples

• Identify , bodies of of rules and the

community water, consequences of
symbols etc.) breaking them
such as • Know the • Accept

traffic physical and responsibility

signs, human for many
traffic characteristics personal needs
lights, etc. of the local and duties
• Identify map community • Identify and

symbols such as (e.g., appreciate work

legend done by others
neighborhoo
references to land, • Identify self by
ds, schools,
water, roads, and most of the
cities/towns parks,
following:
• Construct
hospitals,
name, street
models of etc.)
address,
neighborhoods, telephone
Economics
including police • Identify jobs number,
and fire stations, gender,
in the home,
airports, banks, physical
school, and
hospitals, characteristics,
community
supermarkets, month and day
and
harbors, schools, of birth
understand
places of • Recognize that
and explain
worship, and all people,
why people
transportation including
have jobs
lines • Identify the themselves,
• Demonstrate
difference between are unique in
familiarity with needs and wants some way and
the school • Begin to
have their own
layout, understand the
concept of scarcity ideas and
environs, and feelings
• Explain how basic
jobs people do •
human needs are
there met Recogniz
e
Analysis Citizenship similarities
• Know that • Take turns and
and
places can share
difference
be defined • Identify examples
s in
in terms of of honesty,
families
25
and how
families
fulfill the
basic
emotiona
l and
physical
needs of
children

26
Nobel Learning Curriculum Reference Guide

27
Government technology correct finger
L
• Know and including placement for
understan O tape home row keys
d the G recorders, • Identify letter

symbols, computers, keys, number keys,

Y and space bar
icons, and and
• Begin to use
traditions laptops, if
the following
of the B available
• Begin to
keys: Shift,
United
a Enter, Caps
States understand
s Lock, Delete
• Identify the process and
• Use word
President as the is able to
i processing as
leader of the retrieve
United States c a tool to
documents
• Explain write, edit,
with
the use and publish
O assistance
of voting • Save documents
ideas and
as a p with assistance simple
method e • Identify and sentences
of group discuss
r spreadsheet Technology and
decision
terms/ Society
making a
concepts • Discuss uses of
• Recite the
t (column, row) technology in the
Pledge of • Begin to
home
i
Allegianc • Recognize
recognize
e and o and use
spreadsheets
sing n as a tool to responsible
songs organize and and safe
s
that display behavior in
• Use
express information the use of
basic
American • Identify and use
technology
vocabul
ideals formatting resources
ary
• Identify the terms/concepts • Use Scholastic
when
flag, bald (e.g., font size) Keys’ MaxShow
referrin • Open and
eagle, and component to
g to
the Statue begin to use present
technol
of Liberty appropriate ideas/concepts
ogy
features and /information
•
T functions of as a class
Demonstra
software for
E te start up
class
C and shut
assignments
down
H (with assistance)
procedures
• Begin to
N of various
demonstrate
O types of

28
Technology and simple influences on p
Research addition health, e.g., y,
• Use teacher- sa
and food, rest,
d,
created word subtraction exercise, n
documents to calculations hygiene/cleanl er
gather iness v
information o
P • Relate health to
u
feelings and to
Te E s)
behaviors
• Verbalize feelings
ch / • Describe health
• Accept the
n risks for age group
W • Explain how to be
normalcy of
ol
feelings
og E careful with
• Identify and make
medicines
y L • choices
an • Accept and carry
L Identif
d out personal
y
Pr N responsibilities
reliable
• Recognize the
ob E source importance of
le
S s of shared play
m
inform • Accept personal
So S
ation differences (e.g.,
lvi
regard race, gender,
ng
P ing disability) in
an
medici classmates
d h
nes • Participate
D y willingly in group
and
ec activities
s substa
isi • Examine
nces
on i the rules
• Understand
M c harmfulness of for
ak look-alike products participat
a
in ing in the
g l Social/Emotional
physical
Wellness
• Identify and activity
• Identify specific
discuss uses of setting
W feelings by name
rubrics to define
• Apply, with
(
and evaluate e a teacher
simple elements n
l reinforcemen
(e.g., content) of g
t, classroom
a class project l e
r, rules and
• Enter/edit
n f procedures
data in a e
e and safe
prepared a practices
spreadshe s r,
• Work in a
et to h
s a group
perform • Describe p
29
 setting
without
interfering
with others
• Share space and
equipment with
others
• Develop

listening skills
and the ability to
follow
instructions in
sequence during
a game
situation

30
 Kindergarten

31
Nutrition teeth and • Recognize the mature form of
• Place foods in body stay importance of walking and
the appropriate running
strong participating
group of the • Demonstrate
in physical
Food Guide Fitness the emerging
activities
Pyramid • Identify skills of
• Select and
• Identify a variety catching,
physiolo participate in
of foods for gical kicking,
activities that
good health, signs of throwing, and
require some
including moderat striking
physical exertion
unfamiliar and e physical necessary for
during
culturally activity participating
unscheduled
diverse foods • Recognize two in activity
times
• Select a •
appropriate sites • Demonstrate
breakfast Demonstrat
on the body to a variety of
and lunch e forward
monitor the heart non-
that and
rate locomotor,
contain a • Understand why
backward
locomotor,
variety of rolling
moderate to and
grains, patterns
vigorous combination
vegetables • Perform rolling
physical activity skills while
, and fruit movements
for short participating
• Understand which can be
periods of time in different
why it is used as safety
is beneficial games and
important to • Demonstrate
rolls
activities
keep foods knowledge of •
and their why flexibility Dev
containers through warm up elop
clean activities is mov
• Understand
important and eme
why it is can identify nt
important to exercises that contr
keep hands enhance proper ol
clean, using flexibility in a for
appropriate variety of muscle safe
cleaning groups parti
techniques • Identify cipat
• Recognize the
likes and ion
agricultural dislikes in
origins of connected gam
common with es
foods participati and
• Identify
on in spor
snack foods physical ts
that help the activity • Demonstrate

32
 • Identify emphasis materials, such
fundamental on line, as colored Historical and Cultural
movement Context
color, and chalk, paint,
patterns • Talk about familiar
texture clay, scissors,
• Establish a objects from today
beginning • Begin to glue, tape, and long ago
movement use art and markers • Use art to create
vocabulary vocabular • Use various and tell stories
•
y to media to • Discuss the
Ap
respond demonstrate art importance
ply
to works elements (e.g., of art in
ag
of art, use a variety of relation to
e-
especially lines and celebration
ap
their own shapes in s
pr • Identify basic artwork, use • Create projects
op geometric and free different in relation to
ria form shapes
texture holidays,
te • Identify colors and
techniques seasons, and
co experiment with
mixing colors such our
nc
• Understand as rubbing and environment
ept scratching)
that subject
s • Manipulate clay to
matter can be
to create three-
real or dimensional forms
per
imaginary • Build three-
for
ma Creative Expression dimensional
nc • Produce constructions
e different using a
compositions variety of
ART using a variety materials and
of processes, methods
Artistic Perception
media, and (e.g., join
• Identify
techniques items using
and
that tape, glue,
analyze
successfully etc.)
different
communicate • Work
artistic
students’ independently
materials,
ideas, with various art
processes/f
experiences, materials,
orms, and
and stories, including
techniques
such as paints and a
• Identify
drawing variety of
and talk
pictures and different sized
about art
creating self- brushes
elements
• Use art materials
with portraits
and tools in a
• Use art
special responsible way

33
Nobel Learning Curriculum Reference Guide

34
 •Identify one or between arts and signs, verbal Song Singing
more well known other disciplines response, etc. • Sing simple
artists •
(e.g., learn history songs as well
through art, learn Demonstrat as echo and
Aesthetic Valuing
about describing e pattern pieces
• Talk about
words by telling understandi alone and
reasons
about artwork) ng of with others
artists have
• Connect their upward/ • Sing
for creating
learning of art downward different
artwork
to other fine movements styles of
• Analyze and
arts such as of music music
discuss his/her
music or using hand including
artwork including
dance gestures, folk,
why he/she
signs, verbal familiar,
created the work,
MUSIC response, cultural, etc.
what is the
etc. alone and
subject of the Beat Pattern • Distinguish
work, and why • Demonstrate
with others
between tones •
he/she likes or knowledge of
of instruments Demonstrat
dislikes the work beat awareness
and voices e healthy use
of art using art through the use
(child, adult, of the
vocabulary of rhythm sticks,
male, female) singing,
hand clapping,
Connections and speaking,
etc. Music Reading
Applications whispering,
• Demonstrate a • Begin to
• Use the and calling
steady beat verbally
visual voice with
using identify
language of appropriate
instruments, symbols in
art as a way volume
movement, music (such
of
clapping, as treble and Technology and
expressing
chants, and bass clef, Instruments
their
songs staff, lines, • Recognize
personal common
• Perform and spaces)
world, instruments by sight
rhythmic as the written
ideas, and and sound
patterns pieces that
emotions • Perform
including create a
• Talk about simple
sounds and musical
the various rhythmic
silences composition
kinds of patterns and
artwork visual Ear Training sound effects
artists • Demonstrate on
produce understanding of instruments
• Identify a career same/different to
in art and high/low accompany
• Identify sounds using poems,
connections hand gestures, rhymes,

35
 chants, and movement of music
songs • Gain self- • Recognize music

• Demonstrate esteem and of contrasting

expressive qualities cultures
self-
• Identify
(e.g., confidence
loud- relationships
through
soft, between music
positive
fast- and other
performance
slow) disciplines, such
experiences
while • Demonstrate
as patterns in
playing math and music
appropriate
classroo audience
m and behavior
ethnic during
instrum performance
ents s/events
•
Movement to Music Participat
• Respond with
e in at
purposeful least one
movement school or
while listening class
to music (moves performa
to rhythmic nce per
patterns, academic
contrasts in year
music, or to
enhance music) Music Appreciation
• Move and Connections
• Listen to
rhythmicall
y or dance various styles of
to music music (classical,
from other contemporary,
cultures familiar, etc.) to
develop a basic
Performance understanding
Etiquette of its role,
• Demonstrate the
meaning,
ability to follow
musical/ and/or
performance components
directions • Listen to

• Demonstrate the related

ability to memorize stories and
songs facts
• Demonstrate the
regarding
ability to coordinate
various types
36
 Kindergarten

37
SPANISH are you?, viewpoints
Good Writing and to
Oral Language • Write basic
evening) complete
• Use
vocabulary words
• Count in projects in
appropriate with assistance
Spanish • Spell
other
Spanish
using the classes
vocabulary word
numbers (picture
related to s
zero dictionarie
greetings, using
through s, picture
numbers, basic
30 books,
classroom lette
• Apply Spanish cookbooks
objects, colors, r-
vocabulary to )
days of the soun
describe • Label the school
week, shapes, d
objects using building spaces
parts of the corr with Spanish words
body, animals, numbers, espo
family shapes, and nden
members, and colors ce
weather (with
Reading
• Ask and • guid
respond to Demon ance
simple strate )
questions an
Connections
about underst
• Reinforce and
familiar anding further their
situations of age- understanding of
and objects appropr the Spanish
(classroom iate language
objects, Spanish through other
people, stories disciplines; for
feelings, and example, using
possessions) songs information
• Present • Retell the events about the lives of
memorized of or summarizes a Spanish children
material such as simple
reciting a obtained in
Spanish story
Spanish rhyme to Spanish class to
• Compare
peers or family talk about a
members a simple similar topic in
• Use Spanish Spanish social studies
vocabulary story to • Use age-

and phrases other appropriat

to stories or e Spanish
demonstrate real life resources
courtesy events to acquire
• Recognize informatio
(Hello, How
Spanish letters n and
38
Language Use and colors of the
Structure flags of some
• Observe
Spanish
differences in the
speaking
alphabets of
countries
Spanish and
• Experience arts of
English
• Compare the
the Spanish
cultures
representation • Produce a simple
of animal Spanish craft
sounds in
Spanish and
English
• Demonstrate
phonemic
awareness

Cultural Awareness
• Demonstrate
culturally
appropriate
behavior
•

Demonstr
ate an
awareness
that
behaviors
such as
gestures
and
greetings
may differ
among
cultures
• Describe and
discuss the cultural
customs
and traditions
of the various
Spanish
speaking
countries,
specifically
birthday
traditions
• Identify, in

Spanish, the
39
Nobel Learning Curriculum Reference Guide

40
 stories, illustratio Range of reading
First including ns and and level of text
Grade key details in
complexity
• With
details, a story
prompting
and to
and support,
demonstra describe
read prose
te its
and poetry
understand characte
of
ing of their rs,
appropriate
L central setting,
complexity
message or
I • Describe events Reading
T characters, • Compare Informational Text
settings, and and Key ideas and
E details
major events in contrast
R a story, using the • Ask and

key details adventure answer

A
Craft and structure s and questions
C • Identify words experienc about key
and phrases in es of details in a
Y
stories or characters text
poems that in stories
suggest • Predict what will
L
feelings or happen next in
i stories
appeal to the
• Explain
t senses
predictions and
• Explain major
e later determine
differences
whether
r between books
predictions were
that tell stories
a confirmed
and books that
• Identify cause
t give
and effect
information, relationships
u
drawing on a • Begin to

r wide reading of distinguish

a range of text between fact and
e opinion
types
Key ideas and details • Begin to
• Identify who is
• Ask and distingu
telling the story
answer ish
at various
questions betwee
points in a text
about key n sense
Integration of
details in a knowledge and and
text ideas nonsen
• Retell • Use se

41
 • Use the of the phonics and
• Identify the illustrations organization and word analysis
main topic and details basic features of skills in
and retell key in a text to print decoding
details of a describe its • Recognize words
text key ideas the
•
• Identify the distinguish
Describ
reasons an ing
e the
author gives to features of
connect
support points a sentence
ion
in a text Phonological
betwee awareness
• Identify
n two • Demonstrate
basic
individu understanding
similaritie
als, of spoken
s and
events, words,
differenc
ideas, syllables, and
es
or sounds
between
pieces • Distinguish long
two texts
of from short vowel
on the
informa sounds
same
tion in a • Orally
topic
text produce
• Predict what will
Craft and structure single-
happen next in
• Ask and answer stories syllable
questions to help • Explain words
determine or predictions and by
clarify meaning later determine blendin
of words and whether g
phrases in text predictions were sounds
• Know and use • Isolate and
confirmed
various text • Identify cause and pronounce
features to locate effect relationships initial, medial
key facts or Range of reading and vowel, and final
information in a level of text sounds
complexity • Segment spoken
text
• With prompting
• Distinguish single-syllable
and support, read
between words into their
appropriately
information complete
complex
provided by sequence of
informational text
pictures or individual
other Foundational Skills sounds
illustrations and Print concepts Phonics and word
information recognition
• Demonstrate
• Know and apply
Integration of understanding
knowledge and ideas grade-level

42
 First Grade

43
• Know the riate material people use writing
spelling-sound irregular in their work
Writing • Show an
correspondenc ly
Text types and awareness of
es for spelled audience
purposes
common words • Write opinion Production and
consonant Fluency distribution of
pieces in which
digraphs • Read with writing
they introduce
• Decode sufficient • With
the topic or
regularly spelled accuracy and guidance
one-syllable name the book
fluency to and support
words they are writing
support from adults,
• Know final -e and about, state an
comprehens focus on a
common vowel opinion, supply
ion topic,
team a reason for the
• Read respond to
conventions for opinion, and
grade- questions
representing provide some
level and
long vowel sense of closure
text with suggestions
sounds • Write
purpose from peers,
• Use informative/expl
and and add
knowledge anatory texts in
understa details to
that every which they name
nding
syllable must a topic, supply
• Read
have a vowel some facts
grade-
sound to about the topic,
level text
determine the and provide
orally with
number of some sense of
accuracy,
syllables in a closure
appropriat • Write
printed word
e rate, and
• Decode two- narratives in
expression
syllable which they
• Use context
words recount two
to confirm or
following or more
self-correct
basic appropriately
word
patterns by sequenced
recognition
breaking the events
and • Create texts
words into
understandin
syllables for
g, rereading
• Read words with invitations,
inflectional as necessary
thank you
endings • Know
notes,
• personal
captions,
Recogn preference
labels
ize and s for • Write name,
read listening to address, phone
grade- literature number
approp and other • Role play ways

44
 strengthen collaborative • Describe
writing as conversations people, places,
needed
with diverse things, and
• With
partners events with
guidance and • Follow agreed- relevant details,
support from upon rules for expressing ideas
adults, use a discussions
and feelings
variety of • Build on others’
clearly
digital tools talk in • Add drawings
to produce conversations
or other visual
and publish by responding
displays to
writing, to the
descriptions
including in comments of
when
collaboration others through
appropriate to
with peers multiple
clarify ideas
• Use mapping to exchanges • Produce
organize thoughts • Ask questions
• Begin to organize
complete
to clear up
ideas using sentences when
any confusion
prewriting activities appropriate to
about the
• Focus on task and
content, not topics and
situation
convention texts under • Use eye
Research to build and discussion
contact and
present knowledge • Ask and answer
appropriate
• Participate in
questions about
shared research gestures to
key details in a
and writing enhance oral
projects text read aloud
delivery
• With guidance or information
and support from presented Language
adults, orally or Conventions of
recall through other standard English
information media • Demonstrate

from • Ask and answer command of

experiences or questions about the
gather what a speaker conventions
information says in order to of standard
from provided gather English
sources to additional grammar and
answer a information usage when
question • Follow three-step
oral directions
Speaking and • Understand
Listening simple nonverbal
Comprehension and cues
collaboration Presentation of
• Participate in knowledge and ideas

45
Nobel Learning Curriculum Reference Guide

46
 w simple frequently and support
r and occurring from adults,
i irregular demonstrat
compoun
t
i d words e
n declarativ • Spell untaught understandi
g e, words ng of word
interrogat phonetically, relationships
o
ive, drawing on and
r
imperativ phonemic nuances in
s e, and awareness and word
p exclamato spelling meanings
e ry conventions • Sort words into
a
sentences Vocabulary categories to
k
i in acquisition and use gain a sense of
n • Determine or
response the concepts the
g to clarify the categories
• Print all upper- meaning of
prompts represent
and lowercase unknown and
• Demonstrate • Define words
letters
command of multiple- by category
• Use common,
the meaning and by one or
proper, and
possessive nouns conventions words and more key
• Use singular of standard phrases attributes
• Use
and plural English • Identify real-life

nouns with capitalization, sentence- connections

matching punctuation, level between words
verbs in basic and spelling context as and their use
sentences when writing a clue to
• Use personal, • Capitalize dates the
possessive, and and names of meaning of
indefinite pronouns people a word or
• Use verbs to • Use end phrase
convey a punctuation for • Use frequently
sense of past, sentences
occurring
• Use commas
present, and affixes as a clue
future in dates and
to the meaning
• Use frequently
to separate
of a word
occurring single words
• Identify
adjectives in a series
• Use frequently
frequently
• Use
occurring occurring
conventional
conjunctions root words
spelling for
• Use determiners and their
words with
• Use frequently inflectional
occurring common
forms
prepositions spelling
• With
• Produce and patterns and
guidance
expand complete for
47
 • Distinguish exclamation
n
shades of points
meaning t • Demonstrate

among verbs i capitalization

differing in skills for
o
manner and pronoun “I,”
adjectives n people’s
differing in s names, and
intensity • Write beginning of
• Use words and grammatically sentences
phrases acquired correct sentences • Leave correct
• Spell age- space between
through
appropriate words and lines
conversations,
reading and high
Ideas
being read to, frequency
• Use pictures and
and responding words or text to express
to texts, located within ideas
including using grade level • Begin to

frequently appropriate choose

occurring text own ideas
• Begin to use for
conjunctions to
signal simple personal and personal
relationships possessive experien
• Use words from pronouns ces
environmental print correctly • Write two or
• Experiment with •
more
sensory words Demonstra sentences that
te focus on a
W beginning single topic
R understand • Participate in
ing of group writing
I subject- activities
T verb
Organization
I agreement
• Use a simplified
• Use the following
N parts of speech version of
correctly: beginning,
G
noun and action middle, and
verb end for stories
• Use periods and
C
question marks Voice
o correctly • Begin to describe
• Begin to use personal
n
commas, experiences
v
quotation
e marks, and

48
 First Grade

49
Word Choice poems, es to • Add to text, with
• Begin to use journals, create guidance from
vocabulary from ideas teacher
stories,
literature with
• Conference with
narratives,
• Use words from teacher
letters, lists, class
environmental
descriptions • Discuss ideas
print Edits
• Write name, with others • Add missing or
• Experiment
address, and • Use mapping to
with sensory necessary words
words phone number organize • Accept help with
• Role play ways thoughts
• Experiment editing
•
with strong verbs people use • Begin to
writing in their Independentl
work correct
Sentence Fluency y think of a
( capitalization
• Begin to be topic and
e and
aware of generate
sentence . punctuation
g three or more
beginnings independently
. related ideas
• Begin to apply • Begin to
,
appropriate use of Drafts correct
connecting words
m • Begin to recurring
e organize errors in
Presentation
n spelling of
• Prepare text ideas
u
that is legible s using grade level
• Include first and , prewritin words
last name and g
date on work s Publishing
activities
i • Select best
• Use own
Styles/Audiences g work for
• Write for n drawing,
publishing by
s writing,
self, partnering
, and
teacher, with teacher
or other spelling to
e • Work
personall t create text
collaborati
c • Focus on
y known vely to
. content, not
audience convention plan and
)
• Read writing
• Show an publish a
with others Revises
awareness of combined
• Create text
audience • Read orally to
work
for self to check for
invitations, Prewriting clarity Evaluating/Analyzing
• Use pictures to • Share work with Self
thank you
express ideas others • Read and discuss
notes,
• Use • Begin to use own work
captions,
brains peers for • See self as a
labels
tormin focused writer
• Write, in a
g revision with • Begin to
variety of
activiti modeling identify
forms,

50
 seven- writing ent and
traits • Listen while solve
terms others share proble
(Ideas, ms
Word MATH involvi
Choice, Counting and ng
Sentence Cardinality additio
Fluency, Know numerical n and
Voice, sequence and subtract
positioning.
Organiza ion
• Count to 100
tion, • Use addition and
or more by
Conventi subtraction
2’s, 5’s and
ons, within 20 to
10’s and
Presentati solve word
backwards
on) problems
from numbers
through involving
less than 100
books situations of
with or without
and oral adding to,
a hundred
language
chart or
• Recognize
number line
and identify
• Identify ordinal
changes in
positions through
drawings 10 (1st-10th)
and u
writings s
over time i
n
Evaluating/Analyzing g
Others
• Begin to
c
o
offer positive n
feedback on c
the writing of r
peers based e
t
on seven- e
traits model
• Review o
writing b
j
of
e
authors c
with t
teacher s
to Operations and
algebraic thinking
analyze
•
effective
Repres

51
Nobel Learning Curriculum Reference Guide

52
 taking from, subtract within range, read and • Compare two
putting 20, write numerals two-digit
together, taking demonstratin and represent a numbers based
apart, and g fluency for number of on meanings of
comparing, with addition and objects with a the tens and
unknowns in all subtraction written numeral ones digits,
positions within 10 Understand place recording the
• Solve word Work with addition value results of
and subtraction • Understand
problems that comparisons
equations that the two
call for addition with the symbols
• Understand the digits of a
of three whole >,
meaning of the two-digit
numbers whose =, and <
equal sign, and number
sum is less than Use place value
determine if represent
or equal to 20 understanding and
equations amounts of
• Add and properties of
involving tens and
subtract one operations to add
addition and ones
to three digit and subtract
subtraction are • 10 can be
numbers • Add within 100,
true or false thought of as a
without bundle of ten ones including
• Determine the
regrouping — adding a two-
unknown whole
• Understand and called a “ten” digit number
number in an
apply • Know that the and a one-digit
addition or
properties of numbers from number, and
subtraction
operations and 11 to 19 are adding a two-
equation
relationship composed of digit number
relating three
between a ten and one, and a multiple
whole numbers
addition and two, three, of 10
• Write and
subtraction four, five, six, • Given a two-digit
solve number
• Apply seven, eight, number, mentally
sentences
properties of or nine ones find 10 more or
from problem
operations as • Know that the 10 less than the
situations that numbers 10, 20,
strategies to number, without
express 30, 40, 50, 60,
add and having to count;
relationships 70, 80, 90 refer
subtract explain the
involving to one, two,
• Understand reasoning used
addition and three, four, five, • Subtract
subtraction as
subtraction six, seven, eight,
an unknown- multiples of 10
addend or nine tens in the range 10-
Number and
problem Operations in Base 90 from
Add and subtract Ten multiples of 10
within 20 Extend the counting in the range 10-
• Relate counting sequence 90
to addition and • Count to 120,
Numbers and
subtraction starting at any operations – fractions
• Add and number less than
• Identify and
120. In this
53
 represent fraction compare capacity and
concepts using volume
1/2 and 1/4 and • Demonstrate
show an
equivalencies
understandin
Measurement and g of capacity
Data or volume
Measure • Begin to explore

lengths units of measure

indirectly such as quarts
and by and liters
iterating Tell and write time
length units • Tell and write

• Order three time in hours

objects by and half-hours
length; using analog
compare and digital
the lengths clocks
of two • Estimate and

objects measure the

indirectly passage of time
• Express using
the length mathematical
of an language
object as a Represent and
whole interpret data
• Organize,
number of
length represent, and
units interpret data
• Begin to explore with up to
units of measure three
such as inches categories
Measure and • Use estimation to
compare weights compute and solve
• Use scale to problems
compare weights
of two objects
• Begin to

explore
units of
measure
such as
kilograms
and
pounds
Measure and

54
 First Grade

55
Work with money relationship Technologies sound can make
• Identify coins and between shapes • Plan and matter vibrate
determine the Space and position conduct and that
value of money • Follow directions investigati vibrating matter
• Compare
to move or place ons to can make sound
coin values an object provide • Define matter
and and describe the evidence • Define and
determine relationship of that explore pitch and
money objects in space volume
vibrating
equivalencie using positional • Understand
materials
s language that the more
can make
air that
sound and that
Geometry S moves, the
sound can make
Reason with shapes materials vibrate louder the
and their attributes C
• Make sound and
• Distinguish
I observations vice versa
between
E to construct • Know that
defining vibrations can be
an evidence-
attributes, build N felt
based
and draw C • Begin to
account that
shapes to understand that
E objects can
possess sounds travels
be seen only
defining through matter
when
attributes P illuminated
• Compose two-
h • Plan and
dimensional
conduct an
shapes or three- y
investigation to
dimensional s determine the
shapes to create
i effect of placing
a composite
objects made
shape c
with different
• Partition circles
a materials in the
and rectangles
l path of a beam
into two and four
of light
equal shares
• Use tools and
• Identify and
S materials to
create shapes that design and build
have symmetry c
a device that
• Investigate and
i uses light or
predict the results
e sound to
of putting
solve the
together and n
problem of
taking apart two- c communicati
dimensional
e ng over a
shapes and
Waves and Their distance
describe the
Application in • Understand that

56
• Know that • Identify and offspring that themselves
objects can describe help offspring engage in
be seen if transparent survive behaviors that
light is and opaque • Understand help offspring
available to materials that all to survive
illuminate • Begin to use word organisms have • Identify and

them or if refraction external parts explain animal body

• Identify a parts
they give off and that
their own variety of different
light devices that animals use
(electromagne people use to body parts in
tic radiation) communicate different ways
• Understand that over long to see, hear,
light is an energy distances grasp objects,
source • Identify
protect
• Understand that
technologies themselves,
some materials from past and move from
allow light to present that help place to place,
pass through people and seek, find,
them, others communicate and take in
allow only some
food, water and
light through, Life Science
air
and others block From Molecules to
• Understand that
all light and Organisms: Structures
and plants have
create
Processes different parts
a dark
• Use materials that help them
shadow on
to design a survive and
any surface
solution to a grow
beyond • Understand
human
them, where
problem by that basic
light cannot
mimicking structural
reach
how plants characteristics
• Know that
and/or animals of plants and
mirrors can be
use their animals are
used to redirect
external parts used to classify
a light beam
to help them them
• Begin to • Know that
survive, grow
understand that
and meet their adult plants
light must reflect
needs and animals
off of an object
• Read texts and can have
and back to
use media to young, and in
one’s eyes in
determine many kinds of
order for the
patterns in animals,
object to be
behavior of parents and
seen
parents and offspring

57
Nobel Learning Curriculum Reference Guide

58
 that capture to construct the amount of • Explain that
and convey an evidence- daylight to the seasons are due to
the tilt of Earth
different based time of year
kinds of account that • Observe,
Science and
information young plants describe Engineering Practices
needed for and animals and and Design
growth and are alike, but predict Engineering Design
patterns • Ask questions,
survival not exactly
• Know that like, their of motion make
animals respond parents of sun, observations
to inputs with • Know moon and and gather
behaviors that that plants stars in the information
and young sky about a
help them
animals
survive and that • Define revolution situation
are
plants also and rotation people want
very much, but
• Know that to
respond to some not exactly like,
external inputs their parents the moon
• (inheritance of appears lit as
Understa traits) it reflects
• Know that light from
nd how
plants and individuals of sun
animals the same kind • Know the basic

have of plant or phases of moon

adapted animal are and understand
through recognizable as cycle
time similar but can • Observe,

• Identify how also vary in describe and

plants and many ways predict seasonal
animals have (variation of patterns of
adapted to traits) sunrise and
meet sunset
Earth and Space
demands of • Understand that
Science
their the moon and
Earth’s Place in the
environment Universe stars are present
• Understand • Use during the
that each observations of daytime even if
structure in an the sun, moon, they cannot be
organism and stars to seen
contributes to • Understand
describe
survival patterns that can that sunrise
Heredity: Inheritance be predicted and sunset are
and Variation of • Make not at same
Traits time for
observations at
• Make everyone on
different times of
observations Earth
the year to relate

59
 change in order models to • Use tools and can be solved
to define a communicate materials through
simple problem ideas for provided to development
that can be problem’s design a of a new or
solved through solution device that improved
development of • Compare and solves a object or tool
a new or test designs, specific • Develop a

improved object as there is problem simple model

or tool always more • Begin science based on
• Develop a than one investigations with evidence to
a question
simple sketch, possible represent a
• Understand that
drawing or solution to a proposed
scientists use
physical model problem object or tool
different
to illustrate Science and • Analyze data from
Engineering Practices methods to study tests of an object or
how the shape
• Plan and the world tool to
of an object
• Read grade-
helps it conduct
investigations appropriate
function as
collaboratively texts and use
needed to
to produce media to
solve a given
data to serve as obtain
problem
• Analyze data basis for scientific
evidence to information in
from tests of two
answer order to
objects designed
questions determine
to solve the same
• Make patterns in
problem in order
observations to natural world
to compare
• Understand that
strengths and construct
evidence-based scientists look for
weaknesses of
account for patterns and
how each
natural order when
performs
phenomena and making
• Approach
to answer observations
a problem
scientific about the world
to be
• Ask questions
solved questions, to
based on
through collect data to
information to
engineerin be used
find more
g in order to make
information
to change comparisons and
about natural
or create a to describe
and/or
situation patterns in the
designed
• Convey design natural world in
world and
through sketches, order to answer
define a
drawings scientific
simple
or physical questions
problem that

60
 First Grade

61
 determine if it living, and of varied
works as t
traditions of cultures, drawing
intended various cultures from folklore
• Know that when
a of times past
tests are repeated • Compare the
Map/Globe Skills
under the same n • Construct
similarities and
condition, similar d differences a simple
results are usually among the lives map of a
obtained and activities of familiar
• Know some P area
historical figures
objects occur r who have incorpora
in nature, influenced the ting map
e
whereas community, state, symbols
others have s • Compare and
and nation
been e • Recognize the
contrast the
designed ways in which relative
n
and made they are all part location of
by people to t people,
of the same
solve human • Compare places, and
community,
problems current schools things
sharing
and communities • Locate land and
principles,
S with past schools water on a map
goals, and
and • Interpret simple
O traditions despite map symbols
communities
a varied ancestry; • Locate places
C • Interpret
recognize the of significance
I informatio
forms of diversity on maps and
n
A in their school globes, such as
presented
and community; the United
L in picture
and the benefits States and the
timelines
and challenges of state they live
• Create a
S a diverse in
personal timeline
population
T • Distinguish
• Understand the
between past and
U present ways in which
D • Understand the American
main ideas Indians and
I
found in immigrants have
E selected helped define
S folktales, fables, the culture in
legends, myths, America
and holidays • Compare the
P from around the beliefs, customs,
a world that ceremonies,
reflect the traditions, and
s
beliefs, ways of social practices

62
 • Use maps, between life in • Identify
pictures, and stories cities, towns, certain historic
to compare
suburbs, and figures as
the geography
farms people who
of the local • Explore the exemplify
community with
patterns of good
that of other
human citizenship
communities,
settlement • Recite
the United
and their the
States, and the
causes Pledge of
world
Allegianc
• Compare the Economics e and
information • Identify examples
sing
that can be of goods and
services songs
derived from a
• Understand the that
three-
concept of scarcity express
dimensional
• Understand American
model to the
the concept ideals
information • Understand the
of exchange
that can be
and the use of significance of
derived from a
money to national holidays
picture
purchase and the heroism
Analysis goods and and
• Describe services achievements of
how climate, • Identify different the people
ways to save money associated with
location, and
• Classify products them
physical
and services as • Identify American
surroundings wants or needs
affect symbols,
housing Citizenship landmarks, and
choices • Identify essential
• Know areas that characteristics documents, such
can be classified of citizenship as the American
as regions within the flag, bald eagle,
according to classroom: fair Statue of Liberty
physical criteria play, helping and Liberty Bell,
(landform others, and know the
regions, soil treating others people and
regions, with respect events
vegetation • Identify others associated with
regions, water in classroom them
basins) who
• Understand the demonstrate
similarities and good
differences citizenship

63
Nobel Learning Curriculum Reference Guide

64
Government •Open and responsible
i begin to use
• Understand the and safe
importance of o appropriate
behavior in
rules and laws features
n the use of
• Give examples and functions of
technology
of rules and laws s hardware and
resources
• Identify national • Understand software for class
•
leaders process and assignments
Recognize
• Describe the •
is able to , discuss,
responsibilities Demonstr
save and and
of authority ate correct
retrieve demonstr
figures in the finger
documents ate
home, school, • placement
responsibl
and community Demonstra for home
e and safe
te start up row keys
online
T • Use the following
and shut
keys: Shift, Enter, behavior
E down
Caps Lock, Delete as a
procedures
C • Use class/grou
for various
menu/toolbar p
H types of
functions (e.g., • Identify, discuss,
N technology and use
font size/ style)
including multimedia tools
O to format and
tape (e.g., create and
change the
L recorders, publish)
appearance of • Use PowerPoint
O computers,
word to present
and
G processing ideas/concepts/
laptops, if
documents as a information in
Y available class
class/group
• Identify and
• Use word
discuss
B spreadsheet processing
terms/ as a tool to
a
concepts (e.g., write, edit,
s cell, column, and publish
row)
i sentences
• Recognize
c spreadsheets Technology and
as a tool to Society
organize • Discuss
O uses of
information to
p make technolo
e predictions gy in the
• Identify and use home
r formatting and
a terms/concepts school
(e.g., font • Recognize
t size/style)
and use
65
Technology and class project ency
Research s
• Enter/edit phone
• Investigate
• Understand
data in a health risks for age calls
teacher prepared group • Identify
selected spreadsheet • Predict firefighters and
Internet to perform consequences other law
resources and calculations of various enforcement or
discuss and health-related rescue
compare P behaviors personnel by
findings for • Demonstrate their
E
usefulness as a correct hand- appearance
class / washing technique • Identify dental
•
W emergencies and
Te Describe how to get help
ch E events/si • Identify risks of
no tuations incorrect use of
L
lo which medicines
gy L •
should
an N Understa
include
d nd school
E hand
Pr rules
washing
ob S regarding
• Demonstrate
le S appropriate use of
m behaviors for medicines
So entering or and
lvi P crossing a substance
ng h street or road s
(e.g., stop, look • Know
an
y
d both ways, etc.) never to
De s • touch
cis Understan needles/s
i
io d the yringes
c importance
n or
M a of container
ak playground s for
l
in , school alcohol or
g bus, and tobacco
• Identify and W school • Understand

ground harmfulness of
discuss uses of e
safety rules alcohol abuse
rubrics to
l •
define and Social/Emotional
l Demo Wellness
evaluate
nstrate • Explain that
elements (e.g., n
how to feelings (e.g.,
content,
e make
purpose, anger, fear,
s emerg sadness,
usefulness) of

66
 excitement) are
normal and
acceptable
• Identify

the
relationsh
ip
between
feelings
and
behaviors
• Differentiate

between
healthy and
unhealthy
expressions
of feelings
• Identify
behaviors
controlled by self

67
 First Grade

68
• Identify the respecting from the Food endurance in a
benefits of others Guide Pyramid variety of
healthy • Recognize muscle groups
during
relationships physical signs of
play • Investigate
• Respect the hunger and
rights of others • Understand likes and
satiety
• Describe safe practices, dislikes
ways of physical Fitness connected
resolving education • Can with
conflicts rules, and understa participation
without procedures nd and in physical
fighting • Understand the identify activity
• Explain
importance of one or
cooperation
the two
with a partner in
difference compone
working
s nts of a
together to
between health
complete an
the related
assigned task
acceptabil fitness
•
ity of assessme
Understa
feelings nt
nd the
•
and importan
Demonstra
acceptabil ce of
te the
ity of resolving
ability to
behaviors conflicts
• Understand that
understand
in
the
different people socially
concept of
have different acceptab
pacing
abilities le ways
• Understand
during
• Participate
cardiovascu
why it is willingly in
lar
important to individual
endurance
play and and group
activities
cooperate with activities • Understand the
a partner
Nutrition importance of
regardless of
• Discuss how stretching
personal
foods of the exercises that
differences such
Food Guide enhance
as gender, skill
Pyramid are flexibility in a
level, or
needed for variety of
ethnicity
• growth and muscle groups
• Demonstrate
Understa health
nd the • Select healthy knowledge of
importan snacks for muscular
ce of teeth and body strength and

69
• Explore locomot use of art color
activities or and elements in families
which require manipul the
physical ative environment, Creative Expression
• Produce
activity during skills their own
non-school • Identify artwork, and different
hours movement artwork they compositions
• Demonstrate concepts of are studying using a variety
manipulative space and with an of processes,
skills media, and
effort and emphasis on
• Demonstrate techniques
relationships color, line,
the that
that vary the texture, and
manipulative successfully
quality of shape
skill of striking, communica
movement • Identify and
trapping, and • Understand discuss art te their
tossing a ball principles found in ideas,
the
to a moving the experiences
importance
partner environment, , and stories
of warm up
• Demonstrate their own such as
and cool
the artwork, and drawing or
down
manipulative artwork they are painting a
skill of rising studying with a still life or
ART
and sinking focus on creating art
while twisting, Artistic Perception movement to wear
•
necessary for • Begin to • Use art
Ident
participation in use art materials, such
ify
a dance, vocabular as colored
and
activity, or y to chalk, paint, or
anal
game situation analyze clay to
yze
• and complete
Demons diffe
respond exercises that
trate rent
to works explore the use
static and artis
of art of elements
dynamic tic
• Identify such as
balances mat
primary and variations in the
using erial
secondary use of
different s,
colors with
body proc
the use of a
parts esse
color wheel
• s, •
Underst and Recogni
and tech ze
critical niqu warm,
element es cool,
s of the • Compare and
and
basic contrast the neutral
70
Nobel Learning Curriculum Reference Guide

71
 line, shape, variety of time realistic or (e.g., illustrator
shading, and periods and abstract with picture
books)
color to cultures
Connections and
communicate • Recognize
Applications
ideas how people • Identify MUSIC
• Use various throughout
connections
media to time have
demonstrate art between arts
responded to
principles such and other
the world
as movement disciplines
through art
and balance (e.g., learn
• Create projects
(e.g., show history through
in relation to
contrast in a art, learns
holidays,
two- or three- about
seasons, and our
dimensional adjectives by
environment
artwork) describing
• Recognize how
• Use clay to artwork)
homes around • Apply
create
the world reflect knowledge of art
three-
their to other
dimensiona disciplines
environment
l forms such • Identify one • Connect their
as a learning of art
or more well
sculpture or to other fine
known
container arts such as
artists and
(coil pots) music or
their
• Work
artwork dance
independently • Describe the
with various art
Aesthetic Valuing role of the
materials
• Describe architect
• Use art
•
materials and and
Disti
tools in a explain
responsible way ngui
what
sh
he/she
Historical and bet
Cultural Context likes or
wee
• Identify dislikes
n
and talk about a
funct
about work of art
ional
• Identify broad
art forms and
categories of
in their nonf
artworks
commun • Group unct
ity iona
works of art
• Identify and
according l art
describe • Associate artists’
to
various art careers with their
attributes,
genres from a artworks
such as
72
Beat Pattern t pitch in line staff)
• Demonstrate music Technology and
Song Singing Instruments
knowledge of through hand
• Sing songs
beat awareness gestures,
through the use signs, verbal of increased
of rhythm sticks, response, etc. difficulty,
hand clapping, • Recognize and
alone and
etc. describe with others
• Sing a diverse
• Perform a sudden
steady changes in repertoire
beat based expressive representing
on a qualities of various
common music, such as cultures, eras,
group dynamics or and genres
pulse tempo,
• Sing
• Identify through oral melodic
different language or patterns and
rhythm movement songs,
patterns in matching
music through Music Reading pitch, within
• Identify a four- to
hand gestures,
signs, verbal treble and six-note
response, etc. bass clef, range (F-
• Conduct
staff, lines, D1) using
simple and spaces sol, la, mi,
• Draw a re, and do
conducting
patterns in complete • Sing songs in

treble staff, simple rounds

2/4 meter
• Improvise
or time including
letters and and create
signature
numbers simple
Ear Training • Read and melodies to
• Identify perform enhance
high/low simple familiar
sounds in melodic songs,
music patterns poems,
through from chants, and
hand traditional rhymes
• Demonstrate
gestures, and
signs, nontraditio use of healthy
verbal nal singing
response, notation techniques,
etc. (e.g., sol, including tone,
• Identify la, and mi posture, and
same/differen on a three- diction

73
 First Grade

74
 • Identify Music • Demonstrate facts
common • Respond to appropriate regarding
musical selected audience different
instruments characteristics behavior styles of
through verbal of music, during music
response to including performances • Explore the

visual cues tempo, /events relationship

• between
• Create dynamics, and
pictures/draw same and Participat music and
ings of different e in at composers
common patterns, least one through group
musical through school or discussion
instruments purposeful class
• Echo simple movement performa
rhythmic • Participate in nce
patterns simple forms
Music Appreciation
using quarter of dance and Connections
notes, such as line • Listen to
quarter rests, and circle various styles
and two of music
eighth notes Performance
Etiquette (classical,
on simple contemporary,
• Demonstrate
rhythm the ability to familiar, etc.)
instruments follow musical/ to develop a
• Perform with performance basic
appropriate direction understanding
posture and • Demonstrate
of role,
position to the ability to
memorize songs meaning,
produce a • and/or
characteristic Demo components
tone quality on nstrate • Listen to and
non- pitched the discuss songs
instruments ability representing
(e.g., rhythm to genres and
sticks, triangle, coordi styles from
wood block, nate diverse cultures
jingle bells, move with an
maracas) and ment emphasis on
pitched • Gain self- their unique
instruments esteem and elements and
(e.g., self-confidence how they reflect
xylophones, through daily life
resonator bells) positive • Listen to

performance related
Movement to
experiences stories and
75
 • Listen to familiar using on and
and situations known viewpoints
discuss • Follow directions vocabulary and to
music that to complete a • Describe objects
task using size and
reflects
• Identify and use shape
the
basic
cultural
vocabulary such Reading
heritage
as naming • Listen to
of the
classroom traditional Spanish
communit
objects, literature
y
clothing, parts • List main ideas
• Identify
of the school, of stories that are
ways in read aloud
modes of
which • Retell Spanish
transportation,
language stories
activities, and
arts and
traffic safety Writing
mathematic
• Name and use • Compose lists
s relate to
numbers from 1 to using basic
music (e.g., 50 or more vocabulary
groupings, • Use number • Spell words using
sets, vocabulary letter/sound
patterns) as relationship
in real world
well as contexts such Connections
other as stating • Reinforce and
disciplines age, further their
birthday, and understanding of
SPANISH quantity the Spanish
Oral Language • Recognize language
• Greet and use through other
peers appropriate disciplines
and vocabulary such as solving
adults to specify math
using time such as problems
appropr days of the using Spanish
iate week and words for
vocabul months of numbers and
ary the year collecting data
(such as • State basic in Spanish to
the time needs using create graphs
Spanish • Use age-
of day) vocabulary
• Ask and appropria
• Use simple
respond te Spanish
statements
to simple resources
to express
questions to acquire
emotions
about informati

76
Nobel Learning Curriculum Reference Guide

complete projects in other classes

• Label the school building spaces with Spanish

words
• Discuss how knowledge of Spanish is useful in

various professions

Language Use and Structure

• Use the form and function of words in phrases

and in simple sentences to communicate

effectively
• Demonstrate an understanding of word order

differences in questions and sentences in

Spanish and English
• Use appropriate word order in questions and

sentences
• Discuss the differences in the punctuation of

questions in Spanish and English

• Pronounce Spanish words correctly that are

spelled exactly like English words

• Compare vowel sounds in English and Spanish

• Use possessive adjectives for “my” and “your”

Cultural Awareness
• Demonstrate culturally appropriate behavior

when greeting, including titles of respect

• Describe and discuss the cultural customs

and traditions of various Spanish speaking

countries
• Name and locate the Spanish speaking

countries on a world map

• Identify clothing that is typical of Spanish

speaking cultures
• Describe, cook, and eat foods of Spanish

speaking cultures
• Sing and perform Spanish speaking songs

and dances
• Produce representations of simple arts and

crafts reflective of the Spanish culture

• Listen to stories about famous native

Spanish speakers

77
 Second Grade

78
 demonstrate including by Generate
Second
•

understandin speaking in a alternative

Grade g of key different voice
endings to plots
Range of reading
details in a for each
and Level of text
text character when complexity
• Recount reading • Read and
stories, dialogue aloud comprehe
including Integration of nd
fables and knowledge and
literature,
ideas
L folktales from including
• Use
diverse stories and
I information
cultures poetry
gained from
T • Describe how
the
characters in
E illustrations
a story
and words in
R respond to
a print or
major events
A digital text
and
to
C challenges
demonstrate
Craft and structure
Y understandi
• Describe how
ng of its
words and
characters,
L phrases supply
setting, or
rhythm and
i plot
meaning in a
• Compare and
t story, poem, or
contrast two
song
e or more
• Describe the
versions of
r overall
the same
structure of a
a story by
story,
different
t including
authors or
describing
u from different
how the
cultures
r beginning
• Relate personal
introduces the
e experiences to
story and the what is read
Key ideas and details
ending • Make judgments
• Ask and
concludes the about what is
answer such read
action
questions as • Differentiate
• Acknowledge
who, what, differences in the between
where, when, points of fact/opinion
why, and how • Differentiate
view of
to between
characters,
fiction/nonfiction

79
Reading Informational answer, explain, words
Text or describe • Distinguish long
Key ideas and details Integration of and short vowels
• Ask and answer knowledge and ideas when reading
such questions • Explain how
regularly spelled
as who, what, specific images one-syllable
where, when, contribute to words
why, and how and clarify a • Know
to text spelling-
demonstrate • Describe how
sound
understanding reasons correspond
of key details support ences for
in a text specific points additional
• Identify the main the author common
topic of a makes in a vowel
multiparagraph text teams
text as well as the • Compare and • Decode
focus of specific contrast the most
regularly
important
paragraphs within spelled two-
points presented
the text syllable
by two texts on the
• Describe the
same topic words with
connection • Relate personal long vowels
between a series experiences to what •

of historical is read Deco

events, scientific • Make judgments
de
ideas or about what is read
words
• Differentiate
concepts, or with
between
steps in technical fact/opinion comm
procedures in a • Differentiate on
text between prefix
Craft and structure fiction/nonfiction es and
• Determine the Range of reading and suffixe
meaning of words level of text s
complexity
and phrases in a • Identify words
• Read and
text comprehend with
• Know and use informational texts inconsistent
various text but common
features to locate Foundational Skills spelling-
key facts or Phonics and word sound
recognition
information in a corresponden
• Know and apply
text efficiently ces
grade-level
• Identify the main
phonics and
purpose of text,
word analysis
including what
skills in
author wants to
decoding
80
Nobel Learning Curriculum Reference Guide

81
 • Text types and • Use sources
Recogn purposes brainstorming • Review writing

ize and • Write opinion • List ideas of authors to

read pieces in which • Use mapping to analyze effective
grade- they introduce organize thoughts w
• Begin to keep an r
appropr the topic or i
idea journal
iate book they are t
• Revise for one
irregular writing about, i
trait of the seven-
ly state an n
traits model
g
spelled opinion, supply • Is able to

words reasons that distinguish

Fluency support the quality of work
• Read with opinion by selecting best
sufficient • Write work
accuracy and informative/expla • Read and discuss
natory texts own work
fluency to
• Write
support • See self as a
narratives in writer
comprehens
which they • Use vocabulary
ion
recount a from the seven-
• Read
well- traits model
grade- • Use
elaborated
level
event or short seven-
text with
sequence of trait
purpose
events model as
and
Production and criteria to
understa
distribution of assess
nding writing writing
• Read • Focus on a Research to build
grade- topic and and present
level text strengthen knowledge
•
orally with writing as
accuracy, Participat
needed by
appropriat e in
revising
e rate, and shared
and
expression research
editing
• Use context and
• Use a variety of
to confirm writing
digital tools to
or self- projects
produce and
• Recall
correct publish writing,
word information
including
recognition from
collaboration
and experiences or
with peers
understandi gather
• Use pictures to
ng generate and information
express ideas from provided
Writing
82
Speaking and a topic or issue conventions of conventions
Listening • Give and follow standard of standard
Comprehension and three and four step English English
collaboration directions
grammar and capitalization,
• Participate in Presentation of
usage punctuation,
collaborative knowledge and ideas
• Use collective
• Tell a story or
conversations nouns
with diverse recount an • Form and
partners experience with
use
• Follow agreed- appropriate facts
frequently
upon rules for and relevant,
occurring
discussions descriptive
• Build on others’
irregular
details, speaking
plural nouns
talk in audibly in • Use reflexive
conversations by coherent pronouns
linking their sentences • Form and
comments to the • Create audio
use the
remarks of recordings of past tense
others stories or poems; of
• Ask for
add drawings or frequently
clarification other visual occurring
and further displays to irregular
explanation stories or verbs
about the recounts of • Use
topics and experiences adjective
texts under when s and
discussion appropriate to adverbs,
• Recount or clarify ideas, and
describe ideas thoughts, and choose
or details from feelings between
text read aloud • Produce
them
or information complete dependin
presented sentences when g on what
orally or appropriate to is to be
through other task and modified
media situation in order • Produce,
• Ask and answer
to provide expand, and
questions about
requested detail rearrange
what a
or clarification complete
speaker says in
order to clarify Language simple and
comprehension, Conventions of compound
gather additional standard English sentences
• Demonstrate • Demonstrate
information, or
deepen command of command of
understanding of the the

83
 Second Grade

84
 a when phrase phrases
n writing • Determine the acquired
d meaning of a through
words
• Consult reference new word conversations,
s
p materials, formed when a and reading
e including known prefix is and being read
l beginning added to a to
l
dictionaries, to known word • Begin to use
i
check and • Use a known root synonyms/antony
n
ms
g correct spellings word as a clue to
• Begin to use
• Use colon to the meaning of
w homonyms
punctuate time an unknown
h • Begin to use
e word with the
quotations to W
n same root
punctuate R
• Use knowledge
dialogue
w of the meaning I
Knowledge of
r of individual
language T
i
t • Use knowledge words to predict
i the meaning of I
of language and
n its conventions compound words N
g • Use glossaries
when writing, G
•
speaking, and beginning
Capitaliz
reading, or dictionaries to
e
listening determine the C
holidays,
• Compare formal meaning of
product o
and informal uses words and
names, of English n
phrases
and Vocabulary • Demonstrate v
geograp acquisition and use
understandin
hic • Determine or e
g of word
names clarify the n
relationships
• Use commas in meaning of
greetings and and nuances t
unknown and
closings of letters in word
multiple- i
• Use an meanings
meaning o
apostrophe • Identify real-life
words and
to form connections n
phrases
contractions between words
• Use s
and and their use
sentence- • Use personal and
frequently • Distinguish
level possessive
occurring shades of pronouns correctly
context as
possessives meaning • Use
a clue to
• Generalize among correct
the
learned closely related subject-
meaning of
spelling verbs verb
a word or
patterns • Use words and agreeme

85
nt in a • Use the details ence
sentence following • Spell age- • Develop one topic

parts of appropriate in writing

• Expand simple
speech high
narratives with
correctly: frequency
details
noun, action words • Begin to keep an
verbs, correctly that idea journal
personal are located • Participate in
pronouns, within grade group writing
adjectives level activities
• Use ending appropriate
Organization
punctuation text
• Develop an
correctly in • Use the following
common spelling understanding
declarative,
patterns: of sequence
interrogative,
• Word families with a clear
and exclamatory
• Simple CVC beginning,
sentences words middle, and
• Use
• Regular end
capitalization plurals • Use one main idea
correctly for • Simple or topic in writing
proper prefixes • Begin to
nouns, • Simple
use
beginning of suffixes
transitional
• Use
sentences, words to
and pronoun phonetic
connect
“I“ spelling
ideas
• Begin to use and
commas to syllabicati Voice
punctuate items on to • Show personality

in a series, for create through writing

•
greetings and readable
text Communi
closings of
• Use simple cate own
letters, and with
abbreviations personal
dates
feelings
• Use colon to
Ideas and
punctuate time •
• Use apostrophes opinions
Choo
to punctuate
se
contractions
• Begin to use
own
quotations to topic
punctuate dialogue based
• Begin to form on
paragraphs perso
with main ideas nal
and supporting experi

86
Nobel Learning Curriculum Reference Guide

87
Word Choice audience while • Share work with
• Incorporate • Create text for writing others
new words notes to peers or first draft • Begin to use
family • Use own peers for focused
and
• Write in a revision
vocabulary drawing,
• Begin to
variety of writing,
from revise by
forms and
literature expanding on
(poems, spelling to
into own an idea with
journals, create a
writing guidance
stories, rough
• Enhance quality from teacher
narratives, draft
of writing using • Draft fluently
• Revise for one
friendly trait of the seven-
adjectives and for short periods
letters, lists, traits model
strong verbs of time
story • Use temporary
Edits
Sentence Fluency summaries, spelling
• Begin to
• Begin to use reports) • Focus on
connecting proofrea
• Identify uses content, not
words correctly convention d and
of writing in
• Begin to correct
the spelling,
vary Revises
community • Read orally to punctuat
beginni and self to check for ion, and
ngs and workplace clarity capitaliz
lengths • Write and ation
of maintain • Accept help with
sentenc assignment lists editing
es • Show an
• Make appropriate
• Begin to write awareness of editing changes
compound audience
sentences Publishing
Prewriting •
Presentation • Use pictures to Distingu
• Prepare text generate and ish
that is legible express ideas quality
• Use
• Begin to use of work
margins in final brainstorming
by
copies activities to
create ideas selectin
• Include first
• Discuss ideas
g best
and last name work
and date on with others
• Work
work • List ideas
collaboratively to
• Use mapping to
publish a
Styles/Audiences organize
combined work
• Write for self, thoughts
teacher, or Evaluating/Analyzing
others Drafts
Self
• Read writing • Refer to
• Read and discuss
with others prewriting own work
• Begin to write activities • See self as a
for an outside
88
 writer others (e.g., I
• Use like
vocabulary because
from the ; I am confused
seven-traits about
model (Ideas, )
Word • Listen while

Choice, others share

Sentence
Fluency, MATH
Voice, Counting and
Organization, Cardinality
Conventions, Number
Presentation) conceptualization in
counting backwards
to discuss
• Count
own writing
backwards
and that of
from 1,000
others
using a
• Assess
variety of
progress
methods
and set
Operations and
writing
algebraic thinking
goals •
with Repres
teacher ent and
solve
Evaluating/Analyzin
g Others proble
• Use the ms
seven-traits involvi
model as ng
criteria to additio
assess writing n and
• Review subtrac
writing of tion
• Use addition
authors to
analyze and subtraction
effective within 100 to
writing solve one- and
• Make specific two-step word
statements problems
about
drawings,
stories, or
writing of

89
 Second Grade

90
 • Use repeated involving eight, or nine concrete
subtraction, multiplicat hundreds models or
equal ion and • Count drawings and
sharing, and division within strategies
equal groups • Use repeated 1000; • Mentally add 10

to solve addition, arrays, skip- or 100 to a given

number 100–
division and counting count by
900, and mentally
problems by multiples to 5s, 10s,
subtract 10 or
Add and subtract solve and 100s
within 20 • Read and write
100 from given
multiplication
• Add and number 100–900
problems numbers to 1000
subtract • Know using base-ten
within 20 multiplic numerals,
using ation number names,
mental facts for and expanded
strategie the 2’s, form
s 5’s, and • Compare two
• Work with
10’s three-digit
equal numbers
groups of Numbers and Use place value
Operations in Base understanding and
objects to
Ten properties of
gain
Understand place operations to add
foundation value
s for and subtract
• Understand
• Fluently
multiplicat that three
ion add and
digits of a
• Determine subtract
three-digit
whether a within 100
number
group of using
represent
objects has strategies
amounts of
an odd or based on
hundreds,
even number place value
tens, ones
• Add four
of members • Know that 100
• Use addition to two-digit
can be thought
find the total numbers
of as a bundle of
number of using
ten tens —
objects strategies
called a
arranged in based on
“hundred”
rectangular place value
• Know that
arrays with up to numbers 100, 200, and
five rows and up 300, 400, 500, properties of
to five columns 600, 700, 800, operations
900 refer to one, • Add and
Represent
and solve two, three, four, subtract within
problems five, six, seven, 1000, using

91
 • Explain object is than and nearest whole
addition and another estimation unit
subtraction Relate addition and • Estimate and

strategies, use subtraction to length measure the

• Use addition and
place value and distance
properties of subtraction around a
operations within 100 to figure to
solve word determine
Numbers and problems the
Operations –
involving perimeter
Fractions
• Recognize, name,
lengths Measure and compare
• Represent capacity and volume
and compare
fractions from whole numbers • Estimate and

1/4 to 1/12 as lengths from determine

0 on a number volume using
Measurement and line diagram materials such
Data
Work with time and as cubes to fill a
Measure and estimate money
lengths in standard box
• Tell and write • Use measuring
units
• Measure the time from devices to
length of an analog and measure and
object by digital clocks to compare liquid
selecting and nearest five volume in metric
using minutes, using and customary
appropriate a.m. and p.m. units
• Solve word
tools Measure and
• Measure the problems compare weights
length of an involving • Estimate

object twice, dollar bills, and weigh

using length quarters, objects in
units of dimes, pounds
different nickels, and and
lengths pennies, using kilograms
• Estimate $ and ¢ using a
lengths symbols scale
using units appropriately Measure and compare
• Calculate the temperature
of inches,
duration of time in • Demonstrate an
feet, hour intervals understanding of
centimeter • Understand temperatures
s, and relationships of • Generate

meters time measurement

• Measure to Solve data by
determine problems measuring
how much involving lengths of several
longer one measurement objects to the

92
Nobel Learning Curriculum Reference Guide

93
 • Draw a picture total determine
I
graph and a • Partition circles which materials
bar graph to and rectangles E have properties
• Identify, best suited for
represent a N
data set with describe, sort, an intended
C
up to four compare, and purpose
categories contrast one-, E • Make

• Use technology two-, and observations to

to explore math three- construct
skills P
dimensional evidence-based
Data analysis figures h account of how
• Determine • Identify and
y an object made
questions for a create of a small set
survey with two s
symmetric of pieces can be
or more figures using i disassembled
categories, a line of and made into a
c
collect and symmetry new object
record the data, • Identify
a
• Construct an
represent the congruent l argument with
data on charts shapes and evidence that
and/or graphs, manipulate some changes
and interpret and S
them to create caused by
present the data other figures c heating or
• Construct a
Space and position i cooling can be
graph using • Explore
computer reversed and
e
software slides, some cannot
• Identify parts of flips, and n
data such as the turns and c
mode and range predict
e
reflection
Geometry Matter and Its
of given
Reason with shapes Interactions
and their attributes two- • Plan and
• Recognize dimension conduct
and draw al shape investigation to
• Locate and describe
shapes
identify the and classify
having
coordinate different kinds
specified
points of of materials by
attributes
objects on a their
• Partition a
coordinate observable
rectangle into
grid properties
rows and
• Analyze data
columns of
S obtained from
same-size
testing different
squares and C
materials to
count to find

94
• Understand atoms growth specific
that different combine to and structures and
kinds of form developm functions
matter exist everything ent of
and that many found on plants
can be either earth • Explain how

solid or liquid, • Define molecules rock, water,

depending on • Define chemical plants and soil
temperature reaction provide many
• Describe and • Define and
resources
identify examples
classify matter including food,
of physical change
by its fuel and
observable Life Science materials for
properties Ecosystems: shelter
• Know that Interactions, Energy • Develop

different and Dynamics working

• Plan and
properties knowledge of
are suited conduct an photosynthesis
for different investigation to as the process
purposes determine if by which plants
• Understand plants need make their
that a great sunlight and food
variety of water to grow • Identify examples
• Develop a simple of pollinators
objects can
be built up model that Biological Evolution:
mimics the Unity and Diversity
from a small
function of an • Make
set of pieces
• Define matter animal in observations of
• Understand dispersing seeds plants and
of pollinating animals to
the basic
plants compare the
concept of
• Know that diversity of life
observable
plants depend in different
properties
• Know that on water and habitats
light to grow, • Understand that
heating or
as well as on there are
cooling a
animals for different kinds of
substance may
pollination or living things in
cause changes
to move their any area, and
that can be
seeds around that they exist in
observed;
• Know that different places
some are
animals on land and in
reversible and
can affect water
some are not
germinati • Know that
• Define atom
on, habitats have
and know that

95
 Second Grade

96
 • Understand and bodies of • Identify the Science and
that the water in an following Engineering Practices
bodies of and Design
correct area
water: ponds, Engineering Design
combination • Obtain
• Ask questions,
of structure information to lakes, rivers,
oceans, make
and function identify where
tributaries observations
allows for water is found
• Know that water and gather
survival on Earth and
is found in information
understand
Earth and Space ocean, rivers, about a
that it can be
Science situation
solid or liquid lakes and ponds,
Earth’s Place in the people want to
• Understand how and exists as
Universe change to
• Use information wind and water solid ice and in
liquid form define a simple
from several can change the
• problem that
sources to shape of land
• Explore Understan can be solved
provide through the
constructive and d that
evidence that deconstructive development of
there are
Earth events can forces a new or
various
occur quickly • Identify
improved
types of
or slowly examples of fast
bodies of object or tool
• Know that and slow changes
water • Develop a
to
some events simple sketch,
Earth’s surface • Distinguish
happen very drawing or
• Distinguish between
quickly, while physical model
between natural and
others occur to illustrate
weathering, man-made
very slowly, how the shape
erosion and sources of
over a time of an object
deposition water
period much helps it
• Know that maps • Understand the
longer than function as
show where interconnected
one can needed to
things are ness of sources
observe solve a given
located, and that of water
Earth's Systems problem
one can map
• Compare • Analyze data
shapes and kinds
multiple from tests of two
of land and water
solutions objects designed
in any area (plate
designed to slow to solve the same
tectonics and
or prevent wind problem in order
large- scale
or water from to compare
system
changing the strengths and
interactions)
shape of land weaknesses of
• Identify the
• Develop
following how each
model to performs
landforms:
represent • Approach
mountain, hill,
shapes and a problem
plain, valley
kinds of land
97
 to be works as natural world
solved intended in • Compare multiple

through order to make solutions to a

problem
engineerin observations
• Obtain
g in order about
information
to change patterns
using various
or create a • Make
texts, text
situation observations
• Convey
features and
to construct
other media
design an evidence-
useful in
through based
answering
sketches, account for
scientific
drawings or natural
question
physical phenomena
• Ask questions
models to • Construct
based on
communicate argument observations to
ideas for a with evidence
problem’s to support
solution to claim
other people • Know that

• Compare scientists
and test search for
designs, as cause and
there is effect
always more relationships
than one to explain
possible natural
solution to events, and
problem look for
Science & patterns and
Engineering Practices order when
• Plan and conduct
making
an investigation
observations
collaboratively to
about the
produce data in
world
order to serve as • Develop
the basis for
simple model
evidence to
based on
answer a
evidence to
question
represent
• Analyze data
proposed
from tests of
object or tool
an object or • Develop model
tool to
to represent
determine if it
patterns in

98
Nobel Learning Curriculum Reference Guide

99
 find more technology possible
information changes how cause and
about P people in a effect
natural a community
live (e.g., Map/Globe Skills
and/or
s • Identify
designed advances in
continents and
world t communicati
oceans on a
• Define on, world map and
simple transportatio globe
a
problem that n) • Identify map

can be n • Explain how symbols

individuals • Know the
solved d
through from long locations of the
community, city,
developmen ago and the
state, and
t of a new or P recent past country on a
improved r have made map and globe
object or a difference • Locate specific
e
tool in other’s location on a
• Develop s lives simple letter/
• Understand the
n
simple model e u
based on role of literature m
n
evidence to in transmitting b
represent t beliefs of e
• Trace the history different r
proposed
object or tool of a family cultures
g
through the use • Know ways
r
S of primary and selected i
secondary holidays and d
O
photographs, ceremonies
C s
interviews, and transmit y
I documents cultural history s
• Compare and and beliefs t
A e
contrast their • Understand
L m
daily lives with the difference
• Use cardinal
those of their between
direction
parents, migration and
S
grandparents, immigration Analysis
T and/or guardians • Construct • Recognize

U • Place important timelines to the

events in their show physical
D
lives in the order sequence features of
I in which they and change a local
E occurred on a and communit
timeline identifies y
S
• Know ways examples of

10
0
 • Understand areas and • Recognize
O
ways climate, times and
location, and • Describe demonstrate p
physical the examples of e
surroundings banking the elective
r
affect the way process of process
people live saving and • Evaluate laws a
• Compare and withdrawin and rules and t
contrast basic g funds suggested
i
land use in appro- priate
urban, Citizenship consequences o
• Identify some
suburban, and of n
basic rights that all
rural citizens have noncomplianc
s
environments • List e
• Identify the
• Identify the
rules function of
Economics purpose behind
• Describe
that common
apply to specific rules and
food computing
life in a laws: to establish
production devices (e.g.,
group order, to provide
and input,
or security, or to
consumptio output,
commu manage conflict
n long ago processing)
nity • Identify, discuss,
and today T
• Distinguish the and use database
• Explain the
difference E terms
differences in
between a (e.g., data entry,
human C field, keyword)
group and a
resources, H • Identify and
community
natural discuss
• Identify N
resources, and spreadsheet terms/
ways in concepts (e.g.,
capital resources O
• Describe
which cell, column, row)
groups are L
the
alike and O
relations
different
hip G
between Government Y
goods, • Understand
services, that the U.S.
consume Constitution B
rs, and is a written a
producer document
s s
that outlines
• Explore the
the rights and i
concept of responsibilitie c
trade in s of all
different citizens

10
1
 Second Grade

10
2
• Recognize menu/toolbar spor
spreadsheets functions (e.g., tatio Technology and
Research
as a tool to font size/ style, n)
• Modify
organize and line spacing) to • Recognize
prepared
calculate format and and use
databases
information to change the responsible
to
make appearance of and safe
enter/edit
predictions word processing behavior in
additional
• Identify and documents as a the use of
use information
class/group technology
formatting and cite the
• Use word resources
terms/concep source
processing as • Begin to
ts • Plan, discuss,
(e.g., font a tool to recognize that
and use
size/style, italic) write, edit, copyright laws
keyword
• Identify, and publish protect creative
search/filter
discuss, and sentences works of
using one
use and stories individuals/grou
criterion in
terms/conce ps/companies
Technology and • prepared
pts (e.g.,
Society Recognize databases
Web • • Investigate
browser, , discuss,
Iden teacher selected
keyword, and
tify, Internet resources;
search demonstr
disc discuss and
engine, web ate
uss, compare
links) responsibl
and findings for
• Select and e and safe
char usefulness as
use online
t a class
appropriate behavior •
uses
features as a Recogni
of
and class/grou ze,
tech
functions of p discuss,
nol
• Identify,
hardware ogy and use
discuss, and
and in graphs
use
software for the multimedia to
class com tools display
assignments mun (e.g., create, and
• edit, publish) interpre
ity
Demonstr • Use
(e.g t data in
ate multimedia to
., prepare
present
correct ideas/concept d
com
finger s/ spreads
mun
placement informatio heets;
icati
for home n in a identify
on variety of
row keys and cite
and ways as a
• Use sources
tran class
10
3
T usefulness) of p personal health
e class • Understand

c multimedia P benefits of health

to oneself
h project E •
n • Identify and
/ Unders
ol discuss
tand
o collaborativ W
benefit
g e tools (e.g., E s of
y email,
L tooth
a messaging,
brushin
n videoconfer L
g,
d encing) N flossing,
P • Use prepared
E and
r databases to sort
alphabetically/ dental
o S
numerically sealant
bl S
in • Understand
e ascending/ the
m descending
prevention
S order P
of germs
ol • Enter/edit
h spread
vi data in a
y through
n prepared
food, water,
g spreadsheet s
air, and
a to perform
i touch
n calculations
•
d and identify c
Understa
D and a nd the
e dis
l importanc
ci cus
e of
si s
preventin
o the W g contact
n ch
e with the
M an
body
a ge l
fluids of
ki s l others
n tha • Demonstrate
n
g t
the stop, drop,
• Identify and occ e
and roll
discuss uses ur s response to
of rubrics to as
s burning
define and a
• Understand clothing
evaluate cla health risks for age • Understand
elements (e.g., ss/ group the
content, gr • Identify behaviors
importance of
purpose, ou that promote
getting help

10
4
 in an n
emergency ev
• Analyze potential alu
impact of smoking ati
on self
on
• Describe effects
s
of alcohol use on
behavior of
• Identify per
risks of for
harmful ma
products nc
including e
inhalants and
per
Social/Emotional so
Wellness nal
• Understand
wo
expected
standards of rth
•
behavior
• Identify
Demonstrat
feelings of e pride in
happiness, personal
sadness, qualities
fear, anger, and
and the accomplish
situations ments
•
that trigger
Recog
them
nize
• Understand
and
healthy
respon
behaviors
d to
used to
the
express
feeling
happiness,
s of
sadness, fear,
others
and anger
•

Di
sti
ng
uis
h
be
tw
ee

10
5
Nobel Learning Curriculum Reference Guide

10
6
• Understand ies for needed from d the
how behaviors use in each food physiology
promote or play group of the indicators
hinder situatio Food Guide that
friendships ns Pyramid accompany
• • Understand • Describe moderate to
Understan the rules, how vigorous
d how to procedures, microorga physical
give and and safe nisms can activity
receive practices cause • Understand the

complime required in food relationship

nts and group borne between
apologies activities illnesses nutrition and
appropriat • • Provide physical fitness
ely Understa examples of how
• Understand nd the the media uses
how to importan persuasive
respond ce of techniques to
appropriately following influence food-
to teasing direction related
and bullying s purchasing
• Understand the • Understand decisions
importance of the • Understand

playing and importance and respect

cooperating of the
with others cooperation uniqueness
regardless of with others of differing
personal to complete physical
differences an assigned characteristi
• Understand task cs
the • Understand the • Recognize the

importance of importance of social significance

treating reporting results of food in the
others with honestly United States
respect during
Nutrition Fitness
play • Examine two
• • Understand that

foods provide or three

Unders
nutrients, which components
tand
maintain and of health
positiv
promote health related
e
Identify the physical
conflict •

serving sizes fitness

resoluti
and number of assessment
on
•
strateg daily servings
Understan

10
7
• Understand re elements ify
the form of basic and
importance of in moveme analy
physical skippi nt ze
activity to ng, patterns differ
leading a hoppi • Understand ent
healthy life ng, concepts of artisti
• gallop space awareness c
Understan ing, and movement mate
d the and while running, rials,
importance slidin hopping, and proc
of good g skipping in esses
sportsmans • Demonstrate different ways in , and
hip and control in a large group tech
other traveling, without niqu
positive weight- bumping into es
behaviors bearing, and others or falling • Identify and
related to balance • Understand discuss art
physical elements found in
activities on a the major
activity the
variety of characteristics
• Understand environment
body parts of mature
that physical • Exhibit
and in artwork,
walking,
activity is a with emphasis
the running,
conscious on color, line,
ability to hopping, and
choice shape, texture,
adapt skipping
• Demonstrate • form, and
and
mature Und space
adjust
• Identify and
motor movem erst
discuss art
patterns in ent and
principles found in
simple skills to how
the environment
combinations uncomp feed
and in artwork,
•
licated, bac
with a focus on
Demonst k
yet movement,
rate imp
changin balance, unity,
smooth rove
g, and emphasis
transitio s
environ • Use art
ns perf
mental vocabulary to
between orm
conditio analyze and
sequenti anc
ns and respond to
al motor e
expectat works of art
skills
ions • Identify
•
• ART
Dem primary,
Underst Artistic Perception
onstr secondary,
and the •
ate warm, neutral,
critical Ident
matu and cool colors

10
8
 Second Grade

10
9
Creative Expression and is able photography, (e.g.,
• Produce different to mix colors interior design, interpreting
compositions to create and book the meaning
using a variety of new shades design of a song or
processes, media, • Use art materials poem by
and tools in a Aesthetic Valuing analyzing its
and techniques
responsible way • Describe what
that successfully elements)
an artist does
communicate Historical and • Through guided
their ideas, Cultural Context discussion, study
experiences, and • Discuss the
stories (e.g., how elements and
drawing, painting, artists principles an
sculpting, use their artist uses to
designing, art to create a work of
constructing, share art
printmaking, experien • Describe

crafts) ces artworks and

• Use a variety • View share their
of media in and views about
explorations discuss works of art
of elements art and using
and principles art styles appropriate art
with a focus from vocabulary such
on line, various as color, space,
shape, color, cultures movement, and
space, and time emphasis
movement, periods • Identify the

and shading • Identify and message,

(e.g., create a discuss how art is, meaning,
two- or was, used and/or mood
dimensional in events and of specific
artwork using celebrations artworks
overlapping from the past
to create the and in the Connections and
present in Applications
illusion of
• Identify
depth and various cultures
• Compare and connections
create a
contrast past between arts
three-
and present art and other
dimensional
that is disciplines
sculpture that
experienced in • Apply
communicates
one’s daily life, knowledge
movement)
including of art to
• Select and
architecture, other
apply color
graphic design, disciplines
creatively

11
0
• Connect their are three study)
learning of art MUSIC or more • Draw

to other fine Beat Pattern pitches measur

arts such as • Demonstrate
sounding e and
music or different beat all bar lines
dance patterns by together to
• Compare and
playing varied and create a
contrast natural rhythms with identify comple
and man-made rhythm sticks, chords te
objects and hand clapping, through treble
objects they etc. verbal staff
consider to be • Read and create
response
works of art various beat s to
• Translate patterns aloud auditory
the verbal • Conduct simple cues
language conducting • Improvise
patterns in 2/4 and
they hear in simple rhythmic
4/4 meter
a story into “answer
signatures
visual • Echo rhythmic
phrases” in the
imagery same style as
patterns using
• Tell how given
quarter notes,
architects “question
quarter rests,
use their phrases”
two eighth
imagination
notes, half Music Reading
s to design
notes, and half • Understand
buildings
rests on rhythm that written
• Explain
instruments notes are a
how
form is a symbol for
Ear Training
related • sounds and
function Discus duration from
in s and basic exposure
architect explor to whole, half,
ure e the and quarter
• Discuss pitche notes
• Understand that
diverse s of
basic time
careers the
signatures, such as
available pentat
2/4 and 4/4,
to artists onic
are musical
(e.g., major
notations that
animator, scale
•
specify beats
museum per measure
Understa
curator, (and note
nd that
fashion values for
chords
designer) more complex
11
1
Nobel Learning Curriculum Reference Guide

11
2
 • Demonstrate breath control glockenspiels, well as solo
recognition of resonator bells)
the presence of Technology and • Create simple
Instruments
rests in musical accompanime
• Perform easy
pieces through nts using
rhythmic and
verbal response classroom
melodic
and simple sight instruments
patterns,
reading for songs,
individually or
• Recognize and poems, and
with others, on
use the element stories
basic
of form through • Echo simple
instruments rhythms and
the presence of •
patterns
D.C. al Fine in Participat
musical pieces e and Movement to Music
•
perform a
Song Singing Respo
• Demonstrate
diverse,
simple nd to
the ability to music
repertoire
sing alone and throug
of music
with others on h
representi
pitch and in purpos
ng
tempo eful
• Sing a diverse
various
cultures, move
repertoire ments
eras,
representing • Participate in
genres,
various simple forms
and styles
cultures, eras of dance
• Perform with
and genres (such as folk,
• Demonstrate
appropriate
posture and line, and
the ability to square) with
position to
respond to enthusiasm
produce a
cues of
characteristic
conductor Performance
• Demonstrate
tone quality on Etiquette
non- pitched • Demonstrate
the ability to
instruments (e.g., ability to follow
sing more
wood block, directions
complex songs
jingle bells, within an
such as rounds
• Demonstrate
maracas, assigned
tambourines, group
use of healthy
hand drums, • Demonstrate
singing
guiro) and the ability to
techniques,
pitched memorize
including head
instruments (e.g., songs as part
tone, posture,
xylophones, of a group as
diction, and
metallophones,
11
3
 • Demonstrate various group the time of day
the ability to styles of discussion and with the
coordinate music • Identify ways in appropriate
physical (classical, which language level of
movement contempora arts, formality)
within an ry, familiar, mathematics, • Use

assigned etc.) to social studies, appropriate

group develop a and science Spanish
• Demonstrate an basic relate to music vocabulary to
increased self- understandi (e.g., vibrations identify a
esteem and self- ng of its in science and variety of
confidence role, musical sounds, objects such as
through meaning, patterns in parts of a
performance and/or mathematics house,
participation components and music) household
• • Listen to items, sporting
Demon and SPANISH activities, food,
strate discuss and meals
Oral Language
the songs • Ask and respond
ability represen to simple
to ting questions related
follow genres to common
stage and events and
directio styles feelings such as
ns from weather, days,
•
diverse dates, seasons,
Demonstrate likes, and dislikes
cultures
appropriate • Establish using appropriate
audience vocabulary and
personal
behavior expressions to
preferenc
during gain more
es of
performance information
musical
s/events • Exchange
styles
•
• Perform information
Participa
an oral about personal
te in at
presentati topics such as
least one
on on a sport and leisure
school or
chosen time activities,
class
composer friends, and
perform
• Identify the family
ance
roles of a • Use appropriate

Music Appreciation composer, vocabulary and

and Connections lyricist, and expressions to
• Listen to conductor greet people
and discuss through (according to

11
4
 Second Grade

11
5
 • Identify purposes acquire • Select and
days of • Demonstrate information and use
the comprehensio viewpoints appropriate
week, n of and with (dictionaries, vocabulary,
months guidance cookbooks, word order,
, and answers a brief maps, Spanish and
seasons note or an storybooks) punctuation
of the invitation • Discuss how to
year • Write knowledge of communicate
• Present an oral simple Spanish is effectively
description of sentences useful in • Use “tener”

him/herself (e.g., to various expressions

using describe a professions to talk about
appropriate person, being
Language Use and
vocabulary place, or hungry,
Structure
• Give and follow object) • Use the form
thirsty, warm,
oral directions to cold, and
complete a task Connections and function
sleepy
• Recite a • Reinforce and of words in
• Use the
Spanish further their phrases and in
expression
poem or knowledge of simple
“tener
simple other sentences to
miedo” to
piece of disciplines communicate
express
written through the effectively,
his/her fears
text Spanish such as using
• Discuss the
• Name and use language (e.g., short forms of
differences in
numbers from 1 to solve word possessive
70 or more punctuation,
problems in adjectives
capitalization,
Spanish, use correctly, using
Reading pronunciation,
Spanish words appropriate
• Sequence and word order
events in a story for geographic tenses and
in Spanish and
• Gain terms in map agreement, and
English
information reading, using
from printed explore Spanish appropriate Cultural Awareness
text such as vocabulary for descriptive • Demonstrate

an computer parts, adjectives an

• Use the
advertisement use information understanding
• Read traditional from interviews Spanish of the Spanish
stories and in Spanish to language to culture
folktales create various communicate including
• Retell Spanish feelings and
graphs) perspectives,
stories ideas through
• Use age- practices, and
appropriate appropriate products. (e.g.,
Writing
• Write for a Spanish word usage write a greeting
variety of resources to card or

11
6
 invitation in a countries
culturally with music
appropriate from other
format to cultures
celebrate a • Produce,

Spanish compare, and

contrast arts and
holiday.
crafts of
Describe food
Spanish
preparation in
speaking
Spanish
countries and
speaking
those from
countries.
other cultures
Describe
• Read about
architectural
and discuss
style of homes
the
found in
importance of
Spanish
famous
speaking
Spanish
countries.
leaders or
Name
icons and
monuments
compare their
and landmarks
characteristics
that are found
and life to
in Spanish
other leaders
speaking
being studied
countries)
• Discuss
in various
content areas
similarities and
differences of
the various
cultures in the
Spanish
speaking
world
• Describe some of
the geographical
features of
Spanish speaking
countries
• Listen to

and
compare
and contrast
music from
Spanish
speaking
11
7
Nobel Learning Curriculum Reference Guide

11
8
 referring characters Read and
Third
•

explicitly to • Begin to organize

Grade the text recognize
author’s purpose
informatio
• Recount n for
• Begin
stories, different
recognizing
including purposes
propaganda • Follow multi-
fables,
and step oral
folktales, and
persuasive directions
myths from
devices • Retell,
L diverse
Integration of paraphrase
cultures
I knowledge and and explain
• Describe
ideas
characters in a what has
T • Explain how
story and explain been said by
aspects of a
E • Distinguish a speaker
between fiction text’s
R and non-fiction illustrations
A
• Distinguish contribute
between sense to what is
C and nonsense
conveyed by
• Distinguish
Y the words in
between fact and
opinion story
• Compare and
Craft and structure
L • Determine contrast
the meaning themes,
i
of words and settings, plots
t phrases of stories by
distinguishing same author
e
literal from about similar
r nonliteral characters
• Relate
a language
• Refer to story to
t parts of prior
stories, knowle
u
dramas, and dge
r poems when making
writing or connec
e
speaking tions to
Key ideas and details
• Ask and about a text readin
• Distinguish g
answer
• Distinguish
questions to their own point
between sense
demonstrat of view from
and nonsense
e that of the • Distinguish
understandi narrator or between fiction
ng of text, those of the and nonfiction

11
9
Informational Text text Phonics and word
Key ideas and details • Begin to recognize recognition
• Ask and answer author’s purpose • Know and apply

questions to Integration of grade-level

knowledge and ideas phonics and
demonstrate
• Use
understanding word analysis
information skills in
of a text,
gained from decoding
referring
illustrations words
explicitly to the
and words in • Identify and
text
• Determine main
text to know the
demonstrate meaning of
idea of text;
understandin the most
recount key
g common
details and explain
• Describe the
how they support prefixes and
logical derivational
the main idea
• Describe
connection suffixes
between • Decode words
relationship
particular with common Latin
between
sentences and suffixes
series of • Decode multi-
paragraphs in
historical syllable words
a text
events, • Read grade-
• Compare and
scientific appropriate
contrast most irregularly spelled
ideas or
important points words
steps in
and details Fluency
technical
presented in two • Read with
procedures
texts on same sufficient
in text
topic accuracy and
Craft and structure
• Read and fluency to
• Determine the
meaning of general organize support
academic information comprehensi
and domain- for different on
specific words and purposes • Read
phrases in a text
Range of reading and grade-
• Use text features
level of text level text
and search tools complexity
with
to locate • Read and
purpose
information comprehend
and
relevant to a literature,
understa
given topic including
nding
efficiently stories, • Read grade-level
• Distinguish their dramas, and prose and poetry
own point of poetry orally with
view from that of
the author of a Foundational Skills

12
0
 Third Grade

12
1
 accuracy, are writing or imagined planning,
appropriate about, state experiences or revising, and
rate, and events using editing
opinion,
expression
create effective • Use technology
• Use
organization technique, to produce and
context to
al structure descriptive publish writing as
confirm or
• Provide reasons details, and clear well as to interact
self-correct
that support the event sequences and collaborate
word opinion • Establish with others
recognition • Use linking words situation, • Use seven-trait
and and phrases introduce model as criteria to
understand • Provide a characters; assess writing
ing, reread concluding organize event • Create jokes,
• Develop
statement or sequence that plays, and fairy
section unfolds tales
vocabulary by • Write naturally • Distinguish
reading • Use dialogue
informative/exp quality of
independently and
lanatory texts to work by
and connect descriptions of
examine topic selecting
meaning to real actions,
and convey their best
world thoughts, and
ideas and work and
experiences feelings to
information explaining
• Perform rapid
clearly develop
and accurate why
• Introduce topic experiences
word naming • Use
and group
when reading temporal
related
grade level words and
information
texting as phrases to
together;
necessary signal
include
illustrations event
Writing
• Develop the topic order
Texts types and
purposes with facts, • Provide a sense
definitions, and of closure
• Write
details Production and
opinion • Use linking distribution of
pieces writing
words and
on • Produce writing
phrases to
topics in which the
connect ideas
or texts, development
within
supporti and
categories of
ng a organization are
information
point of • Provide a appropriate to
view concluding task
with statement or • Develop and
reasons section
strengthen
• Introduce • Write narratives
writing as
topic they to develop real
needed by

12
2
Research to build and • Follow agreed- • Report on a usage
present knowledge upon rules for topic or text, • Explain the
• Conduct discussions function of nouns,
tell a story, or
• Ask questions pronouns, verbs,
short recount an
research to check
experience with
projects understanding
appropriate
that build of information
facts and
knowledg presented,
relevant,
e about a stay on topic,
descriptive
topic and link their
details,
• Recall comments to
speaking clearly
information the remarks of
at an
from others
understandable
• Explain own
experiences pace
or gather ideas and • Create
information understanding
engaging audio
from print and in light of the
recordings of
digital discussion
stories or
• Determine
sources poems that
Range of writing main ideas and
demonstrate
• Write routinely supporting
fluid reading
over extended details of text • Speak in
time for range read aloud or
complete
of discipline- information
sentences when
specific tasks, presented in
appropriate to
purposes, diverse media
task and
audiences and formats,
situation in
including
order to
Speaking and visually,
Listening provide
quantitatively,
Comprehension and requested detail
and orally
collaboration or clarification
• Follow multi-step
• Engage
oral directions Language
effectively in • Retell,
Conventions of
a range of paraphrase standard English
collaborative and explain •
discussions what has Demonstr
with diverse been said by ate
partners a speaker command
• Come to
• Distinguish of
discussions between the conventio
prepared, speakers ns of
having read or opinions and standard
studied verifiable facts English
required Presentation of grammar
material knowledge and ideas and

12
3
Nobel Learning Curriculum Reference Guide

12
4
 adjectives, punctuation, • Recognize and known
and adverbs and spelling observe affix is
in general when writing differences added to
and their • Capitalize between the a known
functions in appropriate words conventions of word
in titles spoken and
particular
• Use commas in
sentences written standard
addresses
• Form and use English;
• Use commas and
regular and compare and
quotation marks in
irregular plural contrast the
dialogue
nouns
• Form and use most important
• Use abstract
possessives points
nouns
• Use • Define and
• Form and use
regular and conventional create similes
irregular verbs spelling for high- • Define, identify

• Form and use the frequency and and create

simple verb alliterations
other studied
tenses • Define, identify
words and for and create
• Ensure
adding suffixes metaphors
subject-verb
to base words Vocabulary
and pronoun- • Use spelling acquisition and use
antecedent • Determine or
patterns and
agreement clarify the
generalizatio
• Form and use
ns in writing meaning of
comparative and unknown and
words
superlative • Consult multiple-
adjectives and meaning word
reference
adverbs, and and phrases
materials,
choose between • Use
including
them sentence-
dictionarie
• Use coordinating
s to check level
and subordinating
conjunctions and context as
• Produce correct a clue to
simple, spellings the
compoun Knowledge of meaning of
language a word or
d, and
• Use knowledge phrase
complex
of language and •
sentences
its conventions Determin
• Demonstrate
when writing, e the
command of
speaking, meaning
the
reading, or of the
conventions
listening new word
of standard
• Choose words formed
English
and phrases for when a
capitalization, effect
12
5
• Use a known root that describe subject-verb • CVC words
word as a clue to states of mind agreement • CCVC
• Use the past and words
the meaning of or degrees of
present tense of a • CVCC
an unknown certainty
verb words
word with the • Acquire and use
• Use the • Silent e
same root accurately
following • Affixes
• Use grade-
parts of • Spell simple
glossaries or appropriate
speech homonyms correctly
dictionaries conversational, in context
correctly:
to general • Form paragraphs
nouns,
determine academic, and with main ideas
action verbs,
or clarify domain- specific and
personal
precise words and
pronouns,
meaning of phrases
adjectives,
key words
conjunction
and phrases W
s, adverbs
•
R • Demonstrate
Demonst
I capitalization
rate
skills for
understa T
proper
nding of
I nouns, titles,
figurative
N names of
language
places,
, word G
abbreviations
relationsh
, and literary
ips,
C titles
nuances
• Spell high
in o
frequency
meaning
n words,
s
• Distinguish the v including
irregular
literal and e
plurals,
nonliteral
n correctly
meanings of
• Use the following
words and t
common spelling
phrases in i patterns:
context • Word
o
• Identify real-life families
connections n • Regular

between words s plurals

• R-
and their use • Write complete
• Distinguish sentences controlled
•
shades of • Use basic
Diphthong
meaning punctuation
• Consonant
correctly
among words digraphs
• Use correct

12
6
 Third Grade

12
7
s • Describe own
u Ideas experiences to Presentation
p • Choose own reflect • Use correct
p topic personality cursive letter
o • Maintain an idea
through writing formation
r
journal • Begin to use
t
• Represent one format suited to
i Word Choice
n main topic in • Use patterns and
audience
g writing • Begin to use
vocabulary from
• Add details to margins in final
enhance or literature and copies
d
e support topic nonfiction in own • Include first and
t writing last name and date
a Organization • Experiment on work
i • Write stories
with figurative
l with a clear Styles/Audiences
s language:
• Write for a variety
beginning, similes,
• Begin to of audiences
indicate middle, and metaphors, • Read writing with
paragraphs end rhyme, others
consistently • Use paragraphs
rhythm, and • Create
• Use to indicate new
idea pattern jokes, plays,
commas to • Begin to use
• Connect fairy tales,
punctuate colorful and
paragraphs with tall tales
items in a logical sequence creative language
and fables,
series, • Use
Sentence Fluency and
greeting transitiona • Begin to brochures
and closing l sentences use more • Write in a
of letters, and develop variety of forms:
and dates phrases to ed poems,
• Use quotations
connect sentence journals,
to punctuate
dialogue related structure stories,
• Use idea s narratives,
apostrophes to • Write friendly letters,
Voice
punctuate compound lists, story
• Recognize voice
contractions sentences summaries,
in others’ writing
• Use a
and singular • Show self reports,
possessives through writing variety procedures,
• Use the word • of and directions
“I” in compound Communi sente • Become
subjects cate own nce familiar with
• Use past and begin
personal the kinds of
present verb nings
feelings documents
tenses
and and required to
• Use singular
personal lengt write in a
possessives
• Use simple preferenc hs career setting
abbreviations es • Write

12
8
 and spelling
maintai to create
n a rough
assign draft
ment • Draft fluently for

lists short periods of

time
and
• Use temporary
person
spelling
al
• Write
schedu
complet
le
e
• Show an
phrases
awareness of
audience ,
sentenc
Prewriting es, and
• Organize and thought
plan writing using s
the following:
• Focus on
• Story
content, not
mapping convention
• Discussion

• Webbing

• Outlining
•
Brainstorming
• Role playing

• Recall of
experience
• Listing

• Jotting

• Free writing

• Drawing

• Graphic
organizers
• Visuals

Drafts
• Refer to

prewriting
activities
while writing
first draft
• Use own

drawing,
writing,
and

12
9
Nobel Learning Curriculum Reference Guide

13
0
Revises technology, and • Use the MATH
• Read orally to other available seven-
Operation
self to check for references traits
clarity s and
• Make model
• See written Algebraic
appropriate as
text as a editing changes Thinking
criteria
product to be • Use Represent
to assess
worked on and proofreading and solve
marks with writing
improved problems
•
assistance involving
upon Revi
• Conference with multiplica
Publishing ew
peer or teacher • Distinguish
tion and
writi
• Listen to division
quality of ng
audience • Interpret
work by of
response products of whole
selecting auth numbers
and their best ors • Interpret
considers work and to whole-
change in explaining anal number
text why yze quotients of
• Change
• Accept effec whole
or add feedback on tive numbers
language best work writi • Use
to from teachers ng multiplicatio
enhance and peers • Make specific
n and
text and statements division
style Evaluating/Analyzin about
g Self within 100 to
• Use
drawings, solve word
• Read and discuss
seven- stories, or
own work problems in
traits writing of
• See self as a situations
model for others (e.g., I
writer involving
scoring • Use the like equal
criteria because
seven-traits groups,
when ; I am
model to arrays, and
revising confused
reflect on measuremen
• Revise for
and improve about . t quantities
individual traits
writing ) • Determine the
• Assess • Listen while
Edits unknown whole
• Correct progress and others share
number in a
common errors sets writing multiplication or
in spelling, goals of own division equation
punctuation, and writing relating three
capitalization • See writing as an whole numbers
• Begin to use ongoing process Understand
dictionary, properties of
Evaluating/Analyzin
thesaurus, g Others multiplication and

13
1
the relationship arithmetic decimals
between patterns and • Read and

multiplication and explain them write

division using decimals to
• Apply properties of the
properties of operations hundredths
operations as using
strategies to Numbers and concrete
Operations in Base
multiply and Ten materials
divide Use place value and
•
understanding and models
Understa
properties of
nd
operations to
division as
perform multi-digit
an
arithmetic
unknown-
• Use place value
factor
understanding
problem
to round whole
Multiply and divide
within 100 numbers to the
• Fluently
nearest 10 or
multiply and 100
• Fluently add and
divide within
100, using subtract within
strategies 1000 using
such as the strategies and
relationship algorithms
between based on place
multiplication value, properties
and division of operations,
Solve problems and/or the
involving the four relationship
operations, and between
identify and explain addition and
patterns in subtraction
• Multiply one-
arithmetic
• Solve
digit whole
two-step numbers by
word multiples of 10
problem in the range 10–
s using 90 using
the four strategies based
operatio on place value
ns and properties
• Identify
of operations
• Add and subtract

13
2
 Third Grade

13
3
 • Multiply one numerical data, number line • Express
digit mean, median and diagram whole
• Represent a
numbers by mode numbers as
two and • Identify range, fraction 1/b on fractions,
three digit mean, a number line and
numbers median, and diagram by recognize
• Order mode in a set defining the fractions are
numbers and of numerical interval from 0 equivalent to
round to tens, data in order to 1 as the whole
hundreds, to analyze whole and numbers
and data partitioning it
thousands into b equal
Expressions and parts
The Number System Equations • Represent a

Understanding Working with fraction a/b

and using equivalent on a number
positive and and line diagram
negative nonequivalent by marking
numbers numbers off a lengths
• Use • Know that two
1/b from 0
numbers in
concepts • Explain
different forms
of equivalence of
are equivalent
negative fractions, and
or
numbers compare
nonequivalent
and fractions by
, using whole
understa reasoning
numbers,
nd about their size
fractions and
relations • Understand two
decimals
hips in fractions as
number Number & equivalent if
lines Operations – same size, or
Write, interpret, Fractions
the same point
and explain Develop
on a number
understanding of
statements of fractions as numbers line
order for rational • Understand a
• Recognize
numbers in real- fraction 1/b as the and
world contexts quantity formed by generate
• Read 1 part when a simple
temperatures to whole is equivalent
the nearest partitioned into b
equal parts fractions,
degree using
• Understand and explain
Fahrenheit and
Celsius fraction as why the
thermometers number on fractions
Identify and solve number line; are
problems using represent equivalent
fractions on
13
4
 • Compare two • Determine numbers and and understand
fractions with whether an fractions concepts of area
same accurate or • Represent and measurement
numerator or estimated analyze patterns • Know that a
and functions
same measuremen square with side
• Represent
denominator t is needed length 1 unit is
and analyze
by reasoning for a said to have
patterns and
about size solution “one square
• Add and • Complete
functions
unit” of area,
using words,
subtract simple simple and can be
tables, and
fractions with unit used to
graphs
common conversio measure area
Work with time and
denominators ns within
money
a
• Use
Measurement and measurem
Data schedules,
ent
Solve calendars, and
system
problems elapsed time
Represent and
involving in hour
interpret data
measuremen • Draw
intervals to
t and solve real
scaled
estimation world
picture
• Tell and write problems
graph and
time to the • Identify
a scaled
nearest equivalent
bar graph
minute and amounts of time
to
measure time such as days in a
represent
intervals in week, hours, in a
data set
minutes; solve day, or weeks in
with
word a year
several
problems • Identify, use,
categories
involving • Generate
and determine
addition and value of money
measurement
subtraction of by comparing,
data by
time intervals counting, and
measuring
in minutes making change
lengths using
• Measure and
ruler with halves Geometry
estimate liquid and fourths of Understand
volumes and inch concepts of area
masses of • Translate
and relate area
objects using problem to multiplication
standard units situations into and to addition
of grams diagrams and • Recognize area
kilograms and models using as an attribute
liters whole of plane figures

13
5
Nobel Learning Curriculum Reference Guide

13
6
• Know that a area as area of each use
plane figure additive; find part as a unit coordinate
which can be areas of fraction of the systems to
covered without rectilinear whole specify
gaps or figures by • Identify, draw, locations on
overlaps by n decomposing and compare grids and
unit squares is them into representations describe
said to have an non- of lines and paths
area of n overlapping angles • Know how to

square units rectangles • Predict and identify, locate,

• Measure areas and adding describe the and plot
by counting unit the areas of results of ordered pairs
squares sliding, of whole
the non-
• Relate area to
overlapping flipping, and numbers s on a
the operations turning two- graph
parts
of dimensional • Identify range,
Recognize perimeter
multiplication • Solve real shapes mean,
and addition • median, and
world and
• Find the area of Identi
mathematical mode in a set
a rectangle with fy of numerical
problems
whole-number and data in order
involving
side lengths by desc to analyze
perimeters of
tiling it ribe data
polygons
• Multiply side cong
• Draw and
lengths to find ruent
identify lines
areas of and
and angles, and
rectangles with sym
classify shapes
whole-number metri
by properties of
side lengths in cal
their lines and
the context of figur
angles
solving real • Understand that es
world and Draw and identify
shapes in
mathematical lines and angles,
different
problems and classify
categories;
• Use tiling to shapes by
recognize
show in a properties of
rhombuses,
concrete case their lines and
rectangles, and
that the area of a angles
squares as
rectangle with • Locate
examples of
whole-number graph points
quadrilaterals
side lengths a • Partition and ordered
and b + c is the pairs on a
shapes into
sum of a × b and coordinate
parts with
a×c plane
equal areas;
• Recognize • Make and
express the

13
7
Statistics and event is Motion and Stability: scientific
Probability repeated Forces and ideas about
Understan Interactions
many magnets
• Plan and
ding and times • Understand that
solving • Use the
conduct
each force acts
statistical investigati
results of on one particular
and on to
probability object and has
probability provide
experiments both strength
problems evidence
to predict and direction
• Design of the
future events • Know that an
investig balanced
and justify object at rest
ations and
reasoning typically has
by unbalance
multiple forces
collecti d forces on
S acting on it, but
ng and the motion
C that they add to
organizi of an
give
ng data I object
zero net force on
• Make
on a E the object
chosen observations • Know that forces
N and/or
topic that do not sum
• Summarize and C measurement to zero can
display the s of an cause changes
E
results of object’s in an object’s
probability motion to speed or
experiments in a P provide direction of
clear and evidence that motion
h
organized way a pattern can • Observe and
y be used to
• Understand the measure
effectiveness of s predict future patterns of an
using statistical motion object’s
i
• Ask questions to
methods to motion in
c determine cause
recognize various
trends a and effect situations
• Record the relationships of • Predict
l
possible electric or future
outcomes magnetic motion from
for a S interactions past motion
simple between two that exhibits
c
event and objects not in a regular
i contact with each
systematic pattern
ally keep e other • Identify and
• Define a simple
track of n describe
design problem
the different types
c that can
outcomes of motion:
be solved by
when the e straight line,
applying

13
8
back and forth,
waves, circular,
fast or slow

13
9
 Third Grade

14
0
• Define work magnetism in which include • Know that
• Know and the real world birth, growth groups may
describe the six • Understand and serve different
simple machines development,
that the size of functions and
• Understand how
a magnet does reproduction vary
friction affects
motion not determine and death dramatically in
the amount of • Compare and size
• Define velocity

• Begin to force contrast the Heredity: Inheritance

• Begin to life cycles of and Variation of Traits
understand
understand plants and • Analyze and
balanced and
gravity/gravitation animals interpret data
unbalanced al force
• Understand to provide
forces
• Know that Life Science the phases evidence that
Molecules to of plants and
objects in
Organisms: metamorpho animals have
contact exert
Structures and sis and the traits inherited
forces on Processes
difference from parents
each other • Develop
between and that
• Understand that
models to variation of
electric and incomplete
describe these traits
magnetic forces and
organisms exists in a
between a pair complete
that have group of similar
of objects do not metamorpho
unique and organisms
require objects sis
diverse life • Use evidence
be in contact Ecosystems:
cycles, Interactions, Energy to support the
• Know that the
including and Dynamics explanation
sizes of forces birth, growth, • Construct an
that traits can
in each reproduction argument that be influenced
situation and death some animals by the
depend on • Know that form groups environment
the properties reproduction is that help • Understand that
of the objects essential to members many
and their the continued survive characteristics of
distances existence of • Identify and
organisms are
apart, and for every kind of explain how inherited from
forces organism being a part of a their parents;
between two • Understand that group helps know that other
magnets, on plants and animals obtain characteristics
their animals have food, defend result from
orientation unique and themselves and individuals’
relative to diverse life cycles cope with interactions with
each other • Know that change their
• Define attraction
plants and environment,
and repulsion
animals have which can range
• List important
life cycles, from diet to
applications of

14
1
 learning; know interpret environment
that many data from changes and the
characteristics fossils to types of plants
involve both provide and animals that
inheritance and evidence live there may
environment of change
• Define heredity organisms • Understand that
• Compare and the when the
and contrast environm environment
inherited and ent in changes a
learned traits which place’s physical
• Know that an they lived characteristics,
organism’s long ago temperature or
patterns of • Use evidence
behavior are to explain
related to the how variations
nature of that in
organism’s characteristic
environment and s among
that nature of the individuals of
environment is the same
constantly species may
changing provide
• Identify how advantages in
different surviving,
organisms finding mates
vary in how and
they look reproducing
and function • Construct an
because they argument with
have evidence that
different some organisms
inherited in a particular
information habitat can
• Know that survive
the well, some
environment survive less
also affects well and
traits that an some cannot
organism survive at all
develops • Make a claim
Biological Evolution: about merit of a
Unity and Diversity solution to a
• Analyze
problem caused
and when the

14
2
Nobel Learning Curriculum Reference Guide

14
3
 availability of types of environment different
resources, some organisms that occur, some regions of the
organisms lived long ago organisms world
survive and and also about survive, some
reproduce, that nature of change and
others move to their some die or
new locations, environments move to new
others move into • Define extinction environment
transformed and identify • Provide
environments possible causes examples of a
and some die of extinction change in
• Define resources • Understand environment
• Understand that the that may harm
some resources implications one organism
are renewable when plants but be
and other are and animals beneficial to
nonrenewable become another
• Identify at least extinct • Know that
three sources of • Identify populations live
pollution in variety of
differences in
• Explain
characteristics habitats and
the explain how
between
meanin changes in
individuals of
g and those habitats
the same
importa affects
species and
nce of organisms living
how they
conserv there
provide
ation
advantages in
• Define Earth and Space
surviving,
environment, Science
habitats and finding mates
Earth’s Systems
ecosystems and • Represent data
• Compare and reproducing
in tables and
contrast types of • Know that for
ecosystems graphs to
any particular
• Know that describe typical
environment,
some kinds weather
some kinds of
of plants and conditions
organisms
animals that expected during
survive well,
once lived on a particular
some survive
Earth are no season
less well and • Obtain and
longer found
some cannot
anywhere organize
survive at all
• Understand that information
• Understand
fossils provide to describe
that when
evidence about climates in
changes in

14
4
• Understand t criteria for g the
that scientists Earth and Human success and desired
record Activity constraints on features of
• Make a claim
patterns of materials, time a solution
weather across about the merit or cost • Compare

different times of a design • Generate and different proposals

solution that for solutions
and areas so compare multiple
reduces the on the basis
they can make possible solutions
impacts of a of how well
predictions to a problem
weather- each one
about what based on how
related hazard meets the
kind of well each is likely
• Understand that specified
weather might to meet specified
a variety of criteria
happen next criteria and
• Know that natural hazards constraints of
climate result from problem
describes the natural • Plan and carry

range of an processes, and out fair tests in

area’s typical that humans which variables
weather cannot are controlled
conditions and eliminate and failure
the extent to natural hazards points are
which those but can take considered in
conditions vary steps to reduce order to identify
over years their impacts aspects of a
• Understand • Identify the
model or
the types of natural prototype that
difference hazards that can be
between result from improved
weather and natural • Know that the

climate processes, such possible

• Understand how as lightening, solutions to a
clouds are formed floods, problem are
• Know that tornadoes, limited by
seasons do earthquakes available
not cause and hurricanes materials and
changes in resources
weather and Science and •
Engineering Practices
are only and Design Understan
used for Engineering Design d that the
classification • Define a simple success of
• Distinguish
problem a designed
between a reflecting a solution is
meteorologi need or want determine
st and a that includes d by
climatologis specified considerin

14
5
 Third Grade

14
6
 • Research a that can be evidence for solution to
problem before investigated explanation of a problem
beginning to based on a by citing
design a solution patterns, such as phenomenon relevant
and know that cause and effect or to test a evidence
testing the • Define a simple design about
solution involves problem that can solution how it meets
investigating be solved • Know the criteria and
how well it through the that constraints of
performs under development of science the problem
a range of likely a new or findings • Represent data

conditions improved object are in tables and

various graphs to
• Communicate or tool, or based on
with peers, at process or recognizi
whatever system, which ng
stage, about includes several patterns
proposed criteria for • Know that

solutions as it success and science

is an important constraints on investigations
part of the materials, time use a variety of
design process or cost methods, tools
and can lead • Plan and and techniques
to improved conduct an • Develop models

designs investigatio to describe

phenomena
• Use tests n
• Construct
which collaborativ
argument with
suggest the ely to
evidence, data
elements of produce
and/or model
the design data to
• Analyze and
that need to serve as
interpret
be improved the basis for
data to make
• Test different evidence, using
sense of
solutions in fair tests in
phenomena
order to which variables
using logical
determine are controlled
reasoning
which best and number of
• Use evidence
solves the trials
to support an
problem, considered
explanation
given criteria • Make
and
and observations
construct
constraints and/or
explanation
Science and measurement
• Make a
Engineering s to produce
Practices claim about
data to serve
• Ask questions merit of a
as basis for

14
7
 reveal patterns newcomers who equator and
that indicate s
settled here, and the prime
relationships t the people who meridian to
• Obtain and
continue to identify the
combine
come to the four
information a
region hemisphere
from books and n • Trace why s
other reliable
d their • Use cardinal
media to explain
community and
phenomena
was intermediate
• Generate and P established, directions on
compare
r how a map or
multiple
individuals globe
solutions to a e
and families • Use map keys
problem s contributed to locate
based on how
e to its specific
well they
founding and locations and
meet the n
developmen determine
criteria and t t, and how distance
constraints of • Define community the • Locate the
the design • Compare countries of Spain,
community has
problem and contrast England, and France
changed over
• Locate the regions
early time, drawing
S of the United States
American on maps,
• Locate an exact
O communities photographs, place using a letter-
: French, oral histories, number grid
C
Spanish, letters,
I English, and Analysis
newspapers,
Native • Recognize
A and other
American primary sources that physical
L
• Describe the • Describe and features
accomplishme classify the influenced
S nts of physical and various
Christopher human community
T
Columbus, characteristics settlements:
U Juan Ponce coastal,
of urban,
D De León, rural, and mountain,
Jacques suburban desert
I
Cartier, and • Trace the ways in
communities
E Christopher which people have
• Compare and
used the
S Newport contrast
• Research the communities
through time
explorers who
P visited local Map/Globe Skills
a region, the • Use the

14
8
Nobel Learning Curriculum Reference Guide

14
9
 resources of elsewhere in the savings and documents
the local U.S., and withdrawing that create a
region and others abroad and evaluates sense of
modified the • Understand that the benefits community
physical individual of both
environment economic
Citizenship
(e.g., dam choices involve
• Understand
constructed trade offs and
that the
upstream the evaluation of
customs and
changed a benefits and
traditions of
river or costs
communities
coastline) • Discuss the

• Know how
reflect the
relationship of
beliefs,
the students’
attitudes, and
characterist “work” in
values of the
ics of school and
people
places are their personal
• Discuss the
shaped by human capital
importance of
physical • Understand that
public virtue and
and human communities
the role of
processes satisfy their
• Distinguish
citizens
basic needs in
• Identify way in
countries from different ways
continents • Classify items
which people in
a community
Economics according to
meet the
• Describe the needs and
individual’s
ways in which wants and
needs and how
local how each is
individuals can
producers satisfied in
help meet the
have used and own
needs of the
are using our community
• Describe ways
community
natural • Distinguish the
resources and various
difference
capital communities
between rights
resources to meet their
and privileges
produce needs and how
goods and these methods Government
services in the have changed • Know the

past and over time, histories of

present including the important
• Understand importance of local and
that some technology national
• Understand
goods are landmarks,
made locally, the banking symbols, and
some processes of essential
15
0
 among citizens • Recognize row keys
• Explain the spreadsheets • Use

differences B as a tool to menu/toolbar

between a organize, functions (e.g.,
making laws, calculate, and font size/ style,
s
carrying out graph line spacing) to
laws, and i information to format and
determining if c make change the
laws have been predictions appearance of
violated • Identify and use word processing
• Identify the O formatting documents as a
terms/concepts
three p class/group
(e.g., font
bodies of • Use word
e size/style, line
governmen spacing, margins, processing as a
t on both a r italic) tool to write,
local and a • Identify, edit, and
national discuss, publish
t
level and use sentences,
• Understand i terms/co paragraphs, and
that o ncepts stories
violations of (e.g., web
n T
laws browser,
e
produces s URL, c
consequenc • Identify the keyword, h
es function of search n
• Identify local common engine, o
computing l
and national weblinks) o
officials (e.g., devices • Select and g
mayor, (e.g., input, use y
governor, and output, appropriate
processing) a
president) features
• Identify, discuss,
n
and d
and use database
T functions of
terms
hardware S
E (e.g., data entry,
and o
field, record, list, c
C
sort, search/ software for i
H filter, keyword) class e
• Identify and assignments t
N
discuss • y
O Demonstr • Identify,
spreadsheet
L terms/ concepts ate discuss, and
(e.g., cell, correct chart uses of
O
column, row, finger technology in
G placement the
values, labels,
Y chart, graph) for home community

15
1
(e.g.,
farmers,
grocery,
restaurant,
veterinarian,
medical and
emergency
services)

15
2
 Third Grade

15
3
• Recognize, • Identify Pro class
discuss, and use and discuss ble •
responsible and m Recogn
copyright
safe behavior in Sol ize,
and fair
the use of discuss,
technology use vin
resources guidelines g and use
• Demonstrate as a class an graphs
knowledge of • Recognize, d to
individual’s rights De display
discuss, and
of ownership of cisi and
demonstrate
created works by interpre
responsible and on
citing sources
safe online Ma t data
• Identify,
behavior as a kin in
discuss, and
class/ group g prepare
visually
• Cite sources of d
represent uses
Technology and information (print spreads
of databases in Research and nonprint) heets;
the community • Identify, discuss, for a class identify
(e.g., school, and use project
and cite
grocery, multimedia tools • Modify
sources
pharmacy, (e.g., capture, prepared
create, edit,
business) to databases
publish) PE/WELLNESS
collect, to
• Modify/edit an
organize, and enter/edit
existing
display additional
multimedia
information informatio
project to include
• Recognize that n and cite
branching and
copyright laws the source
identify added
protect • Plan,
sources as a
creative works discuss, and
class
of use keyword
• Identify, discuss,
individuals/gro and use search/filter
ups/companies multimedia to using one
• Identify and present criterion in
discuss ideas/concepts/i prepared
guidelines for nformation in a databases
media (e.g., variety of ways • Investigate

personal as a class teacher

information, selected
images, content, Te Internet
language) to ch resources about
consider in nol communities;
developing og discuss and
multimedia y compare
projects as a an findings for
class d usefulness as a
15
4
Physical Wellness smoke positive and others
• inhalation negative •

Underst during a influences Underst

and fire on and the
health • Understand substance importa
risks for how to use nce of
age respond showin
group as appropriatel Social/Emotional g
defined Wellness sympat
y to weather-
• Understand the
by grade related hy and
appropri importance of empath
emergencies
ate •
monitoring y for
material Understa personal others
nd first feelings (e.g.,
s •
aid for happiness,
• Identify Understa
minor
characteristi sadness, anger, nd the
problems
cs of • Select
frustration, etc.) importan
responsible in order to ce of
appropriate
health manage them using
resources
behaviors as
• Understand self-
to deal with
defined by universally control as
a variety of
grade expected a
health risk
appropriate standards of substitute
situations
materials • Understand
behavior (e.g., for
• politeness, aggressio
the
Underst gratitude, n
importance of
and risk courtesy, etc.) • Understand
using a
•
of helmet when the
Understa
negative riding a bike nd that importance of
behavior • behavior participating
s as Underst is in group
defined and changeab activities with
le
by grade reasons various
• Understand
appropri not to classmates
how to
ate use • Understand
address
material tobacco how to use
embarrassm
s product positive
ent
• Make a s conflict
plan to appropriatel
• Understand resolution
escape y
benefits of strategies in
fire in a • Understand
building not using game-play
how to
• controlled situations
express •
Understan dangerous
opinions Understa
d how to substances
contrary to nd the
avoid • Identify
importan
those of

15
5
 ce of
working

15
6
Nobel Learning Curriculum Reference Guide

15
7
 cooperatively Understan the catching and
with others to d the basic importance throwing
complete a of warm up patterns with
informatio
task
• n on food and cool balls and
Underst labels down other
and the • Distinguish activities appropriate
importan between • objects
internal Demo • Discover the
ce of
and nstrate ability to
followin
external the change
g
cues for import direction
direction
starting ance of and levels
s and
and being with objects
safety
stopping physica • Perform the
rules
eating lly skills of kicking,
• Understand
• Recognize active dribbling,
positive •
behaviors the social passing and
Understa
used during significance trapping
nd that • Demonstrate
play of food in
participat the ability to
situations family and
ion in strike with a
cultures paddle
physical
Nutrition
• Identify the Fitness activity is
• Recall all of a
important
the consciou
nutrients in
components s choice
each of the
of health • Identify
food groups
related fitness personal likes
of the Food
(e.g., regular and dislikes
Guide
exercise, related to
Pyramid
• Plan healthy proper diet, physical
sufficient activity
meals and
sleep, etc.) • Demonstrate
snacks that
• American and
emphasize the
Underst international
principles of
and the folk dances
the Food
compon • Create
Guide Pyramid
• Understand the
ents of a movement
health sequences
practices of safe
enhanci to a
food handling
ng rhythmic
that promote
personal beat while
cleanliness and
fitness manipulatin
avoid cross-
test g objects
contamination
• Understand • Demonstrate
•

15
8
 or other of mature emphasis on media, and
appropriate walking, color, line, techniques
extensions
running, shape, form, that
•
Dem throwing, and value, space, successfully
onst catching and texture communic
rate • Understand • Identify art ate their
inve
the principles such ideas,
rted
mov importance of as emphasis, experience
eme using pattern, rhythm, s, and
nts feedback to balance, stories
• Perform a improve proportion, and • Create

variety of performance unity in works of artworks

forward and • Identify and art that
backward understand • Describe reflect
rolling the critical how different their study
movement elements of materials, of a
s and basic fitness processes, culture
sequences terms and • Create
• Create a techniques artworks that
variety of ART create demonstrate
gymnastic different an
Artistic Perception
routines • responses understandin
which focus Identi • Compare g of art
on inversion fy and contrast elements and
and rolling and two artworks principles
sequences analy that are (e.g., creates
• Perform a variety made using a landscape,
ze
of jump rope different seascape, or
skills differ
ent media
• Understand the
artisti and/or tools
importance of
c • Expand and
safe practices
mater use art
in physical
ials, vocabulary to
activity settings
proce effectively
• Understand
sses, process,
the
and analyze, and
importance of
techn respond to
following
iques works of art
rules during a
• Identify art
variety of Creative Expression
physical elements found • Produce

activities in the different

• Understand the
environment compositions
major and in artwork using a variety
characteristics (their own and of processes,
others) with an

15
9
 Third Grade

16
0
 cityscape that works of art, • Describe (museums,
demonstrates from different artworks and
their cultures around make informed
understanding of the world judgments
how the illusion • Identify about works of
of space is artists and art using
created with a art appropriate art
foreground, traditions vocabulary
middle ground, from local • Identify

and background) communiti and

• Experiment es analyze
with and create • Analyze one qualities of
artworks using historically their own
a variety of significant works of
mediums, such architectural art
as drawing, structure in the
Connections and
painting, community and
Applications
sculpture, draw it • Discuss
construction, attending to
the
and print, and a proportions,
importan
variety of architectural
ce of
materials features,
artists and
• Use art materials patterns, and
the
and tools in a texture
responsible way variety of
Aesthetic Valuing art
Historical and • Understand related
Cultural Context careers
there are various
• Discuss • Demonstrate
purposes for
how history, basic
creating art and
culture, and knowledge of
one’s
visual arts the technical
experiences
influence process used in
influence the
each other visual arts using
artistic creation
and are a appropriate art
• Analyze the
reflection vocabulary
elements and
of times, • Determine and
principles an
places, and describe why
artist uses to
cultures art has value
• Identify,
create a work
of art and how art is
describe, and used to fill
• Examine and
compare many common
discuss
different needs of
different
objects, people
interpretation
including • Explore cultural
s of art
architecture and institutions
16
1
 galleries) or rhythm phrases” through
and patterns when
community presented with Music Reading
• Read and write
opportunit musical
notes and rests in
ies samples 2/4, 3/4,
(festivals) • Improvise
and 4/4 meter
to increase and signatures
their create (quarter
exposure simple note/rest, half
to and rhythms note/rest, whole
understan and note/rest,
ding of art melodies eighth, and
• Identify • Perform
paired eighth
connectio personally notes)
ns created simple • Identify and
between rhythms and write traditional
the arts melodies with terms (such as
and other chosen crescendo,
discipline instruments diminuendo,
s within specified DC al Fine,
• Apply guidelines (style, meter), symbols
knowledge form, (such as <, >),
of art to instrumentation) notes and
other • Conduct more
musical
disciplines complex
conducting patterns structures (such
(e.g., as bar, lines, and
in
interpreting measures) and
2/4 and 4/4 meter
the signatures interprets
meaning of correctly when
a song or Ear Training
reading music
poem by • Identify simple
• Read and write
analyzing musical forms
the names of
• Identify sounds of
its notes (one
a variety of
elements) instruments octave), bass
• Connect their
• Identify, discuss, and treble
learning of art and explore clefs, with
to other fine pentatonic appropriate
arts such as major and minor technical
music or scales through
auditory cues accuracy
dance • Compare and
• Improvise
complex rhythmic contrast
MUSIC “answer phrases” different time
Beat Pattern in the same style signatures and
• Identify
as given rests in
“question
different beat musical pieces
16
2
Nobel Learning Curriculum Reference Guide

16
3
 verbal and with and melodic performances
written response accuracy patterns to with increasing
• Sight read answer or self-esteem
rhythm patterns Technology and accompany a and self-
Instruments
Song Singing given style or confidence
• Perform,
• to embellish a • Demonstrate
independently
Demonstr familiar melody the ability to
or with others,
ate the perform a
simple Movement to Music
ability to memorized
rhythmic and • Participate
sing songs piece with
melodic in various
of dramatic
patterns on forms of
increasing interpretation
basic dance,
difficulty • Demonstrate
instruments (folk,
alone and appropriate
(e.g., recorder, square, and
with audience
xylophone, line) with
others behavior
rhythm sticks) increased
(e.g., rounds, during
• Participate and confidence
partner songs performance
perform on and
and large groups) s/events
pitched and non- accuracy
in rhythm and on
pitched • Respond to Music Appreciation
pitch
instruments, with musical and Connections
• Sing, with
stylistic accuracy characteristics • Express
stylistic
including rhythm, through movement opinions on
accuracy, a
dynamics, and a such as tempo, various
diverse
steady tempo meter, and musical
repertoire
• Participate and dynamic changes pieces and
representing
perform a begin to
various cultures,
diverse Performance understand
historical Etiquette
repertoire of how personal
periods, and • Perform with
music views are
genres expression and
• Sing with
representing different from
style
various critical
expression appropriate to
cultures, time judgment
and style the piece
periods, styles, through
appropriate to • Demonstrate the
and genres group
the music ability to follow
• Perform with
stage direction discussions
performed
expression and • Demonstrate the • Use appropriate
including
style ability to musical
dynamics,
appropriate to participate in terminology
phrasing, and
the selection and criteria to
interpretation
• Respond to
• Echo short make
rhythms and judgments
the cues of patterns
about the
the • Improvise
quality of a
conductor simple rhythmic

16
4
 musical piece adults matio
• Listen to, identify, • Use n
and discuss songs appropriate • Use appropriate

which represent expressions Spanish vocabulary

to describe
specific genres, when
styles, and addressing
composers from peers and
various periods, adults
events, and • Communicate

cultures through feelings through

appropriate
verbal response
• Identify and
Spanish
vocabulary
describe • Use listening
the role of
skills to
musicians
follow oral
throughout
instructions
history and
and hear oral
in today’s
stories
society
• Use Spanish
• Understand
vocabulary to
relationships
give oral
between music
directions such
and other
as ordering
disciplines such
food in a
as the use of line
restaurant
in music, art, and
• Correctly
math or the
identify
mathematical
objects such
basis of the value
as home
of notes in music
entertainmen
t items, toys,
SPANISH
animals,
Oral Language means of
• Participate in transportatio
discussions (e.g., n, places,
school activities people
and subjects, • Ask

information about quest

friends and family) ions
• Use correct to
Spanish clarif
vocabulary to y or
greet and gain
introduce more
peers and infor
16
5
 Third Grade

16
6
 quantity (such Writing Spanish; use orthography,
as full, empty, • Write for a charts and and agreement;
many, few) variety of graphs from e.g., make
and physical purposes Spanish adjectives
characteristics including resources; agree with
(such as color information, locate capitals nouns in
and size) explanation, on a Spanish number and
• Name and use description, map, complete gender, use
numbers from 1 narration (e.g., number prepositions
to 100 sentences in and
demonstrates
comprehension Spanish) prepositional
Reading
of and writes a • Acquire
• Read a
brief response information and
variety of
to a note, an viewpoints
printed
invitation, or a through Spanish
material
thank you note) resources (e.g.,
including
• Write follow a simple
literature,
and recipe from a
poetry,
perform Spanish
current
a cookbook;
events,
dialogu compare the
and/or
e that Spanish
advertisem
demonst translation of an
ents
• Retell, rates American
effective children’s story to
summarize, and
use of the original;
respond to
Spanish observe heroes
grade
vocabul and heroines in
appropriate
ary, age- appropriate
literary
languag stories; use
materials (e.g.,
e use, Spanish resource
uses
and books, such as a
sequencing
structure dictionary)
skills to
demonstrate Language Use and
Connections
comprehension Structure
• Reinforce and
of written or • Use the form
further a
oral material and function of
knowledge of
such as a story, words in
other
song, or poem phrases and in
disciplines
or tells a story simple
through the
from the point sentences to
Spanish
of view of one communicate
language (e.g.,
of the effectively (use
classify animal
characters) appropriate
habitats using
tenses,

16
7
 pronouns) • Demonstrate or print
• Use the an awareness media to look
Spanish that the at paintings
language to concept of long by famous
communicat and short Spanish
e feelings vowels does not artists)
and ideas exist in Spanish • Discuss

through language differences

appropriate • Compare and
word usage ways to similarities of
• Select and use express Spanish and
appropriate ownership in American
Spanish words, both cultures
word order, and languages • Discuss

punctuation to current events

communicate Cultural Awareness that pertain to
• Demonstrate an
through Spanish
sentences, understanding speaking
interrogatives, of the Spanish countries
exclamations, culture • Identify areas of

and commands including the United States

• Discuss the uses
perspectives, where
of the verb “to be” practices, and Spanish is spoken
(“ser” products (e.g., extensively
• Discuss the
and “estar”) in explore
Spanish and differences in meaning of
English stereotypin
holiday
• Determine and
celebrations g and its
apply the correct
among Spanish effect on
usage of
speaking different
“ser” and “estar”
• Determine and countries; cultures and
apply the correct describe people
usage of “tu” monuments and
•
landmarks that STUDY SKILLS
Disc
are found in Research and
uss
Spanish Resources
the
speaking • Use key words,
uses
countries; indexes, and
of
research and letters on
dou
report on volumes to find
ble
contributions of information for
neg
Spanish culture research topic
ativ
in the United amongst
e in
States; use
Spa
the Internet
nish

16
8
Nobel Learning Curriculum Reference Guide

16
9
b topics tools Seq
o • Have a basic • uenc
t Understa e
understandin
h nd the
g of the even
concept of a symbols ts to
p
r primary and deter
i source operation mine
n s on a
• begi
t
Demo calculator nnin
a nstrate g,
n compe Applications mid
d tence • Identify
dle,
in the and
v
applyin main end
i
r g the idea of of a
t readin simple pass
u g exposit age
a ory text
proces • Pick out
l
s to • Use key
specific gra vocabulary
s
to help
o types phic
determine
u of org meaning
r
inform aniz • Begin
c
e ational ers using index
s texts to cards as a
study tool
• Begin to use • Use de
• Begin to
encyclopedias dictionaries to mo
check for use
and grade nstr
proper mnemoni
appropriate spelling ate
cs or word
approved • Use
und
associatio
Internet the erst
n to
search table and
memorize
engines to of ing
key items
gather conte of
information nts to text Work Habits
for research • Use
locate • Employ
topics page graphic a
• Use multiple
numb organizer classroo
representation ers s as part m binder
of information and of the system
(e.g., maps, chapt writing to
charts, photos) ers process manage
to find • Retell the
• Begin using classwork
information for word key facts in a
passage and
research processing
• homewo

17
0
 rk • Skim material for
• Use a specific information
noteb • Understand the

ook various purposes

to for reading and
track adjusts rate for
and study reading,
mana reading for
ge recreation, and
classr reading for
oom information
assig • Read

nmen and
ts and follow
proje multipl
cts e
• Begin to directi
develop ons
independent indepe
work skills
ndentl
• Hand in
assignments in a y
timely manner • Work

• Begin to independent
develop a sense ly in small
of time cooperative
management
groups and
• Employ self-
larger group
regulation
settings
skills to
• Begin to take
monitor
notes from
work output
oral and
• Locate
written
inform
material
ation
• Record
by information on
scanni graphic organizers
ng text
or
visual
resour
ces

17
1
 Fourth Grade

17
2
 text Compare details and
Fourth
•

• Determine a and contrast examples in

Grade theme of a the point of a text when
story, drama, view from explaining
or poem from which what the
details in the different text says
text; stories are explicitly
summarize the narrated and when
text Integration of drawing
• Describe in knowledge and inferences
L
ideas
depth from the
I • Make
character, text
connectio
T setting, or • Determine the
ns
event in story main idea of
E between
or drama, text and explain
text of a
R drawing on how it is
story or
details in text supported by
A drama
• Explain how details;
and a
C characters summarize the
visual or
and events text
Y oral
in literary
presentati
work are
on of the
like those in
L text
their own
• Compare and
i life
contrast the
t Craft and structure
treatment of
• Determine
e similar themes
meaning of
and topics
r words and
Range of reading
phrases as
and level of text
a they are complexity
t used in text • Read and
• Explain major
comprehen
u differences d
r between literature,
poems, drama, including
e
and prose, and stories,
Key Ideas and
refer to the dramas,
details
• Refer to details
structural and poetry
elements of
in text when
poems and Reading Information
explaining what Text
drama) when
text says Key ideas and
writing or
explicitly and details
speaking about
drawing • Refer to
a text
inferences from
17
3
 • Explain events, information Phonics and Word • Use
procedures, in a text or Recognition context to
• Know and apply
ideas, or part of a confirm,
concepts in a text grade-level self-
historical, • Compare and phonics and correct
scientific, or contrast a word analysis word
technical text firsthand and skills in recognitio
• secondhand decoding n and
account of the words understan
D • Use combined
e same event or ding,
t topic knowledge of all rereading
e Integration of letter-sound as
r knowledge and ideas correspondences, necessary
m • Interpret syllabication • Develop
i
n information patterns, and vocabulary by
e presented morphology to reading
visually, orally, read accurately independently
f or unfamiliar and connect
a quantitatively multisyllabic
c meaning to real
t • Explain how an words in context world
author uses and out of experiences
a reasons and context • Perform rapid
n evidence to Fluency and accurate
d • Read with
support word naming
o particular sufficient when reading
p points in a text accuracy and grade level text
i • Integrate fluency to as necessary
n information support
i
o from two texts comprehens
n on the same ion
Craft and structure topic in order to • Read

• Determine the write or speak grade-

meaning of about the level
general subject text with
academic and knowledgeably purpose
domain-specific Range of reading and and
words or level of text understa
complexity
phrases in a nding
• Read and
text • Read prose
comprehend
• Describe and poetry
informational
overall orally with
texts, including
structure of accuracy,
social studies,
events, appropriate
science, and
ideas, rate, and
technical texts
concepts, or expression

17
4
Nobel Learning Curriculum Reference Guide

17
5
Writing lanatory texts to • Write events
Text types and examine topic narratives to Production and
purposes and convey develop distribution of
• Write writing
ideas and experiences
• Produce
opinion information or events
pieces on coherent
clearly using effective
topics or writing in which
• Introduce a technique,
texts, organization is
topic details, and
supporting appropriate to
clearly and event
point of task, purpose,
group sequences
view with • Orient the reader
and audience
related
• Develop and
reasons information by establishing a
and strengthen
in situation and
informatio writing as
paragraphs introducing a
n needed by
and narrator and/or
• Introduce a planning,
sections characters
topic or text • Use description
revising, and
• Develop the
clearly, state an editing
topic with facts, to develop
• Use technology
opinion, and definitions, experiences or
create an to produce and
concrete details, show responses
organizational publish writing
quotations of characters to
structure and interact and
related to the situations
• Link • Use a variety of
collaborate with
topic
opinion others
• Link ideas within transitional
• Write in a variety
and categories of words and
reasons of creative
information phrases to
using forms: jokes,
using words and manage the
words and plays, fairy tales,
phrases sequence of
phrases tall tales and
• Use precise events
(e.g., for • Use concrete
fables, poems
language and
instance, domain-specific words and
in order to, vocabulary to phrases and
in inform about or sensory
addition) explain the details to
• Provide a convey
topic
concludin • Provide a events
g concludin precisely
statement g • Provide a

or section statement conclusion

related to related to that
the informatio follows
opinion n or from the
presented explanatio narrated
• Write experienc
n
informative/exp presented es or

17
6
 • Write in a variety ing and carry out Presentation of
of informative stan assigned knowledge and ideas
forms: • Report on a
dar roles
newspaper topic or text, tell
ds • Pose and
articles,
to respond to a story, or
persuasive
papers, research info specific recount an
• Use seven-trait rmat questions to experience in an
model as criteria to iona clarify or organized
assess writing manner
l follow up on
Research to build and • Add audio
text information,
present knowledge
s and make recordings
• Conduct
Range of writing comments and visual
research
• Write routinely that displays to
projects that
over extended contribute to presentation
build knowledge
time frames the s when
through
and shorter discussion appropriate
investigation of
time frames • Review key
different aspects
ideas
of topic Speaking and expressed and
• Recall Listening
explain their
relevant Comprehension and
collaboration own ideas and
information
• Engage understandin
from
effectively in a g in light of
experiences
range of the discussion
from print
• Paraphrase
and digital collaborative
discussions portions of a
sources
with diverse text read
• Draw
partners aloud or
evidence
• Come to information
from literary
discussions presented in
or
prepared, having diverse
informationa
read required media and
l texts to
material; formats,
support
explicitly draw on including
analysis,
preparation and visually,
reflection,
other quantitativel
and research
information y, and orally
• Apply grade 4
• Identify the
reading standards known about the
to literature topic to explore reasons and
•
ideas under evidence a
Appl speaker
discussion
y • Follow provides to
gra support
agreed-upon
de 4 particular
rules for
read points
discussions
17
7
 Fourth Grade

17
8
 • Differentiate conventions of capitalization, • Differentiate
between standard punctuation, between
contexts that English and spelling contexts that
call for formal grammar when writing call for formal
English and usage when • Use correct English and
situations writing capitalization situations
• Use commas and
where • Use relative where
informal pronouns quotation marks informal
discourse is • Form and use the to mark direct discourse is
progressive verb speech and appropriate
appropriate;
tenses quotations from
use formal
• Use
English when a text
modal • Use a comma
appropriate
auxiliari before a
to task and
es to coordinating
situation
convey conjunction in a
• Give precise oral
various compound
direction and
instructions conditio sentence
• Identify how ns • Spell
• Order
language grade-
usage reflect adjectives appropri
regions and within ate words
cultures sentences correctly,
• Make eye according to consultin
contact while conventional g
giving oral patterns
presentations referenc
• Form and use
• Use
es as
prepositional
appropriat phrases needed
e words to • Produce
Knowledge of
language
shape complete
• Use knowledge
reactions, sentences,
of language and
perception recognizing and
its conventions
s, and correcting
when writing,
belief inappropriate
speaking,
• Distinguish fragments and
reading, or
relevant run-ons
listening
statements • Correctly use
• Choose
from irrelevant frequently
confused words words and
statements
• Demonstrate phrases to
Language command of convey
Conventions of the ideas
standard English conventions precisely
• Demonstrate of standard • Choose

command of English punctuation for

effect

17
9
Vocabulary acquisition • Explain the series,
and use t
meaning greeting and
• Determine or i
of simple closing of
clarify the similes letters,
o
meaning of and dates, and
unknown and n
metaphors introductory
multiple- in context s words
meaning • Recognize and • Write • Use quotations to
words and explain the compl punctuate dialogue
phrases ete and titles
meaning of
•
• Use context as simple
common idioms,
Consistentl
a clue to the adages, and and
y use
meaning of a proverb compo
apostrophe
word or phrase • Demonstrate und
• Use common,
s to
understanding of senten
punctuate
grade- words by relating ces
contraction
appropriate them to their • Use correct
subject-verb s and
Greek and opposites
agreement singular
Latin affixes • Acquire and
• Use present, past, possessives
and roots as use accurately and future tense of • Incorporate use of
clues to grade- a verb homonyms correctly
meaning of a appropriate • Use the in context
word general following parts • Identify and
• Consult
academic and of speech define
reference domain- correctly: diphthongs
materials specific words nouns, action , consonant
both print verbs, personal digraphs,
and digital, W pronouns, vowel
to find the adjectives, digraphs,
R
pronunciat conjunctions, and affixes
ion I • Form
adverbs,
•
T prepositions expanded
Demonst
I • Spell age paragraphs
rate
appropriate with main
understa N
high ideas and
nding of
G frequency supporting
figurative
words found details
language • Indicate
within grade
, word C paragraphs
level
relations consistently
o appropriate
hips, • Use abbreviations
n text
nuances appropriately
• Use
in v
commas to
meaning
e punctuate
s
n items in a

18
0
Nobel Learning Curriculum Reference Guide

18
1
Ideas through writing types Styles/Audiences
• Choose and • including • Write for a
develop a topic Communicate simple and variety of
confidently own compound audiences
• Remain focused perspective sentences including
on one topic and personal outside/dista
• Use at least
preferences Presentation
• Consistently use
nce
three specific • Describe own
correct cursive audiences
details to experiences to
letter formation (e.g.,
enhance or reflect
• Use format businesses,
support topic personality suited to etc.)
• Maintain an idea through writing audience • Respond to a
journal • Use margins in
Word Choice prompt
final copies • Write in a variety
Organization • Use patterns
• Consistently
• Write stories
and of creative
include first
with a clear vocabulary forms: jokes,
and last
beginning, from grade plays, fairy tales,
name and
middle, and level tall tales and
end date on
appropriate fables, poems,
• Use paragraphs
work
literature and journals,
to indicate new nonfiction in narratives,
idea with a own writing friendly letters,
topic sentence • Use figurative lists, stories
and supporting language • Write in a variety
details including of informative
• Connect
similes and forms:
paragraphs with metaphors newspaper
logical sequence
• Use rhyme, articles,
•
rhythm, and persuasive
Consistentl
pattern
y use papers,
• Use imagery and
transitional research,
sensory words
sentences brochures,
and Sentence Fluency observations,
phrases to • Use a biographies,
connect variety of procedures, and
related sentence directions
ideas beginning • Cite sources when
s and writing reports
Voice lengths • Identify the
• Identify voice in
• Use more kinds of
other’s writing developed documents
• Write in an sentence
engaging, required to
structures
compelling write in a
• Incorporate
manner career
a variety of
• Show self setting
sentence

18
2
 • Write and
and spelling
maintai to create
n a rough
assignm draft
ent lists • Draft fluently for

and increasing periods

of time
persona
• Use
l
temporary
schedul
spelling,
e
• Show an
but is able
awareness of to self-
audience correct
• Write
Prewriting complet
• Organize and
e
plan writing using
the following: phrases,
• Story sentenc
mapping es, and
• Discussion thought
• Webbing s
• Outlining • Focus on

• content, not
Brainstormin convention
g
• Role
playing
• Recall of
experience
• Listing

• Jotting

• Free writing

• Drawing

• Graphic
organizers
• Visuals

Drafts
• Refer to

prewriting
activities
while writing
first draft
• Use own

drawing,
writing,

18
3
 Fourth Grade

18
4
Revises appropriate •See writing as an MATH
• Read orally to editing changes ongoing process
Operations and
self to check for • Use
Algebraic Thinking
clarity proofreading Evaluating/Analyzing
marks Others Use the four
• See written
• Use the seven- operations with
text as a
Publishing traits model as whole numbers
product to be •
criteria to to solve
worked on and Consis assess writing problems
improved tently •
• Review writing
• Conference
reflect of authors to Interpr
with peer or
teacher on analyze et a
• Listen to
own effective multipl
audience writing writing ication
response to • Make specific equatio
and deter statements n as a
considers mine about writing compa
change in growt of others (e.g., rison
text h and I like • Multiply or

• Change
impro because divide to
or add veme ; I am solve word
language nt confused problems
• Maintain involving
to about )
enhance and reflect • Listen while multiplicat
text and upon others share ive
style personal compariso
• Revise for two
writing n
or three traits portfolio • Multistep word

of the seven- problems posed

Evaluating/Analyzin
traits model with whole
g Self
• Read and discuss
numbers and
Edits own work having whole-
• Correct number answers
• See self as a
common errors writer using the four
in spelling, • Use the seven operations,
punctuation, and traits to reflect including
capitalization on and problems in
• Use improve which
dictionary, writing remainders must
thesaurus, • Assess be interpreted
technology progress • Use and

, and and set describe

other writing the use of
available goals for appropriat
references own e
• Make writing estimation

18
5
 strategies Generate and analyze • Read and
to solve patterns write multi-
• Generate
various digit whole
math a number numbers
problems or shape using base-
• Interpret and pattern ten numerals,
evaluate that number
mathematical follows a names, and
expressions that given expanded
contain rule form
parentheses
The Number System
• Understand that
Identify, understand
an equation
and use positive and
with two
negative fractions,
variables is a
decimals, and whole
formula for
numbers
determining the
• Identify on
second number number line
when the value position of
for the first positive/
variable is negative fractions,
given decimals, whole
numbers
• Know how to

identify, Numbers
locate, and and
plot ordered Operations
pairs of whole in Base
numbers on a Ten
graph or on Generalize
the first place value
quadrant of a understand
coordinate ing for
system multi-digit
Gain familiarity with whole
factors and multiples
numbers
• Find all factor
• Recognize that
pairs for a
in a multi-digit
whole number
whole number,
in the range 1–
a digit in one
100; recognize
place
that a whole
represents ten
number is a
times what it
multiple of
represents in
each of its
the place to its
factors
right

18
6
Nobel Learning Curriculum Reference Guide

18
7
• Use place value value, and denominators, one way,
understanding properties of e.g., by creating recording
to round multi- operations common each
digit whole • Understand and denominators or decompositio
numbers to any use standard numerators, or n by an
algorithms by comparing to
place
• Use place value
for a benchmark
multiplicati fraction such as
understanding
on and 1/2 Recognize
and properties
division of that
of operations
multi-digit comparisons are
to perform
numbers valid only when
multi-digit
arithmetic the two fractions
Numbers and
• Fluently add Operations – refer to the same
and Fractions whole; record
subtract Extend the results of
multi-digit understanding of comparisons
whole fraction equivalence with symbols
numbers and ordering >, =, or <, and
using the • Explain why a justify the
standard fraction a/b is conclusions,
algorithm equivalent to a e.g., by using
• Multiply a whole fraction (n × a)/ a visual fraction
number of up to (n × b) by using model
four digits visual fraction Build fractions from
by a one-digit models, with unit fractions
whole number, attention to how • Understand a

and multiply the number and fraction a/b with

two two-digit size of the parts a > 1 as a sum
numbers, using differ even of fractions 1/b
strategies though the two • Understand

based on place fractions addition and

value and the themselves are subtraction of
properties of the same size. fractions as
operations Use this joining and
• Find whole- separating parts
principle to
number recognize and referring to the
quotients and generate same whole
remainders with equivalent • Decompose a

up to four-digit fractions fraction into a

dividends and • Compare two sum of
one-digit fractions with fractions with
divisors, using different the same
strategies numerators and denominator
based on place different in more than

18
8
 equation; justify involving results cal
decompositions multiplication of problems
• Add and
a fraction by a Measurement and • Apply strategies
subtract Data
whole number and formulas to
mixed Solve
Understand estimate and
numbers problems
decimal notation calculate area
with like involving
for fractions, and and perimeter of
denominat measurement
compare decimal complex shapes
ors and
fractions • Explore what
• Solve word conversion of
• Express a happens to
problems measurement
fraction with measurements
involving s
denominator of two
• Know relative
addition and 10 as an dimensional
subtraction of sizes of
equivalent shapes when the
fractions measurement
fraction with shape is
referring to units within one
denominator changed
the same system of unit
100, and use
whole and and within single
this technique
having like system of
to add two
denominator measurement,
fractions with
s express
respective
• Extend
measurements in
denominators
previous a larger unit in
10 and 100.2
understandi terms of a smaller
• Use
ngs of unit
decima
• Use the four
multiplicati l
on to operations to
notatio
multiply solve word
n for
fraction by problems
fraction
whole involving
s with
number distances,
denom
• Understand a
intervals of time,
inators
fraction a/b as a liquid volumes,
10 or
multiple of 1/b masses of
100
• Understand a objects, and
• Compare two
multiple of a/b as a money
multiple of decimals to
• Apply the
1/b, and use hundredths by
area and
this reasoning about
perimeter
understandin their size, and
formulas
g to multiply recognize that
for
a fraction by a comparisons are
rectangles
whole valid only when
in real
number the two decimals
world and
• Solve word refer to the same
mathemati
problems whole; record the

18
9
 Fourth Grade

19
0
Represent and degree angles is lines statistical
interpret data said to have an • Recognize a line data to
• Make a of symmetry for a identify
angle measure
line plot of n degrees two- dimensional trends and
to • Measure angles figure as a line to make and
display in whole-number across the figure justify
a data degrees using such that the generalizati
set of protractor; sketch figure can be on
measur angles of folded along the
ements specified line into
in measure matching parts
fractions • Recognize angle
of a unit measure as Data Analysis and
additive Probability
• Solve
• Label
problems
Geometry and use
involving
Draw and identify different
addition and
lines and angles, parts of
subtraction
and classify a graph
of fractions
shapes by accurate
by using
properties of ly
information
their lines and • Collect and
presented in
angles represent
line plots
• Draw points, data on a
Geometric
lines, line number line
measurement:
segments, and on
understand
rays, angles coordinate
concepts of angle
and graphs,
and measure
perpendicular tables, and
angles
and parallel charts
• Recognize
lines • Use
angles as
• Classify technology
geometric
two- to compute,
shapes that are
dimensi represent,
formed
onal and
wherever two
figures evaluate
rays share a
based • Predict,
common
on test, and
endpoint, and
presen represent
understand
ce or all possible
concepts of
absenc outcomes
angle
e of for a simple
measurement
parallel probability
• Know that an
or situation
angle that turns
perpen • Use
through one-
dicular
19
1
SCIENCE that energy is sources and electromagn
Physical Science present conversions, and et using wire,
Energy whenever their nails and
• Use
there are relationship to batteries
evidenc moving heat and light • Identify kinetic

objects, • Define energy energy

e to
• Understand the
explain sound, light or and identify
law of conservation
the heat sources of
of energy
• Understand energy,
relation • Identify,

ship that when including but

build,
betwee objects collide, not limited to
compare
n an energy can be the sun,
and
object’s transferred machines and
contrast
speed from one wind
open,
to its object to • Compare
closed,
energy another, and
series and
• Make
thereby contrast
parallel
observations changing their kinetic
circuits
to provide motion energy
• Understand and
evidence that
energy can be that sound is potential
transferred produced energy
from place to when objects • List and

place by collide and define

sound, light, energy is categories of
heat and transferred to motion: at
electric the surrounding rest,
currents air constant
• Know that speed,
• Ask questions

and predict light transfers speeding up,

outcomes energy from slowing
about the place to place down,
changes in
• Know that changing
energy that energy can be direction
occur when transferred from • Know that

objects collide place to place electricity in

• Apply scientific
by electric circuits can
ideas to currents, which produce
design, test and can then be light, heat,
refine a device used locally to sound and
that converts produce magnetic
energy from motion, sound, effects
one form to heat or light • Demonstrate

• Understand how to make

another
• Understand
energy types, an

19
2
Nobel Learning Curriculum Reference Guide

19
3
 • Explain that objects, enters amplitude and technologies to
when objects the eye and frequency transfer
• Understand
collide, the allows objects information
contact forces to be seen that an object
transfer • Generate and can be seen
energy, compare when light
changing the multiple reflected from
objects’ solutions that its surface
motions use patterns to enters the
• Define contact transfer eyes
forces information (electromagnet
• Understand • Explain how ic radiation)
the difference • Define reflection
waves, which are
between • Explain
regular patterns
balanced and of motion, can how
unbalanced be made in digitized
forces water by informati
• Refer to the
disturbing the on can be
expression surface; know transmitt
“produce that when waves ed over
energy” to the move across the long
conversion of surface of deep distances
stored energy water, water without
into a desired goes up and significant
form for practical down in place; degradati
use know that there on
Waves and their • Understand
is no net motion
Applications in that high-tech
in the direction
Technologies for devices, such
of waves except
Information Transfer as computers
when water
• Develop a
meets a beach or cell
model to phones, can
• Identify that
show how receive and
waves of the
waves cause decode
same type can
objects to information,
differ in
move and to convert it
amplitude (height
describe from digitized
of the wave) and
patterns of form to voice
wavelength
amplitude and vice
• Identify the
and versa
characteristics of
wavelength waves • Understand that
• Develop a • Explore sound waves, such as
model to show wavelengths and sound waves,
how light vibrations
work in
• Define
reflects from commonly used
wavelength,

19
4
Life Science muscle system local, regional ice, wind or
Molecules to of the human and global vegetation
Organisms: Structures body patterns of rock
and Processes • Identify the major formations reveal
• Construct an
organs of the changes over
argument that human body
time due to earth
plants and • Explain the
forces, such as
animals have process of
photosynthesis earthquakes
internal and
• Know the • Understand
external
reproductive cycle that the
structures that of a plant presence and
function to • Know that location of
support different sense certain fossil
survival, receptors are types indicate
growth, specialized for the order in
behavior and particular kinds which rock
reproduction of information, layers were
• Use a model to
which may be formed
describe that then processed • Identify properties
animals by animal’s of rocks
receive brain • Explain the
different types • Understand stages of the
of information that animals rock cycle and
through their are able to how it is used to
senses, use their identify rocks
process perceptions • Identify
information in and the three
their brains memories to types of
and respond to guide their rocks:
information in actions igneous,
different ways sedimenta
Earth and Space
• Identify and
Science ry and
explain plant metamorp
Earth’s Place in the
and animal Universe hic
internal and • Identify Earth’s Systems
external evidence from • Make
structures that patterns in rock observations
serve various formation and and/or
functions in fossils in rock measurements
growth, layers to support to provide
survival, an explanation evidence of
behavior and for changes in a effects of
reproduction landscape over weathering or
• Identify the
time the rate of
skeletal and • Explain how erosion by water,

19
5
 Fourth Grade

19
6
• Analyze data maps can help E from natural
from maps to locate a sources
describe patterns r • Describe how
different land t
of
and water h energy and fuel
E
a feature areas usage affects
r of Earth a the environment
t • Define strata
n in multiple ways
h d
and • Know that
’
s understand H some
how rock u resources are
f layers help m renewable
e a over time, and
scientists
a n
study Earth’s others are not
t
history • Explain how
u A
r • Understand c resources, such as
e t soil, are renewed
the difference
s i • Identify natural
between v resources found in
• Show how
chemical and i their state
locations of t
physical •
mountain y
weathering Disti
ranges, deep • Obtain and
• Distinguish nguis
ocean combine
between h
trenches, information to
weathering, betw
ocean floor describe that
erosion and een
structures, energy and fuels
deposition rene
earthquakes are derived from
• Understand how wabl
and natural
freezing and e
volcanoes resources and
thawing water and
occur in their uses affect
can cause rocks nonr
patterns the environment
to break down ene
• Know that most • Generate and
• Understand the wabl
earthquakes and solvent nature of compare e
volcanoes occur water multiple reso
in bands that are • Explain, in a solutions to urce
often along simple manner, reduce s
boundaries the theory of impacts of • Identify the
between plate tectonics natural Earth pros and cons
continents and • Identify ways processes on of various
oceans, and that in which humans alternate
major mountain living things • Identify
energy
chains form affect the energy and sources
inside physical fuels that • List and explain
continents or characteristic humans a variety of
near their edges s of their use, which hazards which
• Know that regions are derived result from

19
7
natural • Know that model or • Communicate
processes humans cannot prototype that with peers
eliminate can be about proposed
hazards, but improved solutions, as it is
that they can • Know that an important
take steps to possible part of design
reduce solutions to a process and
negative problem are shared ideas
impacts limited by can lead to
available improved
Science and materials and designs
Engineering Practices
resources • Use tests,
and Design
• which are often
Engineering Design
Understan designed to
• Define a simple
d that the identify failure
problem
success of points or
reflecting a
a designed difficulties
need or want
solution is which suggest
that includes
determine elements of
specified
d by design that
criteria for
considerin need to be
success and
g the improved
constraints on
desired • Test different
materials, time
features of solutions in
or cost
a solution order to
• Generate and
• Compare determine
compare
different which of them
multiple
proposals for best solves a
possible
solutions on the problem,
solutions to a
basis of how given criteria
problem based
well each one and
on how well
meets specified constraints
each
criteria Science and
is likely to meet
• Research a Engineering Practices
specified criteria
problem before • Ask
and constraints
beginning to questions
of the problem
design a solution that can be
• Plan and carry
and know that investigate
out fair tests in
testing the d and
which variables
solution involves predict
are controlled
investigating reasonable
and failure
how well it outcomes
points are
performs based on
considered in
under a range of patterns,
order to identify likely conditions such as
aspects of a
19
8
 cause and
effect
• Make
observations
and/or
measurements
to produce data
to explain
phenomenon or
to test a design
solution

19
9
Nobel Learning Curriculum Reference Guide

20
0
• Use recognizing materials, time
n
eviden patterns or cost
ce • Use a model to • Plan and d
(e.g., test interactions conduct
measur concerning the investigations
P
ements functioning of a collaboratively
, natural system to produce data r
observ • Construct an to serve as basis e
ations, argument with for evidence,
evidence, data s
pattern using fair tests
and/ e
s) to in which
or a model
constr variables are n
• Identify
uct an controlled and
evidence that t
explan the number of
supports • Gather data
ation trials are
particular points to analyze
• Apply scientific considered
in an geographic,
ideas to solve
design problems explanation religious, and
S
• Develop a • Analyze and economic
interpret O reasons that
model using an
analogy, data to make C brought
example or sense of explorers and
I
abstract phenomena settlers to the
using logical A state
representation
reasoning L • Identify Native
to describe a
• Obtain and American groups
scientific
in their state
principle combine
• Reconstruct
• Develop a information from S
timelines
model to describe books and other T • Describe ways
phenomena reliable media to
• Generate and
U early settlers
explain
adapted to,
compare phenomena D
used, and
multiple • Define a simple I changed the
solutions to a design problem
E environment
problem that can be • Research
based on how solved through S
interactions
well they meet the between the
criteria and development of Native
constraints of a P
an object, tool, Americans and
design a the first
process or
solution explorers and
system and s settlers
• Apply
includes several • Analyze some of
understanding t
criteria for the interactions
that science success and that occurred
findings are constraints on a
based on
20
1
 between longitude to • Analyze how • Describe the
the Native determine the locations mapping,
Americans the of physical geographic
and the first absolute features such basis, and
explorers locations of as oceans, economic
and settlers places in rivers, valleys, factors in the
• Construct a their state and placement of
historical • Distinguish mountains early
narrative about between the affected the communities
daily life in early North and South growth of in their state
settlements Poles; the towns
• Analyze the equator and the • Use maps,

significance of prime meridian; charts, and

the major the tropics and pictures to
events in the the describe how
state’s history, hemispheres, communities in
their impact on using their state vary
people then coordinates to in land use,
and now, and plot locations vegetation,
their • Locate state and wildlife, climate,
relationship to its bordering population
the history of states on maps density,
the nation of the United architecture,
• Examine various States services, and
written accounts • Identify transportation
in order to state • Translate

identify and capital, geographi

describe regional physical c data into
or state features, a variety of
examples of and various formats
major historical state such as
events and regions graphs and
developments • Construct maps
that involved physical maps • Identify the early

interaction and three- land and sea

among various dimensional routes to their
groups models that states and
include the European
Map/Globe Skills essential map settlements in
• Explain and
elements and their states
use the the geographic noting
coordinate regions of their especially the
grid system state importance of
of latitude geographic
and Analysis features

20
2
 Fourth Grade

20
3
 • Explain how activity in their a state and government
physical state local level • Describe the
characteristics, • Analyze the • Identify the history of
transportation effects of importance of their state’s
state historical
routes, and immigration, public
figures
climate influence migration, and • Explain how to
education
the variety of limited system,
contact
crops, products, resources on including
elected and
and industries the economic universities
appointed
and the general growth of their and
leaders in state
pattern of state and local
economic growth • Identify
governments
in their state natural • Identify
resources, leadership
Economics agricultural
• Examine the
qualities of
, and state and
economic technologi
patterns of local leaders,
cal past and
early Native products
American present
from their
groups and state Government
European • Examine how • Compare
immigrants in communities how
their state within the state groups
• Identify the
meet some of have
economic their needs governed
motivation for through the themselve
European purchase of s in the
exploration and products from past
settlement in other states and (Native
their state countries around Americans,
• Compare and
the world European
contrast how • Understand settlers,
people in the banking etc.)
different processes of • Identify the
regions of their saving, purpose of the
state earn a Declaration of
withdrawing,
living, past Independence
and investing
and present and/or the state
Constitution
• Explain how Citizenship
• Identify and
geographic • Understand
explain the
factors have how
basic functions
influenced the individuals can
of the three
location of participate in
branches of
economic civic affairs at
state
20
4
 community and discuss discuss, and publishing
colleges telecommuni use terms/ paragraphs,
• Explain the
cations concepts of stories, and
meaning of terms/concep menu/toolbar assignments
selected state ts (e.g., (e.g., print
symbols and browser, preview, page Technology and
landmarks Society
keyword, setup, spell
• Recognize
URL, check,
T and discuss
hypertext, thesaurus) in
ways
E www) word
technology
• Identify the processing
C has changed
function of documents
H •
the lives of
common
Rec people
N computing •
devices ogn
O Recogniz
(e.g., ize,
e, discuss,
L AUP/IUP) disc
and use
O • Identify, uss,
responsib
discuss, and and
G le,
use the use
ethical,
Y spreadsheet pro
and safe
terms/concept per
behavior
s (e.g., cell, key
B s when
column, row, boa
using
a values, labels, rdi
technolo
s graph, ng
gy
formula) tec
i resources
• Create hni
• Recognize that
c spreadsheet que
copyright laws
s to perform s
•
protect creative
calculations work of
O
using simple T individuals/gro
p formulas y ups/companies
e • Use p
by citing
spreadshee e
r sources
ts and • Explore and
1
a graphs to 5 discuss
t organize, occupations/c
calculate, W
i areers that
and display P
M use
o data in
• Use word computers/te
n content chnology
processing as a
areas tools
s tool for writing,
• As a class, •
• Recognize editing, and
identify, Recogniz

20
5
 e and
discuss
the
importan
ce of
citing
sources
of
copyright
ed
materials
in
documen
ts
• Recognize,

discuss, and
model
responsible
and safe
behavior
using online
resources as
a
class/group/i
ndividual

20
6
Nobel Learning Curriculum Reference Guide

20
7
Technology and citations) of informatio select and
Research multimedia n evaluate digital
• Recognize, projects/produc • Sort and resources and
discuss, and use ts search/filter a information for
multimedia prepared content
content and
terms/ Te area database
usefulness in
concepts (e.g., ch for information
content area
navigation no and uses
assignments
buttons, log correct
as a class
transitions, y terms/concepts
links/hyperlinks, an to explain
P
animation) d strategies used
as a class E
• Recognize, Pr
discuss, and use obl activity /
em • Plan and
Copyright and W
Fair Use Sol use two
criteria to E
Guidelines in vin
multimedia g search/filter L
projects by an prepared
L
explaining d databases
to locate N
selection and use De
of resources as a cisi and E
class on organize
S
• Recognize and M information
for content S
discuss aki
guidelines for ng assignment
media (e.g., • Use published s
P
documents • Use databases
personal
to analyze and h
information, (e.g., letter,
images, content, memo, evaluate y
language) to newspaper) to information in
s
consider in identify and content areas
and cites i
developing discuss
multimedia document sources c
design and • Locate, select,
projects as a a
layout as a organize, and
class/group present l
• Recognize, class
content area
discuss, and use • Identify
rubrics to information from
and discuss W
evaluate the Internet for
the use of
elements (e.g., a specific e
multimedia
content, purpose and
tools to l
organization, audience, citing
report l
appropriateness sources
content
• Use a rubric as n
of materials, area
a guide to

20
8
 behavior can be health risks confiden
e
used as a associated ce and
s strategy to with various identify
s reaching a substances healthy
• Understand personal health • Describe ways to
health risks for age goal dependenc express
group • Understand the e that may those
• Identify a benefits of bicycle result from feelings
personal health helmets excessive • Understand
goal • Understand
• Understand how
use of feelings of
the medication disappointmen
modeling of
another’s importance s t,
of using • embarrassmen
caution when Underst t, boredom,
entering or and and loneliness
crossing a exampl and identify
street or es of healthy ways to
road refusal express those
• Understand skills in feelings
the respons • Distinguish
implications e to between needs and
of swerving persuasi wants
•
and wrong- on
way riding on • Understand signs
Unders
a bicycle and behaviors of tand the
• Understand first substance use importa
aid for choking nce of
Social/Emotional facial
victims, Wellness
including •
express
demonstrating Understan ion,
the Heimlich d how body
maneuver personal langua
• Analyze behaviors ge, and
advertising for meet verbal
health related universal express
products and standards ion in
describes the • commu
negative or Understa nication
nd • Describe the
positive benefit
of each feelings variety of
• Understand of possible
social, contentm relationships
emotional, ent, between
physical, enthusias people
m, and • Understand
and mental
the value of
20
9
 social
support from
groups or
individuals
•

Understan
d
cultural/et
hnic self-
awareness
through
participati
on in
physical
activity
• Recognize the

attributes that
individuals
with
differences
can bring to
group
activities
• Understand

differences and
similarities
among people
of different
backgrounds by
how they
participate in
activities of
national,
cultural, and
ethnic origins

21
0
 Fourth Grade

21
1
 • Understand size and shape compon • Demonstrate
activity- • Understand how ent of ball handling
specific rules, media images of physical skills necessary
procedures food choices fitness for
and etiquette and eating • Understand the participation
• Understand the behaviors may relationship in games and
importance of be unhealthy between sports
safety • Contrast nutrition and • Demonstrate

principles in dangers of exercise in accuracy skills

activity dieting with weight necessary for
situations healthy weight management participation
• Understand the management • Understand in a variety of
importance of the games and
working Fitness importance of sports
• Complete a
cooperatively selecting and •

and productively health related participating Demo

with a partner or personal fitness regularly in nstrate
small group test and physical various
achieve fitness activities for move
Nutrition scores at an the purpose of ment
• Compare acceptable forms
improving skill
different level and health includi
types of • Name the
• Understand ng
Food benefits the benefits jump
Guide derived from derived from rope
Pyramids, participation regular routine
including in a physical physical s
ethnic and fitness activity • Demonstrate

vegetarian program • Demonstrate inverted

options • Understand movements balances
• how the found in folk using two or
Understan results of more body
dance, square
d the fitness parts
dance, line
implication testing relate • Create
dance, or other
s of to personal movement
rhythmic
geography, health status sequence
activities
ethnicity, and ability to routines that
• Create original
and religion perform dances using the contain
on food various elements balance,
choices activities found in square, inversion,
• Understand • Identify folk, line, and/or weight transfer,
how the media several other rhythmic and landing
can influence activities activities • Understand
perception of a related • Combine
critical
desirable body to each movement skills
in applied settings elements to

21
2
 improve a gesture form)
personal drawing as a • Discuss how

performan drawing using media relates to

function
ces in an active
• Expand and
fundament scribble line to
use his/her
al and capture
art
selected movements,
vocabulary to
specialized and identify
create,
skills techniques,
describe, and
• Understand elements, and
respond to
critical principles used
works of art
elements of in gesture
• Recognize,
fundamental drawings)
explain, and
and • Identify,
categorize a
specialized compare, and
variety of
movement contrast art
different art
skills to elements found
styles or
provide in the
processes
feedback to environment and
(e.g.,
others in artwork (their
distinguish
• Understand own and others)
between
concepts that with an
representati
impact the emphasis on
onal,
quality of color, line,
nonrepresen
increasingly shape, and form,
tational, and
complex value, space,
abstract art
movement and texture
• Identify and
and
performances
experiment with art
principles
ART
such as
Artistic Perception emphasis,
• Identify,
pattern,
define, and rhythm,
analyze movement,
different balance,
artistic proportion, and
materials, unity in works
processes, of art (e.g.,
and explore the
techniques principles of
(e.g., identify movement as
examples of related to two-
gesture and three-
drawings, dimensional
define
21
3
Nobel Learning Curriculum Reference Guide

21
4
 recognize the (e.g., create techniques and artworks of
difference gesture tools in his/her the past and
between drawings or own work present by
naturalistic paintings of • Use a variety comparing
and people in of art tools to and
expressive motion with create desired contrasting
landscape attention to effects such as them
paintings) proportions stencils,
• Describe and and movement rubbing
analyze how and design and materials, and
different draw a multiple-sized
materials, building for a brushes
processes, and community or • Create 3-D

techniques place/region designs using a

create being studied variety of
different that includes at materials such
responses least three as wire and
different papier-mâché
Creative Expression
architectural • Create works of
• Produce
elements such art that
different communicate and
as a dome, a
compositions record
pediment, a
using a variety impressions and
column, a
of processes, views of
portico, a
media, and everyday events
balustrade, and
techniques and/or moments
a fanlight)
that in history
• Experiment
successfully • Use art materials
with and
communicate and tools in a
create responsible way
their ideas,
artworks, such
experiences,
as drawing, Historical and
emotions, and Cultural Context
painting,
stories (e.g., • Discuss
sculpture,
draw or paint how history,
construction,
an expressive culture, and
designing,
landscape visual arts
weaving, and
based on a influence
printmaking,
personal each other
using a variety
experience) and are a
of media
• Create artworks
• Use a variety of
reflection
that of times,
painting,
demonstrate an places, and
printmaking,
understanding cultures
drawing,
of art elements • Identify and
modeling, and
and principles discuss
construction

21
5
 • Identify and believes make arts such as
describe a work of art music or dance
contempora • Identify (e.g., rhythm,
ry artists multiple movement,
and craft purposes for harmony)
persons creating
• Describe how works of art MUSIC
local and state Beat Pattern
art galleries and Connections and
Applications • Demonstrate
museums proficiency in
• Apply what
contribute to the identifying
he/she learns in
conservation of increasingly
visual arts to
art and art complex beat
other disciplines
history or rhythm
(e.g.,
• Discuss the
interpreting the patterns
influence of through verbal
meaning of a
beliefs (such as response and
song or poem
religious performance
by analyzing its
groups), needs, • Read and
elements)
and values on art identify
• Relate artistic
and architecture skills to a variety of different beat
careers patterns from
Aesthetic Valuing • Identify how art
• Describe artworks
selected
improves the musical pieces
and make
aesthetic • Play
informed
quality of the basic
judgments about
environment rhythms
works of art using
• Use resources
appropriate art using
appropriately to traditiona
vocabulary,
solve an artistic l and
technical, and
problem nontradit
expressive
• Identify
comments and ional
connections sources
explains his/her
between arts
reasoning
and other
• Discuss how
disciplines
mood or
(e.g., study
feelings are
history
conveyed in
through art,
selected
exam the science
works of art behind colors and
• Give at least color mixing)
three • Connect their

characteristics learning of art

that he/she to other fine

21
6
 Fourth Grade

21
7
 • Compose and Recognize dotted half style
arrange simple different notes, dotted appropriate to
rhythm intervals quarter notes, the music
patterns in 4/4 or and performed
and 2/4 time distances simple including
signatures and between syncopated dynamics,
explore notes patterns, in 2/4 phrasing, and
patterns in 3/4 (half and 4/4 time interpretation
time steps, signatures • Sing from

• Compose and whole • Sight read memory varied

arrange simple steps) rhythm repertoire of
melodies • Identify the patterns with a songs
• Direct more
symbol of sharps variety of representing
complex (#) and flats (b)
conducting notes and rests genres and
and understand in 2/4 and 4/4 styles from
patterns of
their function in
2/4 and 4/4 music time various
time signatures signatures cultures
and explore Music Reading
Song Singing
simple • Demonstrate
• Demonstrate
conducting the ability to
the ability to
patterns in 3/4 identify and
sing and
time signatures write/ draw the
perform with
names of
Ear Training confidence
musical notes,
• Identify, songs of
bass and
discuss, increasing
treble clefs,
and difficulty, alone
time
explore and with
signatures,
major others, in
measure and
and rhythm, on
bar lines, rests,
minor pitch, and with
and D.C. al
one- good breath
Fine through
octave control
verbal/ written
scales
• Sing, with
responses
• Listen to
stylistic
• Read and
and accuracy, a
write notes
recogniz diverse
and rests
e major repertoire
including
and representing
quarter notes,
minor various cultures,
quarter rests,
chords in historical
half notes,
selected periods, and
half rests,
musical genres
eighth notes,
• Sing with
pieces whole notes,
• expression and
whole rests,

21
8
 • Respond music activities, alone storyline
to the cues representing and with s and
of the various others, with charact
conductor cultures, time confidence ers
with periods, styles, • • Identify uses of

accuracy and genres Demonstrat music in daily

• Perform with e experiences
Technology and • Explain how use
expression and appropriate
Instruments audience of specific
style
• Perform musical
appropriate to behavior
simple pieces during elements (e.g.,
the selection
using a performance rhythm, melody,
variety of Movement to Music s/events timbre) is
traditional • Participate in characteristic of
sound folk, line, Music Appreciation music from
sources (e.g., and Connections various world
square, and
• Express and
recorder, ballroom cultures
xylophone, explain
dances of
rhythm sticks, personal
increasing
etc.) alone preference
difficulty
and with • Choreograph a
orally and in
others simple group piece writing and
• Perform simple demonstrat
pieces using Performance e
Etiquette understandi
nontraditional •
sound sources ng of how
Demonstr
(e.g., classroom opinions are
ate the
items, body different
developm
sounds, from critical
ent of
electronic judgment
stage
• Devise
sounds) alone presence
and with others criteria and
(character,
• Perform evaluate
role
independent performance
playing,
instrumental s in music
dramatic •
parts while interpretat Recog
other ion, etc.) nize
students sing through selecte
or play participati d
contrasting on Broadw
parts • Participate in a
• Participate and
ay
varied musical
perform a repertoire s
diverse (script, song, includi
repertoire of dance, etc.) of ng

21
9
Nobel Learning Curriculum Reference Guide

22
0
 • Identify music • Give Spanish Connections
that and materials • Reinforce and

represents the follow including further their

history and multist Spanish folktales knowledge of
diverse ep • Retell, other disciplines
cultures of directio summariz through the
their state ns to e, and Spanish
• Describe the comple respond language (e.g.,
roles and te a to grade classify
importance of task appropria geometric
musicians in • Give and follow te literary figures in
various settings directions to materials Spanish,
places (e.g., give
and cultures reinforce map
• Tell where and
• Discuss the a skills by using a
when an action
relationship takes place new ending to map scale to
between • Tell time and
a story using compute the
music and ask and known distance
other answer vocabulary, between Spanish
disciplines questions describe the speaking
about time characters in a countries and
SPANISH and daily story) the United
routines States, find the
Oral Language Writing
• Use Spanish • Name and use routes of
• Write for a
larger numbers Spanish
vocabulary to variety of
from 1 to 1000 explorers on the
discuss relevant purposes
• Express map, name and
topics such as including
agreeme use
school and informatio
nt and mathematical
weekend n,
disagree signs using
schedules, explanatio
ment in Spanish
extended family, n,
response vocabulary)
outdoor activities, descriptio
to a • Acquire
friends, pets, and n, and
statemen information and
articles of narration viewpoints
t
clothing • Demonstrate through
• Communicate
• Initiate simple Spanish
likes and comprehensi
statements and resources (e.g.,
dislikes using on of and
greetings follow a recipe
• Describe new and write a brief from
previously letter, note, a Spanish
people,
taught invitation, or cookbook, find
places, and
vocabulary thank you products on
things
note Spanish maps,
using
Reading • Complete forms
use Spanish
simple
• Read or listen to
phrases or maps and
a variety of grade
sentences follow the
appropriate
22
1
 map keys and and quantity
legends to find adjectives agree
out about the with nouns and
geographical place them in
features of the correct order
Spanish • Use prepositions

speaking world) and simple

adjectives
Language Use and • Identify and use

Structure action verbs

• Use the form
Cultural Awareness
and function of
• Demonstrate an
words in
understanding
phrases and in
of the Spanish
simple
culture
sentences to
including
communicate
perspectives,
effectively
• Discuss
practices, and
products (e.g.,
differences in
discuss the
verb forms in
system of last
Spanish and
names in Spanish
English
• Understand the
speaking
differences in countries, view
expressing “you” and discuss a
and “your” segment from an
• Understand age appropriate
why some Spanish
words have speaking or
accent Spanish cultural
marks in film, explore
Spanish music and
• Discuss musical
differences in instruments
consonant common to the
sounds and Spanish culture,
combinations research and
• Select and use the
appropriate
interrogative
• Use common
regular verbs in the
present tense
• Use “gusta” and
“gustan” correctly
• Make descriptive

22
2
 Fourth Grade

22
3
 discuss Spanish Demonstr chapter and
contributions to STUDY SKILLS ate section
the arts) competen headings,
Research and
• Recognize the
Resources ce in topic
contributions • Apply applying sentences,
made by knowledge of the and summary
people of key words, key reading sentences to
various questions, process to construct the
cultures (e.g., indexes, and specific main ideas
research the glossaries to find types of • Begin to
role information for a informatio identify simple
indigenous research topic nal texts hierarchic
people play in from both print • Use structures in
the various and virtual dictionaries informational
Spanish sources and spell texts (e.g., one
cultures) • Navigate check main idea or
• Gather
encyclopedias devices to concept with
research to and grade check for supporting or
learn more appropriate, proper illustrative
about approved spelling detail)
Spanish Internet search • Use the
speaking engines to table of
countries gather contents
(e.g., write to information for to locate
a Spanish research topics page
embassy to • numbers
get Incorporat and
information e multiple chapters
about a representat • Use word
Spanish ions of processing tools
speaking informatio •

country) n (e.g., Under

• Compare and maps, stand
contrast political charts, and
systems in the photos) to use
United States support the
and in Spanish research symbo
speaking topics and ls
countries presentati and
(leadership, ons operat
elections, law • Have a working ions
making bodies) understanding of on a
• Discuss the the concept of a calcul
meaning and role primary source ator
of stereotyping • • Begin to use

22
4
Applications , middle, to manage reading,
• Identify the plot, and end of classwork and reading for
theme, setting, a passage homework recreation, and
and • Pick out key • Use a reading for
characters within
vocabulary homework information
descriptive and
and context journal to •
expository text
• clues to help track and Rea
Use determine manage d
co meaning classroom and
mp • Use index cards as assignments follo
lex a study tool and projects w
gra • Use • Develop mult
phi mnemonics or independent work iple
word skills dire
c
• Hand in short-
org association to ctio
memorize term and long- ns
ani
facts, names, term inde
zer
and places assignments in pen
s
within text a timely dent
to
• Begin to use manner ly
de
•
study guides • Work
mo
Understan
nst to break independ
d the
rat down ently in
relationshi
e increasing small
p between
un amount of cooperati
work
der text for study ve groups
output and
sta purposes and larger
time
ndi • Learn to rely on group
manageme
ng best style of settings
nt • Take notes from
of learning (e.g.,
• Employ simple
visual, auditory, oral and written
tex
and/or material
t kinesthetic) to
complex self- • Record
• Use graphic ensure
regulation information on
organizers to classroom graphic organizers
skills to
brainstorm success
• Begin to apply
monitor work
and
output
organize the process of
• Locate
ideas as part elimination as
information by
of the a test-taking skimming text
writing strategy • Understand

process the various

Work Habits
• Sequence purposes for
• Employ a
events to reading and
classroom
reflect the adjusts rate
binder system
beginning for study

22
5
Nobel Learning Curriculum Reference Guide

22
6
 when described says explicitly
Fifth drawing • • Determine two

Grade inferences Understa or more main

• Determine a nd the ideas of a text
theme of a distinguis and explain how
story, drama, hing they are
or poem from features supported by
details in the of literary key details
text texts • Explain the

• Compare and Integration of relationships or

L
knowledge and interactions
contrast two or
I ideas between two or
more • Analyze how more
T characters, individuals,
visual and
settings, or events, ideas,
E multimedia
events in a
elements
R story or drama,
contribute to
drawing on
A meaning, tone,
specific details
or beauty of a
C in text
text
• Understand
Y • Compare and
story elements
contrast stories
Craft and structure
• Determine
in same genre
L on their
meaning
approaches to
i of words
similar themes
and
t and topics
phrases,
e Range of reading
including
and level of text
figurative complexity
r
language • Read and
a • Explain how
comprehend
t a series of literature at the
chapters, high end of text
u scenes, or complexity band
r stanzas fits independently
together to
e provide the Informational Text
Key ideas and overall Key ideas and
details details
structure
• Quote • Quote
• Describe how
accurately accurately
a narrator’s or
from text from a text
speaker’s
when when
point of view
explaining explaining
influences how
what text what the text
events are
says and
22
7
 or concepts in a • Draw on phonics and to confirm
historical, information word analysis or self-
scientific, or from multiple skills in correct
technical text print or decoding word
based on specific digital words recognition
information in the sources, • Use combined and
text demonstrati knowledge of all understand
• Draw inferences, ng the letter-sound ing
conclusions, or ability to correspondences
generalizations locate an , syllabication
about text and answer to a patterns, and
support them question morphology to
Craft and structure quickly or to read accurately
• Determine the solve a unfamiliar
meaning of general problem multisyllabic
academic
efficiently words in context
and domain- • Explain how an and out of
specific words and
phrases in a text author uses context
• Compare and reasons and Fluency
contrast the evidence to • Read with

overall support sufficient

structure of particular accuracy and
events, ideas points in a text fluency to
• Integrate support
in two or more
texts information from comprehens
• Analyze several texts in ion
multiple order to write • Read

accounts of the about subject grade-

same event or knowledgeably level
topic, noting Range of reading and text with
level of text purpose
important
complexity
similarities and and
• Read and
differences in understa
comprehend
the point of nding
informational • Read
view they grade-
texts at high end
represent level prose
of text
• Understand and poetry
complexity band
figurative orally with
independently
language such accuracy,
and proficiently
as irony, appropriate
foreshadowing Foundational Skills rate, and
, parody, point Phonics and word expression on
of view recognition successive
Integration of • Know and apply readings
knowledge and ideas grade-level • Use context

22
8
 Fifth Grade

22
9
 • Use a variety of by facts ns, characters;
strategies to and concrete organize an
monitor reading details, event sequence
details
• Develop
• Link opinion quotatio that unfolds
vocabulary by ns naturally
and reasons
reading • Link ideas • Use narrative
using words,
independently within and techniques, such
phrases, and
and connect across as dialogue,
clauses
meaning to real • Provide a categories of description, and
world information pacing, to
concluding
experiences using words, develop
statement
• Perform rapid
or section phrases, and experiences and
and accurate clauses events or show
related to
word naming • Use precise the responses of
the
when reading language and characters to
opinion
grade level text domain-specific situations
presented
as necessary • Write vocabulary to • Use a variety of

informative/exp inform about or transitional

Writing
lanatory texts to explain the words, phrases,
Text types and
purposes examine topic topic and clauses to
• Write and convey • Provide a manage the
opinion ideas and concludin sequence of
pieces on information g events
topics or clearly statement • Use concrete

• Introduce a or section words and phrases

texts,
and sensory
supporting topic related to
point of clearly, the
view with provide a informatio
reasons general n or
and observation explanatio
informatio and focus, n
n and group presented
• Introduce a related • Write narratives

topic or text information to develop real

clearly, state an logically; or imagined
opinion, and include experiences or
create an formatting events using
organizational illustrations, effective
structure and technique
• Provide multimedia • Orient the

logically • Develop reader by

ordered the topic establishing
reasons with situation and
that are facts, introducing
supported definitio narrator and/or

23
0
 details • Use support material;
to seven- analysis, explicitly draw on
convey
trait reflection, that preparation
experie
nces model as and research and other
precisel criteria to • Apply grade 5 information
y assess Reading standards known about the
• Provide a to literature
writing topic to explore
•
conclusio Research to build and ideas under
Appl
n that present knowledge discussion
• Conduct
y
follows • Follow
grad
from the short agreed-upon
e5
narrated research rules for
Rea
experienc projects that discussions
ding
es or use several and carry out
stan
events sources to assigned
dard
Production and build roles
distribution of writing s to
knowledge • Pose and
• Produce clear infor
through respond to
and coherent mati
investigatio specific
writing in which onal
n of questions
the texts
different by making
development Range of writing
aspects of a comments
• Write routinely
and topic that
organization are over extended
• Recall contribute
appropriate time frames
relevant to the
• Develop and and shorter
information discussion
strengthen time frames for
from • Review the key
writing as a range of
experiences ideas expressed and
needed by disciplines draw
or gather
planning, relevant Speaking and
revising, information; Listening
editing, summarize or Comprehension and
rewriting paraphrase collaboration
• Use technology information • Engage

to produce and in notes and effectively in

publish writing finished work, a range of
and to interact and provide collaborative
and collaborate a list of discussions
with others sources with diverse
• Articulate • Draw partners
the qualities evidence • Come to

that make a from literary discussions

piece of or prepared having
writing informationa read or studied
effective l texts to required

23
1
Nobel Learning Curriculum Reference Guide

23
2
 conclusi descriptive convey • Use
ons in details to various underlining,
light of support main times, quotation
informat ideas or sequenc marks, or
ion and themes es, italics to
knowle • Include states, indicate titles
dge multimedia and of works
gained components conditio • Spell

from the and visual ns grade-

discussi displays in • Recognize appropri
ons presentatio and correct ate words
• Summarize a ns when inappropriate correctly,
written text appropriate shifts in verb consultin
read aloud • Adapt speech tense g
or to variety of • Use correlative reference
information contexts and conjunctions s as
• Demonstrate
presented in tasks, using needed
diverse formal English command of • Understand

media and when the proofreading

conventions marks
formats, appropriate to
including task of standard
visually, English
quantitativel Language capitalization,
y, and orally Conventions of punctuation,
standard English and spelling
• Summarize
• Demonstrate
points when writing
command of • Use punctuation
speaker makes
the to separate items
and explain in a series
conventions
how claim is • Use a
of standard
supported by comma to
English
reasons and separate
grammar and
evidence an
usage when
Presentation of introducto
knowledge and writing or
ideas speaking ry
• Report on a • Explain function element
topic or text of conjunctions, from the
or present an prepositions, and rest of the
opinion, interjections and sentence
their function in • Use comma to
sequencing
ideas logically sentences set off words
and using • Form and use “yes” and “no”
appropriate the perfect verb to set off tag
tenses question from
facts and
• Use verb
relevant, rest of the
tense to sentence
23
3
Knowledge of appropriate antonyms,
language t
Greek and Latin homographs)
• Use knowledge i
affixes and roots to better
of language and as clues to understand o
its conventions meaning of a each of the
when writing, n
word words
speaking, • Consult • Acquire and s
reading, or reference use accurately • Write a variety
listening materials to grade- of complete
• Expand, sentences
find appropriate
combine, pronunciation general avoiding
and reduce and determine academic and fragments and
sentences or clarify domain- run-ons
for precise specific • Use the

meaning, meaning of words and following

reader/listen key words and phrases, parts of
er interest, phrases including speech
and style • Demonstrate those that correctly:
• Compare and nouns, verbs,
understandin signal
contrast the g of figurative contrast, personal
varieties of language, addition, pronouns,
English used word and other adjectives,
in stories, relationships, logical conjunctions
dramas, or and nuances relationshi , adverbs,
poems in word ps prepositions,
Vocabulary meanings and
acquisition and use • Interpret prepositiona
W
• Determine or
figurative l phrases
clarify the R
language, • Use commas to
meaning of I punctuate items
including
unknown and in a series,
similes and T
multiple- greeting and
metaphors, in I
meaning closing of letters,
context
words and • Recognize and
N dates,
phrases introductory
explain the G
choosing words, dialogue,
meaning of
flexibly from and direct
common idioms,
range of C address
adages, and
strategies
proverbs o
• Use context as
• Use the
a clue to the n
relationship
meaning of a v
between
word or phrase
particular e
• Use common,
words (e.g., n
grade-
synonyms,

23
4
 Fifth Grade

23
5
 • Use quotations • Select and • Use • Vary
to punctuate develop a narrow, patterns sentence
dialogue and manageable topic and beginnin
titles • Maintain
vocabular gs and
• Use consistent focus
y from lengths
apostrophes to • Use at least
diverse to
punctuate three to
writings express
contractions five specific
• Use more more
and singular details to
complex complex
possessives enhance or
figurative thoughts
• Use colons support
language such
to topic Presentation
as similes and
punctuate • Use correct cursive
Organization metaphors
time and letter formation
• Use effective • Use rhyme,
business rhythm and • Use format suited

letter organization to audience

pattern
salutations (e.g., • Use margins in
• Use imagery and
• Spell age-level
paragraphing, sensory words final copies
words correctly on transition • Begin to use
• Include first and

final draft words, etc.) personification last name and date

• Incorporate • Create
on work
Sentence Fluency • Use correct
diphthongs, inviting
consonant • Use a variety fonts and
introduction
digraphs, vowel of sentence sizes when
s and
digraphs, and structures: using word
thoughtful
affixes (prefixes simple, processing
conclusions
and suffixes) to • Explore pacing compound,
Styles/Audiences
improve writing to allow for and
• Determine and
• Form
smooth flow of complex
text write for a
extended variety of
paragraphs Voice audiences
with main • Write in an
including
ideas and engaging,
outside/distan
supporting compelling
manner ce audiences
details (e.g.,
• Reveal unique
• Use textual
and personal businesses,
markers to help community
expression
the reader move members, etc.)
through words
through text • • Respond to a
(e.g., Communicat variety of
paragraphs, e own writing
table of perspective prompts
contents, title, and personal (e.g., visual,
etc.) preferences written,
Ideas pictorial)
Word Choice

23
6
• Write in a variety assignm
of creative forms ent lists
(e.g., jokes, plays, and
fairy tales, tall persona
tales, fables, l
poems, journals, schedul
stories, es
narratives, • Show an

friendly letters, awareness of

audience
lists, stories)
• Write in a variety
Prewriting
of informative
• Organize and plan
forms:
writing using the
newspaper following:
articles,
• Story mapping
persuasive
papers, • Discussion

research, • Webbing

brochures, • Outlining
•
observations,
Brainstormin
biographies, g
mathematical • Role playing
explanations, • Recall of
procedures, experience
and directions • Listing
• Cite sources when • Jotting
writing reports • Free writing
•
• Drawing
Recogniz
e, discuss,
and
begin to
create a
bibliogra
phy
• Identify and

understand the
kinds of
documents
required to
write in a
career setting
• Write

and
maintai
n

23
7
Nobel Learning Curriculum Reference Guide

23
8
 • content, not capitalizati improv
convention on ement
G • Use • Maintain writing
r Revises
dictionary, portfolio
a • Recognize
p thesaurus,
h the need to Evaluating/Analyzing
technology, Self
i improve and
and other • Read and discuss
c adjust a
available own work
rough draft
o references • See self as a
• Reread writing
r independent writer
to self to check
g ly to • Use the seven
for clarity
a traits to reflect
• Conference improve
n
i with peer or writing on and
z teacher • improve
e • Listen to Ma writing
r audience ke • Assess
s
response app progress
• Visuals
and rop and set
• Generate writing
considers riat
ideas and goals for
change in e
gather own
text edit
information • Change or
writing
ing
from a variety • See writing as an
add cha
of sources ongoing process
language nge
including
to s
personal
enhance ind
experiences,
text and epe
literature, and
style nde
interviews • Adjust text to ntly
Drafts reflect the • Understand and

• Refer to seven-traits use proofreading

marks
prewritin model of
g effective Publishing
activities writing •

while Consi
Edits
writing stently
• Correct
rough reflect
common
draft on
errors
• Draft fluently own
for extended including
writing
periods of time spelling,
to
• Write complete punctuatio
deter
phrases, n,
sentences, and mine
grammar,
thoughts a plan
and
• Focus on for

23
9
Evaluating/Analyzin parentheses, apply, and decim
g Others brackets, or braces justify als to
• Use the in
problem thous
seven-traits numerical
solving andth
model as expressions, and
strategies s
criteria to evaluate • Demonstrate
assess writing expressions with mathematical
• Offer symbols reasoning
• Write simple • Solve Prime
specific
expressions Factorization
constructive
• Express a
feedback to that record
calculations whole
others
with numbers, number as
based on the
and interpret a product
seven-traits
numerical of its prime
model of
expressions factors
writing
• Review without Understand the place
value system
writing of evaluating
• Recognize
authors to them
that in a
analyze Analyze patterns and
relationships multi-digit
effective
• Generate two number, a
writing
numerical digit in one
• Reflect on
patterns using place
writing of
two given represents 10
other
rules; identify times as much
authors to
apparent as it
improve own
relationships represents in
writing
between the place to
• Articulate
correspondin its right and
the
g terms; form 1/10 of what
qualities
ordered pairs it represents
that make
consisting of in place to its
a piece of
correspondin left
writing • Explain patterns
g terms from
effective
the two in number of
• Listen while
patterns, and zeros of the
others share
graph the product when
ordered pairs multiplying a
MATH
on a number by
coordinate powers of 10
Operations and
• Read,
Algebraic Thinking plane
Write and interpret Understand and use write,
numerical problem solving and
expressions • Identify, comp
• Use
choose, are

24
0
 Fifth Grade

24
1
• Recognize that comparisons number equivalent sum/
in a multi-digit • Use place quotients of difference of
number, a value whole numbers fractions with like
digit in one understa with up to four- denominators
place nding to digit dividends • Solve word

represents 10 round and two-digit problems of

fractions referring
times as much decimals divisors
to
as it to any • Add, subtract,

represents in place multiply, and

the place to its divide decimals
right and 1/10 The Number System to hundredths,
of what it Understanding, using concrete
represents in identifying and models or
the place to its writing positive drawings and
left and negative strategies
• Read,
integers • Explain the
•
write, similarities and
Read/Write/Identif
and y positive & differences
compa negative integers between the
re • Add and subtract base 10 number
decim positive and system and
negative integers
als to other number
• Compare
thousa systems that do
positive and
ndths negative integers or do not use
• Read and write place value
decimals to Number and • Estimate
thousandths Operations (operations) with
using base-ten in Base Ten decimals
numerals, Perform
Number and
number operations Operations –
names, and with multi- Fractions
expanded digit whole Use equivalent
form numbers and fractions as a
• Compare two
with strategy to add
decimals to decimals to and subtract
thousandths hundredths fractions
based on • Fluently • Add and
meanings of multiply subtract fractions
the digits in multi-digit with unlike
each place, whole denominators by
using numbers replacing given
>, =, and < using the fractions with
symbols to standard equivalent
record the algorithm fractions to
results of • Find whole- produce

24
2
 same whole, gs of • Explain why world
including multiplication multiplying a given problems
number by
unlike to multiply a involving
a fraction
denominators; fraction or division of unit
greater than
use whole fractions by
1 results in a
benchmark number by a non-zero whole
product
fractions and fraction numbers and
greater than
number sense • Interpret the division of
the given
of fractions to product (a/b) × whole numbers
number
estimate q as a parts of a by unit
• Solve real
mentally partition of q fractions
• world
into b equal
Recognize problems Measurement and
parts;
, name, involving Data
equivalently, as
write, multiplication Convert like
the result of a
reduce, of fractions measurement
sequence of
and order and mixed units within a
operations a × q
fractions numbers given
÷b
• Estimate • Apply and measurement
• Find the area of
(operations) with extend system
rectangle with
fractions previous
fractional side
Apply and understanding
lengths by tiling
extend s of division
it with unit
previous to divide unit
squares of
understandings fractions by
appropriate unit
of whole
fraction side
multiplication numbers and
lengths, and
and division whole
show area is
• Interpret a
numbers by
same as would
fraction as unit fractions
be found by
division of • Interpret division
multiplying the
numerator by of a unit fraction
side lengths
denominator; by a non-zero
• Interpret
solve word whole number,
multiplication as
problems scaling and compute
involving • Compare the such quotients
division of whole size of a product • Interpret
numbers to the size of division of a
leading to one factor on the whole
answers in form basis of the size number by a
of fractions or of the other unit fraction,
mixed numbers factor, without and compute
• Apply and
performing the such
extend indicated quotients
previous multiplication • Solve real
understandin
24
3
Nobel Learning Curriculum Reference Guide

24
4
 • Convert among length 1 unit, for rectangular quadrant of
different-sized called a “unit prisms to find coordinate
standard cube,” is said to volumes of plane, and
measurement have “one cubic right interpret
units within a unit” of volume, rectangular coordinate
given and can be used prisms with values of
measurement to measure whole-number points in
system and use volume edge lengths context of
conversions in • Know that a in context of situation
solving multi- solid figure real world
step, real world which can be problems
problems packed without • Recognize

Represent and gaps or volume as

interpret data additive
overlaps using
• Make line plot to
n unit cubes is Geometry
display data set said to have Graph points on
of volume of n the coordinate
measurements in cubic units plane to solve
fractions of unit • Measure
real-world and
(1/2, 1/4, 1/8); volumes mathematical
use operations by problems
on fractions for counting • Use a pair of
this grade to unit perpendicular
solve problems cubes, number lines,
involving using called axes, to
information cubic cm, define
presented cubic in, coordinate
cubic ft., system, with
Geometric
and intersection of
Measurement:
improvise lines arranged
Understand
d units to coincide
Concepts of
• Relate volume
Volume with
to operations 0 on each line
• Recognize
of and given point
volume as
multiplication in plane located
attribute of
and addition by using
solid figures
and solve real ordered pair of
and
world and numbers, called
understand
mathematical coordinates
concepts of
problems • Represent real
volume
involving world and
measureme
volume mathematical
nt
• Apply formulas
• Know that a problems by
V = l × w × h and
cube with side graphing
V= b × h
points in first
24
5
 • Use that category substances
c
appropriate • Classify two- results in new
geometric dimensional e substances
vocabulary to figures in a Matter and Its • Know that

describe hierarchy Interactions when two or

• Develop a
properties and based on more
attributes of properties model to different
two- and Ratios and describe substances
three- proportional that matter are mixed, a
relationships is made of
dimensional new
• Read, write, particles
figures substance
interpret, and too small to
• Identify, with
identify percents
describe, and be seen different
• Determine the
• Measure and
explore percent of a whole properties
symmetry, number graph may be
congruency, and quantities to formed
reflections in S provide • Understand that

geometric evidence that no matter what

C
figures regardless of reaction or
I the type of
• Recognize figures change in
resulting from E change that properties
transformations occurs when
N occurs, the total
• Use appropriate heating, weight of
tools to C cooling or substances
construct E mixing does not
geometric substances, the change
figures total weight of • Compare and
including rulers, P matter is contrast
protractors, h conserved mixtures,
compasses, and • Make
y solutions and
computer observation compounds
technology s s and • Know that all
Classify two- i measureme matter is formed
dimensional nts to
c from atoms
figures into identify which may
categories based a materials combine to form
on their l based on molecules
properties their
• Understand that properties
attributes S • Conduct an
belonging to
c investigation to
category of two-
determine
dimensional i
whether the
figures also e mixing of two
belong to all
n or more
subcategories of

24
6
 Fifth Grade

24
7
 • Understand object near • Understand the • Know that
that methods Earth’s surface process of cellular organisms are
respiration
can be used pulls object related in food
• Compare
to separate toward the webs, in which
and
mixtures into planet’s center some animals
contrast
their Energy eat plants for
photosynth
component • Use models to food and other
describe that esis and
parts animals eat
energy in animals’ cellular
• Identify and animals that
label parts of an food respiration
eat plants
atom was
Life Science • Know that
• Describe the
once
ener From Molecules to some
difference gy Organisms: organisms,
between from Structures and
such as fungi
atoms in a the Processes
sun and bacteria,
liquid, • Support the
• Understand that break down
atoms in a argument that
energy released dead
solid and plants get
from food was organisms
atoms in a materials they
once energy and therefore
gas need for growth
from the sun that operate as
• Identify gas chiefly from air
was captured “decomposer
as a state of and water
by plants in s”
matter and • Explain how
•
chemical plants acquire
know its Understan
process that materials for
properties d that
• Categorize
forms plant growth chiefly decomposi
matter from air and
matter tion
• Understand
based on water eventually
process of
its chemical Ecosystems: restores
photosynthesis
or physical Interactions, Energy
• Know that
and Dynamics some
properties respiration is the materials
• Develop a
Motion and process of back to
Stability: Forces and model to
releasing energy describe the soil
Interactions
• Explain how
movement of
• Understand that
• Support an
food provides matter among organisms can
argument that
animals with the plants, animals, survive only in
gravitational
materials they decomposers environments in
force exerted
need for body and which their
by Earth on
repair and environment particular needs
objects is
growth and the • Explain how are met
directed
energy they food of almost
• Understand
down
need to any kind of that a healthy
• Know that the
maintain body animal can be ecosystem is
gravitational
warmth and traced back to one in which
force of Earth
motion plants multiple
acting on an
24
8
 species of from the and brighter
different types environment than other stars
are each able and release because it is
to meet their waste matter closer to the
needs in a back into Earth
relatively environment • Know that

stable web of Earth and Space stars range

life Science greatly in their
• Understand Earth’s Place in the distance from
that newly Universe the Earth
introduced • Support the • Identify
species can argument that characteristics of
damage the the differences stars, including
balance of an in the sun’s relative
ecosystem apparent distance, color,
• Describe the brightness, mass, surface
process of decay compared to temperature,
• Know that other stars, is color and
organisms can due to their brightness
be classified relative
according to the distances from
function they Earth
serve in a food • Represent

chain and by the data in

details of their graphs to
internal and reveal
external patterns of
features daily
• Know that changes in
matter length and
cycles direction
between air of
and soil and shadows,
among day and
plants, night, and
animals and seasonal
microbes as appearan
these ce of
organisms some
live and die stars in
• Understand the night
that sky
organisms • Know that the

obtain gases sun is a star that

and water appears larger

24
9
Nobel Learning Curriculum Reference Guide

25
0
 • Know that the climate ground water
the Earth geosphere, • Know that winds and polar ice
revolves biosphere, and clouds in the caps
around the hydrosphere atmosphere Earth and Human
sun and that and/or interact with Activity
• Obtain and
the moon atmosphere landforms to
orbits interact determine combine
around the • Describe and patterns of information
Earth graph the weather about ways
• Understand amounts and • Describe how individual
that the percentages water vapor forms communities
clouds and fog use science
rotation of of water and
• Identify
Earth causes fresh water in ideas to
the protect
observable various
geologi Earth’s
patterns, reservoirs to
cal and resources and
including day provide
physica environment
and night, evidence
l • Explain how
daily changes about
charact human
in length and distribution
eristic activities in
direction of of water on
of an agriculture,
shadows and Earth
ocean industry and
different • Identify Earth’s
environ everyday
positions of major systems as
ment life have had
the sun, moon the geosphere,
• Know that
and stars at hydrosphere, major
nearly all of
different times atmosphere and
Earth’s
of the day, biosphere
available
month and • Understand that
water is in the
year Earth’s systems
ocean; most
• Identify the interact in
fresh water is
arrangemen multiple ways to
in glaciers or
t of the affect Earth’s
underground,
planets and surface
and only a
asteroid belt materials and
tiny fraction is
in our solar processes
in streams,
system • Know that
lakes,
• Describe the oceans
characteristics wetlands and
support a
of other atmosphere
variety of
planets • Identify and
ecosystems
Earth’s Systems describe bodies
• Develop
and
of water
organisms,
model using including
shapes
an example to oceans, lakes,
landforms and
describe how rivers, glaciers,
influences

25
1
 effects on the out fair tests in testing a na
land, which variables solution involves • Conduct

vegetation, are controlled investigating investigation

streams, ocean, and failure how well it collaboratively
air and even points are performs under to produce
outer space considered to a range of likely data to serve as
• Understand identify aspects conditions basis for
that of a model or • Communicate evidence, using
individuals prototype that with peers fair tests in
and can be about proposed which variables
communities improved solutions as it is are controlled
are doing • Know that the an important
things to help possible part of the
protect solutions to a design process
Earth’s problem are and shared ideas
resources and limited by can lead to
environments available improved
Science and materials and designs
Engineering Practices resources • Use tests

and Design • which are

Engineering Design Understan often
• Define a simple d that the designed to
problem success of identify failure
reflecting a a designed points or
need or want solution is difficulties
that includes determine which suggest
specified d by elements of
criteria for considerin the design
success and g the that need to
constraints on desired be improved
materials, time features of • Test different

or cost the solutions in

• Generate and solution order to
compare • Compare
determine
multiple different which of them
possible proposals for best solves
solutions to a solutions based the problem,
problem based on how well each given criteria
on how well one meets and the
each specified criteria constraints
is likely to meet • Research a
Science and
specified criteria problem before Engineering Practices
and constraints beginning to • Develop

of the problem design a solution model to

describe
• Plan and carry and know that
phenome

25
2
 Fifth Grade

25
3
 and the number in graphs to collaboratively to the settlers of
of trials is reveal patterns produce data to Jamestown
considered serve as basis for adapted to, used,
that indicate
• Make
relationships evidence, using and changed the
observations • Develop a fair tests in which environment
and variables are • Research
model using an
measurements controlled and interactions
example to
to produce between the
describe a number of trials
data to serve as Native
scientific is considered
basis for Generate and
principle •
evidence for an • Describe and compare
explanation of multiple
graph quantities,
a phenomenon solutions to a
such as area and
• Measure and
volume, to problem
graph based on how
address scientific
quantities, such well they meet
questions
as weight, to • Obtain and criteria and
address constraints of
combine
scientific and the design
information
engineering problem
from books
questions and
and/or other
problems SOCIAL STUDIES
reliable media
• Support an
to explain Colonization to the
argument with
phenomena Revolutionary War
evidence, data
or solutions to • Gather data
or a model
a design to analyze
• Use models to
problem geographic,
describe
• Define simple religious, and
phenomena
• Use design problem economic
scien that can be reasons that
ce solved through brought
expla the explorers and
natio development of settlers to
ns to an object, tool, America
descr process or • Reconstruct

ibe system and timelines that

mech include several represent the
anis criteria for time period
ms success and between the
for constraints on founding of
natura materials, time Jamestown to
l or cost the
• Plan and Revolutionary
event
conduct an War
s
investigation
• Represent data • Describe ways

25
4
 Americans England, the contributions
and the first Powhatan Wars of significant
explorers and
in Virginia, the people during
settlers
• French and the time
Compar Indian War) between the
e and • Identify causes American
and effects of the Revolution and
contrast
American
the life the Civil War
Revolution • Construct a
in • Identify and
various historical
describe key events
colonies of the narrative
• Analyze some American about the
of the Revolution daily life of a
interactions • Examine pioneer
the • Identify causes
that occurred
language, and effects of the
between the
War of 1812
Native organizat
• Recognize
Americans and ion, and
differences in
the first intellectu
regions that
explorers and al sources
lead to the
settlers of the
succession of
• Construct a Declaratio
11 states
historical n of
• Identify and
narrative Independ
analyze
about daily ence
strategies
life in early
Western Expansion to formed in
settlements the Civil War early years of
• Analyze the
• Gather data war
contributions to analyze • Identify and
of significant geographic, describe key events
people during religious, and of the Civil War
the time economic • Describe

between reasons for challenges

colonization western faced by the
and the expansion nation after
Revolutionary • Reconstruct the Civil War
War timelines that
• Examine the
Growth of a Nation
represent the • Gather data
conflicts before time period
the to analyze
between the
Revolutionary geographic,
Revolutionary
War (e.g., the religious, and
War and the
Pequot and economic
Civil War
King Philip’s reasons for
• Analyze the
Wars in New migration

25
5
Nobel Learning Curriculum Reference Guide

25
6
 • Identify effects of current traditions identify on a include the
The in the United map the essential map
Transcontinental States can be locations of the elements of the
Railroad traced through colonies and of geographic
• Research cultural
exchange the American regions in the
interactions
• Identify cultural
Indian nations United States
between the
connections already
Native
between the inhabiting these
Americans and
United States areas
the new and Canada • Map key events
inhabitants of the of the time period
Great Plains Map/Globe Skills • Name the states
• Analyze the • Trace the
and territories that
contributions of routes of the existed in
significant major land 1850 and
inventors and explorers of the identify their
business people United States; locations and
during the late the distances major
1800s traveled by geographical
• Construct a explorers; and features (e.g.,
historical the Atlantic mountain
narrative trade routes ranges,
about a day in that linked principal
the life of an Africa, the rivers,
immigrant West Indies, dominant
• Identify causes the British plant regions)
and effects of colonies, and • Discuss the
immigration Europe experiences of
• Identify key
• Locate on maps settlers on the
international
conflicts in the of North and overland trails to
1900s South America the West (e.g.,
• land claimed by location of the
Reconstr Spain, France, routes; purpose
uct England, of the journeys;
timelines Portugal, the the influence of
that Netherlands, the terrain, rivers,
represen Sweden, and vegetation, and
t the Russia climate; life in the
internatio • Understand the territories at the
nal influence of end of these
conflicts location and trails)
since the physical setting • Construct
Civil War on the physical maps
founding of the and three-
Today’s Culture
original dimensional
• Describe how
13 colonies and models that
25
7
Analysis early the economic of saving,
• Analyze how communities growth of the
the • Explain how United States
locations of physical • Identify the effects

the physical characteristic of factories on the

economy
features s,
• Explore the role
such as transportatio
of labor unions
oceans, n routes, and • Explain how
rivers, climate
geographic
valleys, and influence the
factors have
mountains variety of
influenced the
had effects crops,
location of
on the products, and
economic activity
growth of industries
in various
settlements and the general
regions
in various pattern of • Identify natural
regions economic
resources,
• Use maps, growth in
agricultural, and
charts, and various regions
technological
pictures to
Economics products found
describe how
• Examine in various
regions vary in
the regions of the
land use,
economi United States
vegetation,
• Examine how
wildlife, climate, c
patterns communities
population
of early within the
density,
colonies country meet
architecture,
• Identify the some of their
services, and
economic needs through
transportation
motivation for the purchase of
• Translate
European products from
geographic
exploration and other countries
data into a
settlement in around the
variety of
America world
formats
• Compare and
• Identify and
such as
analyze economic contrast how
graphs and factors of the people in
maps Revolutionary different
• Describe the War regions of the
mapping, • Analyze the
United States
geographic effects of earn a living,
basis, and immigration, past and
economic migration, and present
factors in the limited • Understand the
placement of resources on banking processes

25
8
 Fifth Grade

25
9
 withdraw Congress of Canada (e.g., virus
ing, and • Identify the connection,
investing purpose of the T passwords, and
Declaration of firewalls)
and E
Independence • Identify, discuss,
creates a
• Explain the key C and use the
personal
concepts and
budget ideas of the H spreadsheet
• Examine the
Declaration of N terms/concepts
economic ties Independence (e.g., cell,
between the O column, row,
• Identify the
United
strengths and L values, labels,
States and the weakness of the
rest of the O graph, formula,
Articles of and hyperlinks)
world
Confederation G • Create
• Explain the
Citizenship Y spreadsheets to
• Explain how to developmen perform
t of political calculations
contact
elected and parties and B
appointed how they
a
leaders in influenced
the growth s
government
• Identify of our nation i
• Identify the
leadership c
purpose of the
qualities of
U.S. Constitution
political • Explain the key
leaders, past O
concepts and
and present p
ideas of the
• Explain the
U.S. e
development
and significance Constitution
r
of • Explore the

“The Star changes in a

Spangled government in the
early t
Banner”
1800s i
Government • Identify and
o
• Compare the explain the
various basic functions n
governments of the three s
during the branches of • Recognize and
early colonial government discuss
period and • Compare the telecommunicati
analyze their United States ons
roles government terms/concepts
• Recognize the with the and protection
significance of government of computers
the Continental

26
0
 using IF THEN editing, and consequences echnology as
formulas publishing of unethical a class/group
• Use
paragraphs, behavior •

spreadsh stories, and • Recognize Rec

eets and assignments and discuss ogni
graphs to • Import data how ze
organize, from copyright and
calculate, spreadsheet laws protect discu
and /database ownership of ss
display into word intellectual how
data in document property and and
content discuss why
areas Technology and consequence data
• Identify,
Society base
s of misuse
• Identify
discuss, and • Recognize s are
use and discuss used
and discuss
terms/concepts changes in in
methods
of informatio soci
used to
menu/toolbar n ety
protect
(e.g., print technologi • Demonstrate
computers,
preview, page es and the appropriate
networks,
setup, spell impact use of
and
check, changes copyrighted
information
thesaurus, have materials in
from viruses,
side-by-side in school, word
workplace, and vandalism,
comparison) in society in the and intrusion processing
word United • Identify and documents
processing States discuss used for
documents • Recognize, appropriate content
• Use proper discuss, and projects/assig
technology
keyboarding use tools (virus nments
techniques to appropriate software) to • Begin to show

improve behavior understanding of

protect
Copyright and
accuracy, related to computers,
Fair Use
speed, and computers, networks, and Guidelines by
general networks, information explaining
efficiency in digital from selection and
computer information vandalism
operation (e.g., security, and intrusion
• Type 20 words privacy, • Explore and
per minute passwords, discuss
• Use word
personal occupations/
processing as information), careers that
a tool for and identify use
writing, possible computers/t

26
1
Nobel Learning Curriculum Reference Guide

26
2
 use of resources discuss, and use imported organize
in content Copyright background, information
projects/assignm and Fair Use and imported for content
ents
Guidelines in audio clips assignment
• Model and
multimedia • Use published s
explain the
projects by documents • Use
importance of
explaining (e.g., letter, databases to
ethical,
selection and memo, analyze and
responsible,
use of newspaper) as evaluate
and safe
resources templates to information in
behavior
as a class create own content areas
when using • Identify published and cites
networked
guidelines work sources
digital
for media • Identify • Locate, select,
information
(e.g., and discuss organize, and
(e.g.,
personal the use of present content
Internet,
information, multimedi area
mobile
images, a tools to information
phone,
content, report from the
wireless, and
language) content Internet for a
LANs)
to consider area specific
• Recognize,
in informatio
discuss, and
developing n
establish
multimedia
ethical Technology and
projects as a
guidelines for Research
class • Sort and
use of personal • Recognize,
search/filter a
and discuss, and use prepared content
copyrighted rubrics to
area database
media (e.g., evaluate
for information
images, music, elements (e.g.,
and use
video) content,
correct
organization,
Technology and terms/concept
appropriatenes
Creativity s to explain
s of materials,
• Recognize, strategies used
citations) of
discuss, and as a class
multimedia
use multimedia activity
projects/produ • Plan and
terms/
cts
concepts (e.g., use two
• Create a
navigation criteria to
PowerPoint
buttons, search/filter
presentation
transitions, prepared
that includes
links/hyperlinks databases
slide
, animation) to locate
transitions,
• Recognize, and

26
3
 purpose and government, demonstra health risks for own
audience, citing business, and te age group
sources • Understand
science) to collect decision-
• Prepare a rubric responsibility for
and organize making
to use as a own health
information process • Understand own
guide to select • Recognize
health status
and evaluate
and discuss P • Understand
digital
how E concept of
resources and wellness
spreadsheets
information / • Understand
are used to
for content personal
calculate and W
and benefits of
graph data in E
usefulness a healthful
a variety
in content L lifestyle
of settings (e.g.,
area •
school, L
assignmen Underst
government, N
ts as a and
business,
class E methods
industry)
of
Te
• Discuss, plan, and S
develop simple avoiding
ch databases S excess
nol in content area sun
og to enter/edit, exposur
y P
collect, e
an organize, and h • Understand first
d display content aid for common
y
Pro conditions
data as a class
ble s •
• Create simple
m i Understa
spreadsheets
Sol nd health
and select c
vin risks of
graphs to best
g a environm
represent data
an l ental
and cites
d choices
sources of data •
De • Use spreadsheet
W Underst
cisi data and graphs and the
on to make e
importa
Ma predictions, solve l nce of
kin problems, and
l plannin
g make decisions g
•Recognize and in content areas n
discuss how and behavior
• Create e
why s as they
databases are graphic relate to
s
used (e.g., in organizers environ
to s
school, ment
• Understand
26
4
•

Understa
nd the
importanc
e of
evaluating
reliability
of health
informati
on
sources
• Understand the

importance of
smoke detector
use and
maintenance

26
5
Fifth Grade
• Understand the • Identify social interpersonal • Understand the
importance of a norms of a variety conflicts importance of
personal of people • Understand following rules,
management (parents, peers, means of procedures, and
plan for media, teachers, adapting to safe practices
preventing faith leaders, changing • Display the

tooth decay police, health care relationships and ability to work

and professionals) friendships independently
periodontal regarding • Understand family, for short
disease substance abuse school, and periods of
• Understand community are time
myths and Social/Emotional sources of social
Wellness Nutrition
misconceptions support to reduce
• Understand the • Understand how
about disease or prevent stress
impact of combination foods
transmission • Understand the
emotions on fit in the
and importance of
health related Food Guide
demonstrate respect for individual Pyramid
behaviors
compassion for differences in • Understand
• Understand how
others physical activity how personal
to manage anger
• settings food and
Understan and other strong
• Understand
beverage
d feelings
the choices fit in
• Understand ways of
motivation importance of the Food Guide
dealing with
s for drug boredom the role of Pyramid
use and • Understand how physical • Plan, select, and
healthful basic human activity in a prepare healthful
alternative needs motivate diverse meals and snacks
s behaviors society that emphasize the
• Understand • Develop
• Understand principles of the
long-term and impulse behaviors, strategies for Food Guide
short term effects ways to control including persons Pyramid
of tobacco them, and how to of diverse • Understand
products, respond to others backgrounds and basic food safety
including • Understand why abilities in rules for
chewing tobacco stereotyping and physical activity selecting,
•
discrimination are settings storing,
Understand • Understand
limiting and hurtful preparing,
rational behavior that will
behaviors cooking,
counterarg resolve conflicts in
• Understand rules for cooling, and
uments to productive discussion socially appropriate reheating food
pressure to • Identify ways • Understand
use drugs, alternatives to genetic
alcohol, or fight or flight diversity of
tobacco as a means of body shapes
products resolving and sizes
 • activiti folk and •Create a variety of
Disting es, square combinations using
uish balance
intere dances and
betwe skills and rolling
sts, mixer and
movements
en and couple 87
healthy abiliti dances
and es •

unheal • Understand Demonst

thy the rate
patter importance of throwing,
ns of opportunities passing,
eating for regular dribbling,
physical catching,
Fitness and
activity
• Complete a
• Understand shooting
health related
fitness test the skills in
• importance team
Unders of the sports
•
tand the relationship
importa Demonstrat
between
nce of e forehand
“feeling
appropr and
good” and
iate backhand
physical
warm striking
activity
up, • skills in dual
pacing, Understa and
and nd the individual
cool importan sports
• Demonstrate
down ce of
techniq social skills
ues and necessary for
• psycholo participation
Un gical in
der benefits nontraditional
sta from games and
nd participati activities
•
the on in
im Demonstr
physical
por ate the
activities
tan • Demonstrate
ability to
ce various aerobic jump rope
of dances with a
• partner or
per
Demonstra small
so
te various group
nal
popular
Nobel Learning Curriculum Reference Guide

88
 • Create define, and where parallel stories
movement analyze art lines appear to • Create

sequence elements converge at the artworks

routines using found in the same vanishing that
balance, environment point on the demonstra
jumping, and in artwork horizon line), te an
landing, weight (their own and two- point understan
transfer, and others) perspective ding of art
rolling • Identify, (linear elements,
movements define, and perspective with principles,
• Analyze the analyze two vanishing structures,
variety of principles points on the and
sports and found in horizon line), functions
movement artwork (their profiles (a side and
forms from own and view), and analyze
countries others) intensity (the their
around the • Identify, brightness or effectivene
world examine, and dullness of a ss in
• Identify the use art media, color) communic
origins of a or materials, • Identify and ating their
variety of and discuss the explain the ideas
sports and possible effects of
movement reasoning structure
forms behind the and
• Understand the media choices function in
role of the artists and works of art
leader and designers use
Creative Expression
follower in a to create their
• Produce
variety of artwork
different
physical • Analyze the
compositions
activities role of art in using a variety
expressing of processes,
ART emotions, media, and
values, techniques as
Artistic Perception
• Identify,
personal well as a range
opinions, of subject
define, and
stories, and matter, ideas,
analyze
ideas and symbols
different
• Define and use that successfully
artistic
more complex art communicate
materials,
vocabulary such their
processes,
as one-point experiences,
and
perspective values, insights,
techniques
• Identify,
(linear opinions,
perspective emotions, and

89
• Experiment with vaults, dome, and and other issues describing a
and create buttress (e.g., identify personal
artworks using a the cultural preference or
variety of media, Historical and Cultural function of critically judging
Context
such as drawing, masks a work of art
• Discuss how
painting, including • Express ideas
history, about the literal
sculpture, spiritual,
culture, and and expressive
construction, dramatic,
visual arts
designing, celebrant, and
influence
weaving, and protective
each other
printmaking, and functions)
and are a
with a variety of • Recognize
reflection of
materials that
times,
• Demonstrate an structures
places, and
appropriate level reflect the
cultures
of technical skill technologica
• Discuss the
in a variety of l
role of the
visual arts advancement
arts in
techniques, of a
reflecting
including civilization’s
life
computer prevalent
including
graphics, film, styles and
needs,
photography, or materials
values, and
video
beliefs Aesthetic Valuing
• Use a variety of
• Identify, compare, • Use selected
tools in drawing, and categorize
painting, criteria as the
various
designing, basis for
historic art and
sculpting, making
craft forms by
constructing, judgments
their historical
printmaking, about their own
era, region,
crafts, and works of art as
characteristics,
weaving, well as artworks
and roles
including stencils, from various
• Recognize that

clay, wire, and artists, eras,

art can reflect
more and cultures
the relationship
• Refer to
• Create a between artists
proportionate qualities that can
and their
model illustrating be seen directly
culture by
the basic (art elements
examining
principles of and design
personal,
building principles) and
political,
construction identify
socioeconomic,
including post expressive
religious,
and lintel, arch, qualities when
geographic,

90
 Fifth Grade

91
 content of MUSIC chords, notes, dotted
works of art intervals (half eighth notes,
Beat Pattern
using steps, whole and dotted
• Read and
appropriate steps and eighths
identify
art octaves), time followed by a
different beat
vocabulary signatures, and sixteenth
patterns from
• Identify and sharps and flats • Sight read
selected
compares in selected rhythm patterns
musical pieces
multiple pieces with a variety of
• Play
purposes for • Identify notes and rests
varied
creating varied in 2/4 and 4/4
rhythm
works of art tempos in time signatures
s on
selected and simple
Connections and traditi
musical rhythm patterns
Applications onal
pieces in 3/4 time
• Identify and
• Identify signature
connection nontra
forms of
s between dition Song Singing
music
art and al • Demonstrate
including
other source the ability to
theme and
disciplines s sing and
variation
• Apply what • Compose and perform with
he/she learns arrange simple Music Reading confidence
in visual arts to rhythm • Demonstrate the songs of
other patterns in 4/4, ability to identify, increasing
disciplines 3/4, and 2/4 define, and difficulty, alone
• Create works time signatures write/draw and with others,
of visual art • Compose and in rhythm, on
musical symbols
that are arrange simple pitch, with good
and characters
melodies
inspired by (e.g., staffs, breath control,
• Direct
dance, music, notes, rests, etc.) and with clear
increasingly
or theatre with technical tone quality
more
• Recognize the proficiency • Sing
challenging
impact of visual • Explore, notate, rounds and
conducting
communication and perform accompani
patterns of rhythmic
in our lives ed pieces
2/4, 3/4, and patterns with
• Explore with
4/4 time complex notes
communicati including technical
signatures
on media to sixteenth accuracy
develop an Ear Training alone and
appreciation • Identify, with others
for discuss, and • Sing simple

commercial explore major harmonies

art and minor (music
scales and written in

92
 two parts) electronic perform with
with sounds), appropriate
confidence alone and stage presence
• Sing selections with others (character, role
with appropriate • Perform playing,
expression
independent dramatic
• Sing, with
instrumental interpretation,
stylistic
parts while dynamics, and
accuracy, a
other students vocal ability)
diverse
sing or play
repertoire
contrasting
representing
parts
various cultures, • Improvise
historical
simple
periods, and
rhythmic
genres
accompani
Technology and ments and
Instruments melodies
• Perform • Compose

increasingly simple
more complex pieces for
pieces using traditional
traditional and
sound sources nontraditio
(e.g., nal sound
recorder, sources
xylophone,
Movement to Music
rhythm sticks,
• Demonstrate
etc.), alone
continued
and with
development
others
• Perform
of folk, line,
square, and
increasingl
ballroom
y more
dance
complex
through
pieces
enthusiastic
using
participation
nontraditio
• Choreograph and
nal sound
perform a group
sources piece
(e.g.,
classroom Performance
items, Etiquette
• Demonstrate
body
sounds, the ability to

93
Nobel Learning Curriculum Reference Guide

94
 • Demonstrate the periods and • Describe natio
ability to cultures by people, places, n for
and things with
memorize genre, style, thos
detail
expressions in a and composer • Learn
e
character piece • Describe the choi
occupational
with confidence impact of ces
vocabulary
• Demonstrate regional • Name and use
and tells
appropriate traditions and numbers from 1
what he/she to 1000+
audience historical is going to be • Use
behavior events on in the future vocabulary to
during generating • Use
sequence
performances various types appropriate events or
/events of music directional
•
describe a
vocabulary to process such
Music Appreciation Compa
and Connections identify and as ordinal
re and
• Devise name places numbers and
contras
sophisticated in the adverbs
t the
criteria for neighborhood • Use adjectives
connec
evaluating music and in cities and other
tions vocabulary to
performances • Learn and
betwee make
(their own and use
n music
others) that vocabulary
and
explains personal for health or
other
preferences as other
discipli
well as musical emergencie
nes
elements s and
• Study describes
SPANISH
Broadway symptoms
musicals and Oral Language of illnesses
• Ask and answer • Use new
the roles of a
composer, questions using vocabulary to
lyricist, appropriate identify marine
producer, new and life and things
choreographer previously on the
, director, and taught shoreline
librettist (the vocabulary •

writer of a about relevant Expre

dramatic topics such as ss
musical) family, friends, likes
• Classify
shopping and
selected (money, prices), dislike
exemplary school, events, s and
works from introductions, provi
various historical celebrations, de
and vacations expla
95
 descriptions such about products, of verb
as describing the climate, and agreement by
size, shape, and economies of making verbs
color of an object Spanish agree with
or describing speaking nouns orally and
personalities countries for in writing
• Tell a short original projects in social • Express action
story studies; convert using the future
substitute
currency using
Reading • Use the verb form
appropriate
• Read or listen to a of “ir”
variety of grade math formula)
• Discuss the
appropriate • Acquire
differences in
Spanish materials information and subject pronouns
• Retell, viewpoints • Compare

summarize, through sentence

and respond Spanish structure
to literary resources (e.g., in
materials use the Spanish
instructions and in
Writing from a Spanish English
• Write for a variety
science book • Discuss the
of purposes to conduct an differences in
including experiment; idioms
information, • Observe the
find
explanation, information on differences in
description, an approved pluralization
narration Spanish and notes the
• Write a short
Internet site; limited
paragraph to number of
use Spanish-
provide information irregular
• List the steps
English
dictionaries) plurals
required to
complete a process
Language Use and
Connections Structure
• Reinforce and • Use the form

further their and function of

knowledge of words in
other disciplines phrases and in
through the simple
Spanish language sentences to
(e.g., convert communicate
temperatures effectively
• Demonstrate
from Fahrenheit
to Centigrade; an
use information understanding

96
 Fifth Grade

97
 in Spanish talk about , and used technical
• Use adverbs famous letters on terms in
• Use Spanish volumes informational
comparisons people such to find texts
and as those that informatio
superlatives appear on n
to express Spanish • Use complex

likes and coins and bills; representations of

information
dislikes discuss the
(e.g., maps,
contributions charts, photos) to
Cultural Awareness of the find information
• Demonstrate
indigenous • Identify new
awareness of people of Latin information in a
culture America) text and be able
including • Discuss how to use it
perspectives, cultural • Use reference
practices, and differences materials
products (e.g., sometimes including parts of
discuss the a
lead to
African book, library
stereotypin
influence in systems,
g and
Latin America; dictionaries,
prejudice
use the Internet encyclopedia, and
• Research
to listen to maps to locate
and share
music of the specific
information
indigenous information
about Latin
people of Latin • Use chapter and
America
America; create section
with a
a simple headings, topic
variety of
example of sentences, and
audiences
indigenous art; summary
such as
list names of sentences to
children in
cities in the construct the
lower
United States main ideas
grades
that are derived • Use the various

from Spanish) parts of a book

STUDY SKILLS
• Demonstrate (e.g., index,
awareness of Research and table of
Resources contents,
the
• Effectively
contributions glossary,
use key appendix) to
made by
words, gather
people of
indexes, information
various
cross • Understand
cultures (e.g.,
references commonly
research and

98
 • Understand the organize clear up • Uses a student
defining informat confusing planner to track
features and ion parts of a assignments and
structures of • Gain text (e.g., long-term
texts competence reread the projects
• Effectively use the in using study text, consult • Complete a
Internet to gather guides to another weekly
information
break down source, ask individual
• Gather and
and for help) student work
synthesize
understand • Represent agenda while
data from
content of a abstract applying
interviews
long story or information project
and field
chapter text (e.g., concepts, planning
surveys • generalizations skills
Accura ) as explicit
Applications
tely mental pictures
• Scan and skim
information for key and • Understand stories

facts efficie and expository texts

• Apply ntly from
knowledge of track the perspective
best style of writte of the attitudes
learning (e.g., n and values of the
visual, auditory, inform time period in
kinesthetic) to ation which they were
ensure from written
• Accurately identify
classroom various
author’s purpose
success source
• Use a highlighter
• Use note s
to mark important
taking • Generate
information
strategies interesting
when questions to be Work Habits
answered while • Employ a
scanning
various reading classroom
sources of • Reflect on what binder system
written has been learned to manage
after reading classwork and
informatio
• Identify
n, for extraneous
specific paperwork
example,
devices an • Control
annotatio
author is homework
n
using to assignments by
• Use
persuade employing a
simple
readers daily system of
outlines
• Use specific
as a way checks and
strategies to balances
to

99
Nobel Learning Curriculum Reference Guide

• Hand in assignments correctly and in a

timely manner
• Develop a sense of time management and

goal setting
• Employ self-regulation techniques on a

consistent basis to monitor work output and

quality of work
• Use word processing tools, such as spell check

and grammar check

• Understand the importance of and apply the

editing process to written materials prior to

finalization
• Recognize key vocabulary and determine

meaning
• Apply workable syllable knowledge to decode

key vocabulary in a story or text

• Use mnemonics or word association to

memorize important items

• Develop a focus statement in order to

determine the core elements of a chapter within

a novel or text
• Begin to develop study guides independently

to use for study assistance and test preparation

• Consistently employ the use of various types of

graphic organizers to analyze and synthesize text

• Use index cards as a study tool

100
 Sixth Grade

101
 from text Craft and structure Compare
Sixth
•

• Determine • Determine and

Grade theme of a meaning of contrast the
text and words and experience
how it is phrases as they of reading a
conveyed are used in a story,
through text, including drama, or
particular figurative and poem to
details; connotative listening to
L provide a meanings; or viewing
summary of analyze the an audio,
I the text impact of a video, or
T distinct from specific word live version
personal choice on of the text
E meaning and • Compare and
opinions or
R judgments tone contrast texts in
• Analyze how
different forms
• Describe how a
A or genres in
particular particular
terms of their
C story’s or sentence, approaches to
drama’s plot chapter, scene, similar
Y
unfolds in a or stanza fits into
series of the overall
episodes as structure of a
L
well as how text
i characters • Explain how

respond or an author
t
change as plot develops the
e moves toward a point of
r resolution view of the
• Understand that narrator or
a motives of speaker in a
t characters or text
the causes of • Identify
u complex events various
r in texts will be types of
similar to poetic
e
and/or structures
Key ideas and details
different from to assist in
• Cite textual
those in one’s comprehen
evidence to
support analysis own life sion
of • Generate • Draw analogies

what the text interesting between prose

and poetry
says explicitly as questions to
Integration of
well as be answered
knowledge and
inferences drawn while reading ideas
102
 themes and topics they are used distinguishing and
• Compare the use in a text claims that are
of fact and fantasy • Analyze how a supported by
in historical particular reasons and
fiction sentence, evidence from
Range of reading and paragraph, claims that are
level of text chapter, or not
complexity
section fits into • Compare and
• Read and
the overall contrast one
comprehend
structure of a author’s
literature,
text and presentation of
including
contributes to events with that
stories, dramas,
development of of another
and poems with
t Range of reading and
scaffolding as h level of text
needed at high e complexity
end of range • Read and
i comprehend
Informational Text d
e literary
Key ideas and details nonfiction in text
a
• Cite textual
s complexity band
evidence to • Determine proficiently, with
support analysis author’s point of scaffolding as
of what text says view or purpose needed at the
as well as in a text and high end of the
inferences drawn explain how it is range
from text conveyed in the
• Determine a Writing
text
central idea of a Integration of Text type and
text and how it knowledge and ideas purposes
• Write
is conveyed • Integrate

through information arguments to

particular presented in support
details different media claims with
• Analyze how or formats as clear reasons
key individual, well as in words and relevant
event, idea is to develop a evidence
• Introduce
introduced, coherent
illustrated, and understanding of claim(s) and
elaborated in a topic or issue organize the
text • Trace and reasons and
Craft and structure evaluate the evidence clearly
• Determine • Support
argument and
claim(s)
meaning of specific claims in
with clear
words and a text, reasons
phrases as
103
Nobel Learning Curriculum Reference Guide

104
 relevant when useful to to develop real signal shifts
evidence, aid or imagined from one time
using comprehension experiences or frame or
credible • Develop the events using setting to
sources and topic with effective another
demonstrati relevant technique, • Use precise

ng an facts, relevant words and

understandi definitions, descriptive phrases,
ng of the concrete details, and well- relevant
topic or text details, structured event descriptive
• Use words, quotations, sequences details, and
phrases, and or other • Engage and sensory
clauses to information orient the language to
clarify the and reader by convey
relationships examples establishing a experiences
among • Use context and and events
claim(s) and appropri introducing a • Provide a

reasons ate narrator conclusion

• Establish and transitio and/or that
maintain a formal ns to characters; follows
style organize an from the
clarify
• Provide a
the event narrated
concluding sequence that experienc
relations
statement or unfolds es or
hips
section that naturally and events
among
follows from logically Production and
ideas and
the argument • Use distribution of
concepts
presented writing
• Use precise narrative
• Write • Produce clear
language and techniques,
informative/expl and coherent
domain-specific such as writing so
anatory texts to dialogue,
vocabulary to
examine topic pacing, and
inform about or
and convey description,
explain the
ideas, concepts, to develop
topic
and information • Establish and experiences
through the maintain a formal , events,
selection, style and/or
organization, • Provide
characters
and analysis of concluding • Use a variety
relevant content section that of transition
• Introduce a follows from the words,
topic; organize information or phrases, and
ideas, concepts, explanation clauses to
and information, presented convey
using strategies • Write narratives
sequence and

105
 developme Research to build and a range of comments that
nt, present knowledge discipline- contribute to the
• Conduct
organizatio specific tasks, topic, text, or
n, and style research purposes, and issue under
are projects to audiences discussion
appropriate answer • Review

to task, question, Speaking and the key

drawing on Listening
purpose, ideas
sources and Comprehension and
and collaboration express
audience refocusing the ed and
• Engage
• Develop and inquiry demons
effectively in
• Gather relevant
strengthen a range of trate
writing as information underst
collaborative
needed by from multiple anding
discussions
planning, print and digital of
with diverse
revising, sources; assess multiple
partners
editing, the credibility
• Come to
rewriting of each source;
discussions
• Use technology and quote or
prepared,
to produce and paraphrase the
having read or
publish writing data and
studied
as well as to conclusions of
required
interact and others
material;
• Draw evidence
collaborate with explicitly draw
others from literary or
on that
• Offer specific informational
preparation by
constructive texts to support
referring to
feedback to analysis,
evidence on
others based reflection, and
the topic, text,
on the seven research
or issue to
• Apply grade 6
traits model probe and
reading
of writing reflect
standards to
• Articulate
literature on ideas
the qualities • Apply • Follow rules for
that make a grade 6 discussions, set
piece of reading specific goals
writing standards and deadlines,
effective to literary define individual
• Use the
nonfiction roles as needed
seven- Range of writing • Pose and
traits • Write routinely respond to
models over extended specific
as criteria time frames questions with
to assess and shorter elaboration and
writing time frames for detail by making
106
 Sixth Grade

107
 pers themes; use and correct consistency in
pect appropriate eye inappropriate style and tone
• Consistently
ives contact, shifts in
perform rapid and
thro adequate pronoun
accurate word
ugh volume number and
refl • Include person
ecti multimedia • Recognize and

on components correct vague

pronouns
and and visual
• Recognize
para displays in
variations
phra presentations
from standard
sing to clarify
English in their
• Interpret information
own and
information • Adapt speech to
others’ writing
presented in a variety of
and speaking
diverse media contexts and
• Demonstrate
and formats and tasks,
command of
explain how it demonstrating
the
contributes to a command of
conventions
topic, text, or formal English
of standard
issue under when indicated
or appropriate English
study
• Have clear main capitalization,
• Delineate a
speaker’s point and punctuation,
argument and emphasize and spelling
specific claims, salient points when writing
distinguishing • Use punctuation
to assist listener
claims that are to set off
in following nonrestrictive/
supported by main ideas parenthetical
reasons and elements
evidence from Language
• Spell correctly
claims that are Conventions of
standard English Knowledge of
not language
• Demonstrate
Presentation of • Use knowledge
knowledge and ideas command of
of language and
• Present claims the
its conventions
and findings, conventions
when writing,
sequencing of standard
speaking,
ideas logically English
reading, or
and using grammar
listening
pertinent • Ensure that
• Vary sentence
descriptions, pronouns are in
the proper case patterns for
facts, and details meaning, reader/
• Use intensive
to accentuate pronouns listener interest,
main ideas or and style
• Recognize
• Maintain

108
 naming when materials, accurately
reading n
both print general
grade level or v
and digital, to academic and
beyond
• Consistently
find the domain-specific e
pronunciation words and
exhibit tone and n
of a word or phrases; gather
flux when
determine or vocabulary t
reading grade
clarify its knowledge when i
level text or
precise considering a
beyond o
meaning or word or phrase
• Continue to
its part of • Understand n
demonstrate
speech “shades of
connected s
• Verify the
meaning” in related
text words • Use appropriate
preliminary spelling strategies
comprehensio • Evaluate
determinat • Identify
n when evidence of
ion of the dependent and
reading grade author’s independent
meaning
level text conclusions clauses
of a word • Use
Vocabulary acquisition in order to
and use or phrase
determine punctuation
• Determine or • Demonstrate
validity of accurately
clarify the understandin
evidence to guide
meaning of g of figurative • reader
unknown and language, Recogniz through the
multiple- word e text
meaning relationships, unsubstan • Use commas to
words and and nuances tiated punctuate items
phrases, in word deduction in a series
choosing meanings s or including
• Interpret figures
flexibly from a erroneous greeting and
of speech in
range of informati closing of
context
strategies • Use the
on in text letters; dates;
• Use context as
relationship
a clue to the W
between
meaning of a R
particular words
word or phrase
to better I
• Use common,
understand each
grade- T
of the words
appropriate • Distinguish I
Greek or Latin
among the N
affixes and roots
connotations
as clues to G
of words with
meaning of a
similar
word
denotations C
• Consult
• Acquire and use
reference o
109
Nobel Learning Curriculum Reference Guide

110
 s •
introductory focus for
words; dialogue an • Reveal Experime
and direct extended unique nt with a
and wider
address period of
persona range of
interrupters; and time
creative
compound • Use at least l
language
sentences five specific express
including
• Use details to ion
onomato
quotations to enhance or through
poeia and
punctuate support topic words
•
alliteratio
dialogue, • Enhance
Communicat n
titles, and ideas
exact words using e own Sentence Fluency
perspective • Use a variety
from sources relevant,
and personal
• Use italics and insightfu of sentence
preferences
underlining to l, quality structures
indicate titles details Word Choice including
of longer • Use patterns and
simple,
works Organization vocabulary from compound,
• Form
• Use effective diverse writings and complex
organization, • to reflect
paragr
including an U diverse
aphs
inviting se writing styles
with
introduction, fi and cement
main
logical and gu meaning
ideas
informative rat
and
body, and iv
suppor
thoughtful e
ting la
conclusion
details • Use pacing to n
• Use textual
allow for smooth g
markers to help flow of text ua
the reader move ge
Voice
through text (e.g., in
•
paragraphs, table cl
Choo
of contents, title, se u
etc.) voice di
appro n
Ideas g
priate
• Select and
to pe
develop a narrow,
differe rs
manageable
nt on
topic that can be
supported with audie ifi
specific details nces ca
• Maintain and ti
consistent genre on

111
 • Determin variou
Consiste e the s
ntly vary unique applic
sentenc needs of ations
e different • Write and
beginni audiences maintain
ngs and • Write in a variety assignme
lengths of creative forms: nt lists
jokes, plays, fairy and
Presentation
tales, tall tales personal
• Consistently use
format suited to and fables, schedule
audience poems, journals, • Show an

• Consistently use stories, awareness of

margins in final audience
narratives,
copies friendly letters,
• Use proper
Prewriting
lists, stories • Organize and
heading on work
• Write in a variety plan writing using
• Use
of informative the following:
correct forms: • Story
fonts newspaper mapping
and sizes articles, • Discussion
when persuasive
• Webbing
papers,
using • Outlining
research,
word •
brochures, Brainstorming
processi
observations, • Role playing
ng
biographies, • Recall of
• Integrate
mathematical experience
page
explanations, lab • Listing
numbers and
reports, and • Jotting
bulleting
procedures • Free writing
into
• Identify
appropriate
different
text
forms used
Styles/Audiences to cite
• Determine and sources when
write for a writing
variety of reports
audiences • Create a

including bibliography
•
outside/distance
Under
audiences (e.g.,
stand
businesses,
how to
community
compl
members, etc.)
•
ete

112
 Sixth Grade

113
 • •
Revises • Assess
• Recognize Ma progr
D ke
r the need to ess
improve and app and
a
w adjust a rough rop set
i draft riat writin
n e
g
• Reread writing g
to self to check edit goals
•Graphic for clarity ing for
organizers
• Conference with cha
• own
peer or teacher nge writin
• Listen to
V s g
i audience ind • See writing as an
s response epe ongoing process
u and
a nde
l consider ntl Evaluating/Analyzing
s change in Others
y
• Generate ideas text • Use the
• Understand and
and gather • Change or use proofreading seven-
information add marks traits
from a variety language to model
Publishing as
of sources enhance text
• Reflect and
including: and style criteria
analyze own to
personal • Adjust text to
writing to assess
experiences, reflect the
determine and writing
literature, seven-traits
reflect plans • Offer specific
periodicals, model of
for constructive
and interviews effective
improvement feedback to
writing
Drafts • Maintain a
others based
• Refer to Edits writing on the seven-
prewriting • Correct portfolio that is traits model
activities while common reflective of of writing
writing rough errors in various works •

draft spelling, Revi

Evaluating/Analyzing
• Draft fluently for grammar, Self ew
lengthy periods punctuation, • Read and discuss writi
of time
and own work ng
• Consistently
capitalization • See self as a of
write complete writer
• Use auth
phrases, • Use the
dictionary, ors
sentences, and seven-traits
thesaurus, to
thoughts model to
technology anal
• Focus on
, and other reflect on yze
content, not
available and improve effec
convention
references writing tive

114
 writ the context of a units;
ing ratio relationship manipulate and
• Reflect on • Use ratio and transform units
writing of rate reasoning appropriately
other authors to solve real- when multiplying
to improve world and or dividing
own writing mathematical quantities
• Articulate problems • Calculate

the • Make tables discounts and

taxes
qualities of equivalent
•
that make a ratios relating
Determin
piece of quantities
e the
writing with whole-
probabilit
effective number
y of an
• Listen while measurement
event and
others share s, find missing
express
values in the
probabilit
MATH tables, and
y as ratios,
Operations and plot the pairs
proportio
Algebraic Thinking of values on
ns,
• Identify prime the
decimals
and composite coordinate
numbers and
plane
percentag
• Solve unit
Ratios and es
Proportional rate
Relationships problems
Understand ratio including
concepts and use those
ratio reasoning to involving
solve problems unit
• Understand pricing
concept of ratio and
and use constant
language to speed
describe • Find a percent of
relationship a quantity as a rate
between two per 100;
quantities solve
problems
• Understand the
involving
concept of unit finding the
rate a/b whole
associated with • Use ratio

ratio a:b with b reasoning to

≠ 0, and use convert
rate language in measurement

115
Nobel Learning Curriculum Reference Guide

116
 • Formulate numbers and find rational coordinate
questions, common factors numbers plane; recognize
design and multiples • Understand that that when two
study, • Fluently positive and ordered pairs
collect, divide multi- negative differ by signs,
organize, digit numbers are locations of
and numbers used together to points are
interpret using the describe related by
statistical standard quantities reflections across
data algorithm having opposite one or both axes
• Use data • Fluently add, directions or • Find and

to make subtract, values position

prediction multiply, • Understand a integers and
s, such as divide multi- rational number other rational
estimating digit as a point on numbers on
the decimals the number line. horizontal or
probability using Extend number vertical
of future standard line and number line
events algorithm for coordinate axes
• Analyze and use each to represent
tables, graphs, operation points on the
and rules to • Find the line and in
solve problems greatest plane with
involving rates common factor negative
and proportions of two whole number
numbers less coordinates
The Number System than or equal • Recognize
Apply previous to 100 opposite signs
understandings of • Use distributive of numbers as
multiplication and property to indicating
division to divide express sum of locations on
fractions by two whole opposite sides
fractions numbers 1–100 of 0 on the
• Interpret and
with common number line;
compute factor as recognize that
quotients of multiple of sum the opposite of
fractions, and of two whole the opposite of
solve word numbers with a number is the
problems no common number itself
involving factor • Understand signs
division of Apply and of numbers in
fractions by extend previous ordered pairs as
fractions understandings indicating
Compute fluently of numbers to locations in
with multi-digit the system of quadrants of

117
 diagram; find graphing points an expression square roots)
and position in all four using • Write

pairs of integers quadrants of mathematical algebraic

and other the coordinate terms; view one expressions
rational numbers plane or more parts with up to
on coordinate • of an three
plane Understa expression as a variables
• Understand nd the single entity
ordering Metric • Evaluate

and System expressions at

absolute and basic specific values
value of conversio of their
rational ns variables; include
numbers expressions that
Expressions and
• Interpret
Equations arise from
statements of Apply and formulas used in
inequality as extend previous real-world
statements understandings problems;
about relative of arithmetic to perform
position of two algebraic arithmetic
numbers on expressions operations,
number line • Write and including those
diagram evaluate involving
• Write, interpret,
numerical whole-number
and explain expressio exponents, in
statements of ns the conventional
order for rational involving order when
numbers in real- whole- there are no
world contexts number parentheses to
• Understand
exponents specify a
absolute value • Write, read, particular order
of a rational • Apply the
and evaluate
number as its expressions in properties of
distance from 0 which letters operations to
on the number stand for generate
line numbers equivalent
• Distinguish
• Write expressions
comparisons of • Identify when two
expressions that
absolute value expressions are
record equivalent
from statements operations with • Investigate
about order numbers and
• Solve real-
exponents,
with letters square roots, and
world and standing for perfect squares
mathematical numbers (specifically,
problems by • Identify parts of

118
 Sixth Grade

119
Reason about number in a • Use variables to equivalents
represent two •
and solve one- specified set
variable • Solve real-world quantities in a Understa
equations and and real-world nd the
inequalities mathematical problem that Metric
• Understand problems by change in System
solving an writing and relationship to and basic
equation or solving one another; conversio
inequality as a equations of the write an ns
• Estimate the
process of form x + p equation to
perimeter,
answering a = q and px = q express one
circumference,
question: which for cases in quantity, area,
values from a which p, q and x thought of as the and volume of
specified set, if are all dependent figures and
any, make the nonnegative variable, in terms explain the
equation rational numbers of the other reasoning behind
or inequality • Write an quantity, the estimation
true? Use inequality of the thought of as
form x > c or x < c the
substitution to
to represent a independent
determine
constraint or variable; analyze
whether a given
condition in a the relationship
number in a
real- world or between the
specified set
mathematical dependent and
makes an
equation or problem. independent
inequality true Recognize variables using
• Use variables that inequalities graphs and
to represent of the form x > tables, and
numbers and c or x < c have relate these to
write infinitely many the equation
expressions solutions;
when solving represent Measurement and
a real-world solutions of Data
• Estimate,
or such
mathematica inequalities on compare and
l problem; number line convert units of
understand diagrams measure for
that a Represent and length, area,
variable can analyze weight/mass, and
represent an quantitative volume in the
unknown relationships U.S. standard
number, or, between system and
depending on dependent and metric system
the purpose at independent using
hand, any variables approximate

120
 • prism with coordinate or isosceles) and
Estimate fractional edge the same angles
, lengths by second • Identify and

measure, describe angles as

packing it with coordinate; apply
vertical,
and draw unit cubes of these techniques
adjacent,
angles the in the context of
complementary,
and appropriate solving real-world
or
triangles unit fraction and
supplementary
using edge lengths, mathematical
and uses these
appropri and show that problems
properties to
ate tools the volume is • Represent
determine
the same as three-
Geometry unknowns
would be found dimensional
Solve real- • Determine
by multiplying figures using congruence by
world and
the edge nets made up comparing
mathematical
lengths of the of rectangles attributes
problems • Use two-
prism; apply and triangles,
involving area,
the formulas V and use dimensional
surface area,
= l w h and V = the nets to find representations
and volume
b h to find the surface area of three-
• Find the area
volumes of of these figures; dimensional
of right
right apply these objects to
triangles, other
rectangular techniques in the visualize and
triangles,
prisms with context of solve
special
fractional edge solving real- problems
quadrilaterals,
lengths in the world and
and polygons
context of mathematical
by composing
solving real- problems
into rectangles
world and • Describe
or
mathematical sizes,
decomposing
problems positions,
into triangles
• Draw and
and other
polygons in orientations
shapes; apply
the of shapes
these
coordinate under
techniques in
plane given informal
the context of
coordinates transformatio
solving real-
for the n
world and
vertices; use Geometric concepts
mathematical
coordinates • Identify and define
problems
to find the parts of a circle
• Find the
• Compare and
length of a
volume of a classify triangles
side joining
right based on sides
points with
rectangular (scalene,
the same first equilateral, or
121
Nobel Learning Curriculum Reference Guide

122
Statistics and numerical the data properties of
Probability data in plots distribution objects in the
Develop and the solar system
on a number
understanding of context in
• Construct
line, including
statistical variability scientific
dot plots, which the data
• Recognize a
were gathered explanation
histograms,
statistical based on
and box plots
question as one evidence from
• Summarize SCIENCE
that anticipates rock strata for
numerical Earth and Space
variability in the how geological
data sets in Science
data related to time scale is
relation to Earth’s Place in the
the question used to organize
their context Universe
and accounts Earth’s 4.6-
• Report the • Develop and
for it in the billion- year-old
number of use a model
answers observations history
of Earth-sun-
• Understand • Describe the • Know that
moon system
that a set of nature of the patterns of
to describe
data collected attribute apparent motion
cyclic
to answer a under of the sun, moon
patterns of
statistical investigation, and stars in sky
lunar phases,
question has a including how can be observed,
eclipses of the
distribution it was described,
sun and
which can be measured and predicted and
moon, and
described by its units of explained with
seasons
its center, measurement models
• Develop and
spread, and • Give quantitative • Know that Earth
use a model to
overall shape measures of and its solar
describe the
• Recognize that
center and role of gravity system are part
a measure of variability as well of the Milky
in motions
center for a as describe any Way galaxy
within galaxies
numerical data overall pattern • Understand the
and solar
set and any striking causes and
system
summarizes all deviations from effects of the
• Analyze and
of its values the overall interpret data to moon’s cycles
with a single pattern with determine scale • Understand the
number, while reference to the criteria for a planet
a measure of context in which • Compare and

variation the data were contrast solar

describes how gathered system objects
its values vary • Relate the by size, surface
with a single choice of features, layers
number measures of and orbit
Summarize and center and • Understand that
describe the geologic
variability to
distributions
the shape of time scale is
• Display

123
 interpreted flow of energy in changes in
from rock strata that drives this weather
and provides a process conditions
way to organize • Construct an • Develop and use
Earth’s history explanation a model to
• Understand based on describe how
that analyses of evidence for the unequal
rock strata and how geoscience heating and
fossil record processes have rotation of the
provide only changed Earth’s Earth cause
relative dates, surface at
not an absolute varying time and
scale spatial scales
• Explain the • Provide

processes of evidence of
plate past plate
tectonics motions by
and how it analyzing and
creates interpreting
mountains, data on
valleys, etc. distribution of
• Know that fossils and
earthqua rocks,
kes often continental
occur shapes and
along seafloor
boundari structure
es • Develop a

between model to
colliding describe
plates cycling of
• Describe water through
the Earth’s
physical systems driven
characteris by energy
tics of the from the sun
ocean and the force
floor of gravity
Earth's Systems • Collect data to

• Develop a provide
model to evidence for
describe how motions
cycling of and complex
Earth’s interactions of
materials and air masses result

124
 Sixth Grade

125
 patterns of organisms and minerals changes and
atmospheric and • Understand that • Identify and explain movement of
oceanic the planet’s both large and water in the
circulation that systems interact small geoscience atmosphere
determine over scales that processes that are
regional climates range from shape determined
• Explain how microscopic to geographical by winds,
tectonic global in size, features landforms, and
processes and that they • Describe how ocean
continually operate over Earth’s plates have temperatures
generate new fractions of a moved great and currents,
ocean sea second to distances, collided and are major
floor at billions of years and spread apart determinants
ridges, and • Know that by using maps of of local
destroy old interactions ancient land and weather
sea floor at have shaped water patterns patterns
trenches Earth’s history based on • Explain how

• Explain seafloor and will investigations of global

spreading determine its rocks and fossils movements of
• Know that • Prove plate
future water and its
Earth’s • Identify the motions over time changes in form
processes are various by using evidence, are propelled by
the result of components of such as fossils, sunlight and
energy flowing the rock cycle rock types, shapes gravity
and matter • Analyze the of continents and • Understand that
cycling within change to the location of variations in
and among the total amount structures density due to
planet’s of material • Know that water variations in
systems, and during the continually cycles temperature and
that this rock cycle among land, salinity drive a
energy is • Compare and ocean and global pattern of
derived from contrast atmosphere via interconnected
sun and properties of transpiration, ocean currents
Earth’s hot three evaporation, • Explains how
interior different condensation and water’s movements,
• Understand that crystallization, and both on
types of
the energy that precipitation, as the land and
rocks
flows and • Classify minerals well as downhill underground,
matter that and rocks based on flows on land cause
cycles produce properties • Understand that
weathering
chemical and • Identify and the complex and erosion,
physical explain the patterns of which change
changes in processes that the land’s
Earth’s materials work together surface
and living to form rocks features and

126
 create affect Activity
undergro oceanic and • Construct a

und atmospheric scientific

formation flow patterns explanation
s • Understand based on
• Understand that weather evidence for
the causes and can only be how uneven
effects of
predicted distributions of
currents
probabilisticall Earth’s mineral,
• Explain
y because energy and
how
patterns are so groundwater
temperatur
complex resources
es and
• Explain how are a
densities
oceans exert result of
create air
major past and
masses and
influence on current
fronts
weather and geoscien
• Know that
climate by ce
weather
absorbing processe
and climate
energy from s
are
the sun, • Analyze and
influenced
releasing it interpret data
by
over time and on natural
interaction
globally hazards to
s involving
redistributing forecast future
sunlight,
it through catastrophic
ocean,
currents events and
atmospher
• Illustrate inform the
e, ice,
and explain development
landforms
how water of
and living
changes technologies
things, and
its states to mitigate
understan
as it moves their effects
d that
through
these
hydrologic
interaction
cycles
s vary with
• Identify how air
latitude,
masses flow to
altitude cause weather
and local • Understand and
and explain the
regional Coriolis effect
• Explain the
geography
ocean convection
, all of
cycle
which can
Earth and Human

127
Nobel Learning Curriculum Reference Guide

128
• Apply scientific biosphere • Understand fuels, are major
principles to resources are that factors in the
design a method changes to current rise of
limited and that
for monitoring Earth’s Earth’s mean
many are not
and minimizing environment surface
renewable or
human impact on s can have temperature
replaceable
the environment different Understand
over human •
• Construct an
lifetimes impacts on that reducing
argument • Understand that different the level of
supported by living things climate
Earth’s resources
evidence for • Understand change and
are distributed
how the that as human
unevenly around
increases in human vulnerability
the planet as a
human populations to climate
result of past
population and and per-
geologic
per-capita capita
processes
consumption of • Know that the consumptio
natural n of natural
mapping history
resources resources
of natural
impact Earth’s increase, so
hazards in a
systems do the
region,
• Ask questions
combined with negative
to clarify impacts on
the
evidence of the the Earth,
understanding
factors that unless
of related
have caused a activities and
geologic forces
rise in global technologies
can help
temperatures involved are
forecast
over the past engineered
locations and
century otherwise
likelihoods of
• Understand
future events • Understand the
that • Know that human impact
humans on water usage,
human
depend on land usage,
activities have
Earth’s land, pollution and
significantly
ocean, consumption of
altered the
atmosphere food and natural
biosphere,
and resources
sometimes
biosphere • Know that
damaging or
for many human
destroying
different activities, such
natural
resources as the release
habitats and
• Understand
causing of greenhouse
that minerals, gases from
extinction of
fresh water and burning fossil
other species

129
 change, solution scientific an explanation or
depends on our Science and explanation model for
understanding Engineering Practices based on valid phenomenon or
•
of climate and reliable solution to
Devel
science, our evidence problem
op and
engineering obtained from
use a
capabilities, our sources, and on SOCIAL STUDIES
model
understanding the assumption
to
of human that theories and
descri
behavior and laws that
be
how we apply describe nature
pheno
that knowledge operate today as
mena
wisely in they did
• Analyze
decisions and in the past and
and will continue to
activities
interpret do so in future
Science and data to • Understand
Engineering Practices
and Design determin science
Engineering Design e findings are
• Define a design
similaritie frequently
problem that s and revised
requires a differenc and/or
solution by es in reinterprete
asking questions findings d based on
that assist in • Develop a new
better model to evidence
understanding describe • Ask questions to

scientific and/or unobservabl identify and

engineering e clarify evidence
problems mechanisms of an argument
• Brainstorm to • Collect and • Apply scientific
identify multiple produce data principles to
solutions to
to serve as the design an
a problem
basis for object, tool,
and analyze
evidence to process or
possible
answer system
solutions in
scientific • Construct oral
regards to
questions and written
constraints
or to test argument,
and criteria
design supported by
• Test possible
solutions empirical
solutions with
under a evidence and
given criteria,
range of scientific
analyze results
conditions reasoning, to
and determine
• Construct a support or refute
the best

130
 Sixth Grade

131
P early Latin regions of trade
a American Latin • Understand the
s America role of Africa in
civilizations
t World War II
• • Compare and
• Understand
Understa contrast rural and
a
nd the urban life in the causes
n
d causes Latin America and effects of
• Understand the Africa’s quest
and
P causes and effects for
effects of of
r independenc
e the Guatemala’s civil
s conquerin e
war
e • Identify
g of the • Explain how the
n significant people
Aztecs contributions of who contributed
t
• Trace Spanish ancient Egypt to
• Identify the colonization in the
significant have influenced
Americas
role that the present
• Identify events
maps have world in terms
that lead up to
played in of architecture,
the revolutions
past inventions, the
of Latin
exploration calendar, and
America
s written
• Identify significant
• Explore how
language
people who
maps have • Analyze how
contributed to
evolved through survival skills
time the
resulted in
• Identify independence of
changes in
significant Central and South
early African
contributions of America
the Mayan civilizations
• Define
•
Empire indigenous
• Identify
Understa
• Create a
significant nd the
graphic to
contributions of causes
the Aztec represent the
and
Empire percentage of
effects of
• Identify indigenous
the
significant people in the
conquerin
contributions of various
the Inca g of
Central
Empire Africa
American
• Identify early • Trace European
countries colonization of
communication • Identify the Africa
of Latin ethnic • Identify the
American groups that causes and
civilizations make up the effects of the
• Compare
various Atlantic slave
and contrast

132
 the independence five themes of of
of colonies in geography as various
Africa
they relate to populati
Map/Globe Skills Latin America on
• Identify the five
• Identify and map densitie
land and water s
themes of features of • Understand that
geography and Africa population is
how they can • Identify and map constantly growing
be used to climate and • Use a
investigate the vegetation of
map of
world Africa
natural
• Locate the • Identify the
resourc
equator and five themes of
es to
prime geography as
make
meridian on they relate to
inferenc
a map or Africa
es and
globe • Map the path of
predicti
• Use longitude the Bantu
migration ons
and latitude • Analyze the effects
to locate Analysis of the climate of
absolute • Analyze a Latin
location of a variety of America on its
point people and
maps and economy
• Identify
determin • Analyze the
processes that e effects of the
shape the strengths climate of
Earth’s and Africa on its
physical weakness people and
features, both es economy
abruptly and • Understand
• Identify the
over time that maps may importance of the
• Identify,
be used for a Nile to early
describe, and variety of African
map the purposes and civilizations
various types Economics
identify these
• Define economy
of vegetation purposes
• Identify and map • Explain why there
land and water are multiple time
features of zones
Latin America •
• Identify and map Recogni
climate and ze
vegetation of
causes
Latin America
and
• Identify the
effects

133
Nobel Learning Curriculum Reference Guide

134
• Define Under • Understand Latin American
and stand the government
relationship • Examine the
compa how
re locatio between political
differe n religion and atmosphere of
nt affecte the social and the islands in the
types d the political order Caribbean
in Egypt • Define coup
of develo
• Identify and • Examine the rule
econo pment
discuss the main of Hugo Chavez
mies of
features of • Trace the
• Understand trade
Egyptian art and history of
that there are in architecture government in
levels of North • Compare and
the various
economic Africa contrast the
culture of the regions of
development • Analyze

• Explain the current-day various regions Africa

economic issues of Africa,
causes and
of Africa T
effects of the including
economic Culture religion and E
struggles in • Identify the language C
Latin America different types of • Develop a basic

• Analyze the states understanding H

• Define culture
effect of of the key N
• Explain how
population components of O
culture develops
growth on the the Islamic
• Define social L
economy of religion and
structure
Latin America • Understand that
trace its O
• Understand the people are development G
reasons for organized into throughout
migration from groups Africa Y
Latin American • Examine the
countries role of language Government
• Identify the in culture • Compare the
B
causes and • Examine the various types of a
effects of the role of religion in governments
culture • Identify the role s
building of the
• Explain how of government in
Panama Canal i
cultures evolve the Inca
• Describe how and change Civilization c
trade affected • Explore the
• Define regime
the culture of the and understand
development early Latin its effect on O
of early East American p
African civilizations
e
civilizations • Explore the
• culture of today’s r
Latin America
135
 data in into word
a
content document
t areas
• Identify,
Technology and
i Society
discuss,
o • Predict
and use
changes
n terms/co
that will
s ncepts of
occur in the
• Recognize menu/too
future due
and discuss lbar
to
minor including
technologic
hardware side-by-
al advances
and side
• Recognize,
software comparis
discuss, and use
issues/prob ons and
appropriate
lems mail
behavior related
• Identify, merge in
to computers,
discuss, and word
networks, digital
use the processi
information (e.g.,
spreadsheet ng
security, privacy,
terms documen
passwords,
concepts (e.g., ts
personal
• Use proper
cell, column, information) and
row, values, keyboarding
identify possible
labels, graph, techniques to
consequences of
formula, improve
unethical
hyperlinks, accuracy,
behavior
and speed, and
• Recognize and
dropdown general
discuss how
list) efficiency in
copyright laws
• Create computer
protect
spreadsheet operation
ownership of
• Type 25 WPM
s to perform intellectual
• Use word
calculations property and
using IF processing as a
discuss
THEN and tool for writing,
consequences
AND editing, and
of misuse
formulas publishing
• Recognize and
• Use paragraphs,
discuss
spreadshee stories, and
methods used
ts and assignments
to protect
• Import data
graphs to computers,
organize, from
networks, and
calculate, spreadsheet/
information
and display database

136
 Sixth Grade

137
 from viruses, Copyright and , projects/product
vandalism, and Fair Use transitio s
intrusion ns, • Create a
Guidelines by
• Identify and
explaining links/hy PowerPoint
discuss perlinks that includes
selection and
appropriate , slide
use of resources
technology animati transitions,
in content
tools (virus on) imported
projects/assign
software) to • Recognize, background,
ments
protect • Model and discuss, and use imported
computers, Copyright and audio, and
explain the
networks, Fair Use video clips
importance of
and Guidelines in • Identify and
ethical,
information multimedia discuss the use of
responsible,
from multimedia
and safe projects by
vandalism tools to report
behavior when explaining
and content area
using selection and information
intrusion use of Technology and
networked
• Compare Research
digital resources as a
and • Sort and
information class
contrast search/filter
(e.g., Internet, • Identify a prepared
occupation guidelines content
mobile phone,
s/careers for media
wireless,
that use (e.g.,
LANs)
computers/ • Recognize, personal
technology information,
discuss, and
• Recognize and
establish ethical images,
discuss how and content,
guidelines for
why databases language) to
use of personal
are used in consider in
and
society developing
copyrighted
• Demonstrate
media (e.g., multimedia
appropriate projects as a
images, music,
use of class
video)
copyrighted • Recognize,
materials in Technology and discuss, and
word Creativity
create rubrics to
processing • Recognize,
evaluate
documents discuss, and use
multimedia elements (e.g.,
used for terms/ content,
content concep organization,
projects/assig ts (e.g., appropriateness
nments navigat of materials,
• Demonstrate ion citations) of
knowledge of buttons multimedia

138
 area rubric to use as ci and select
database for a guide to si graphs to best
information select and o represent data
and use evaluate digital n and cites
correct resources and M sources of data
terms/conce information a • Use spreadsheet

pts to explain for ki data and graphs

strategies content n to make
used as a and g predictions, solve
class activity usefulnes • Recognize and problems, and
• Plan and s in discuss how and make decisions
why
use two content in content areas
databases are
criteria to area as a class/group
used (e.g.,
search/filt assignme • Create a
schools,
er nts as a graphic
government,
prepared class organizer
business, and
database to
T science) to
s to demonstra
e collect and
locate and te
c organize
organize decision-
h information
informati making
n • Recognize
on for process
ol and discuss
content • Create a
o how
assignme graphic
g spreadsheet
nts organizer to
• Use
y s are used to
explore
a calculate and
databases to cause and
n graph data
analyze and effect
d in a variety
evaluate relationship
P of settings (e.g.,
information
r schools,
in content P
o government,
areas and E
bl business,
cites sources
• Locate, select,
e industry) /
m • Discuss, plan,
organize, and W
present S and develop
simple E
content area ol
databases in
information vi L
content area to
from the n
enter, edit, L
Internet for a g
collect, N
specific a
organize, and
purpose and n E
display content
audience, d
data as a class S
citing sources D
• Create S
• Prepare a e
spreadsheets
139
P
h
y
s
i
c
a
l

W
e
l
l
n
e
s
s
• Understand
health risks for
age group
• Understand

the incidence
of high risk
behaviors for
age group
• Understand own
health behaviors
• Understand the
signs of asthma

140
Nobel Learning Curriculum Reference Guide

141
• Understand • Understand anticipating and interest in
methods by short term and problems expressions of
which asthma long-term • others
can be benefits of Und •

controlled resistance to ersta Underst

• Understand substance nd and
principles of water abuse how behavio
survival • Understand to rs
• Understand cope conduci
the sequence
practices that with ve to
of substance
prevent spinal failur and
abuse that can
cord injury e counter
lead to serious
• Understand appr producti
health risks
individual • Understand opria ve to
behaviors that tely group
the immediate
can harm or • Understand function
social and
help the health how to initiate ing
physical
of the requests for • Understand
consequences
environment help or nonviolent
of tobacco, conflict
• Understand assistance from
including spit resolution
sources of another
tobacco, and
noise • Understand how
other drug
pollution and to use stress
abuse
preventive • Understand management
measures for through
how one might
hearing breathing
encourage a
impairment patterns,
friend not to be
• Understand muscular
involved in
how to relaxation,
substance
differentiate directing
abuse
between thoughts
positive and Social/Emotional • Understand

negative Wellness how to use a

effects of peer • Understand
structured
pressure “self-concept”
thinking
• Understand
• Understand process to
the criteria to assess
make decisions
importance of the significance
and solve
advertising for of a
problems
tobacco and decision/proble
• Understand how

alcohol m to communicate
• Project own feelings
• Understand

common behavioral • Understand the

antecedents of consequences importance of

substance abuse as a means of attention to

142
 strategies for specific and strategies for
• Understand activity describe the resistance
abusive situations implications
relationships • of each on Fitness
Understan • Complete a
and create a list eating
d the health related
of resources for behavior personal fitness
seeking help importanc • Understand test
• Understand that e of common • Understand

differences exist making terms on the

between the conscious food labels importance of
behaviors of decisions and an
people of about advertising understandin
different applying • Understand g of proper
genders, rules, health claims on stretching
procedure food labels
cultures, exercises and
•
ethnicities, and s, and muscle
Understa
disabilities etiquette strength/endu
• Understand
nd how
• Understand rance
being
the the exercises
over or
importance importance
under a
of of utilizing
healthful
cooperating time
weight
with effectively to
can be
disabled complete
linked to
peers and assigned
biases
those of tasks
• Understand the
and
different
discrimin
gender, race, importance of
ation
and ethnicity working
• Understand that
• Understand the cooperatively
obesity is a
importance of and
disease as well
working productively in
as a risk factor
cooperatively a group to
for other
with more and accomplish a
diseases such as
less skilled set goal in both
diabetes and
peers cooperative
cardiovascular
• Understand and competitive
disease
the activities
• Understand the
importance of
Nutrition increasing
establishing
• Understand external
rules,
the dietary pressures in
procedures,
guidelines adolescence to
and etiquette
for engage in risk
that are safe
Americans behaviors and
and effective

143
 Sixth Grade

144
• Understand participating daily strategies for net defensive strategies
the in some form of and invasion in activity settings
importance of health-enhancing games
the ability to physical activity • Demonstrate

perform self- • Analyze increasing

paced personal competence in
aerobic interests and more advanced
activity, capabilities in specialized skills
keeping in an regard to one’s • Adapt and

appropriate exercise combine skills

target heart behavior to demands of
rate zone and • increasingly
monitoring Under complex
recovery rate stand situations of
after the the selected
activity critical movement
• Understand the aspect forms
importance of s of a • Understand how to

the knowledge healthy use information

of how to lifestyl from a variety of
prepare the e sources of internal
•
body before and external origin
Demonstra to improve
and after
te square, performance
vigorous
folk, and • Understand
exercise
• Understand
rhythmic how to identify
movement and apply
the
skills principles of
importance of
• Create short
a strategy for practice and
movement
the compositions conditioning
improvement • Perform rolling that enhance
of selected combinations performance
fitness with gymnastic
• Understand
components movements the general
• Identify • Create characteristics
opportunities in of movement
routines that
the school that can be
focus on
and applied to
rolling
community specific
combination
for regular settings
s with
participation • Understand how to
variations of
in physical use basic
positions
activity understanding of
• Demonstrate
• Understand the
beginning the knowledge of
importance of offensive and

145
 works of drawing, structures,
ART art painting, and
• Identify designin functions
Artistic Perception
• Identify,
interacti g, and analyze
ons of sculpting their
define,
art, , effectivenes
and
elemen construct s in
analyze
ts, and ing, communica
different
design printmak ting their
artistic
principl ing, ideas
material
es as crafts, • Experiment with
s,
they weaving, and create
processe
contrib sculpture artworks using a
s, and
ute to variety of media,
techniqu Creative Expression
expressi such as drawing,
es • Produce
• ve painting,
different
Identif qualitie compositions sculpture,
y and s in an using a variety construction,
discuss artwork of processes, designing,
all the • Define and use media, and weaving, and
eleme more complex techniques as printmaking, and
nts of art vocabulary well as a range a variety of
art including of subject materials
components matter, ideas, • Use a variety of
found
in of art as well and symbols tools in drawing,
selecte as art forms that successfully painting,
d (portrait, still communicate designing,
artwor life, mural, their sculpting,
ks realism, experiences, constructing,
• Explore the abstraction, values, printmaking,
principles of contour, insights, crafts, weaving,
art in the profile, opinions, and sculpture
natural distortion, emotions, and including stencils,
world and in genre stories clay, wire, and
works of art painting, • Create more
• Identify nonrepresenta artworks • Demonstrate an

and tional, that appropriate level

explain landscape, demonstr of technical skill
the seascape, and ate an in a variety of
effects cityscape) understa visual arts
of • Identify a nding of techniques,
structur variety of art including
e and media elements, computer
function and tools principle graphics, film,
in in s, photography,

146
Nobel Learning Curriculum Reference Guide

147
 or video arts in of sources to s
• Create reflecting report on the
images that life art of various o
show real including civilizations or f
objects in needs, cultures from
new ways values, and ancient times a
• Select an beliefs to the present r
object, or • Identify, t
Aesthetic Valuing
group of discuss,
• Develop
objects, and compare, e
criteria and
convey it, or and l
apply the four
them, contrast e
steps of art
expressively or artworks m
criticism to
symbolically in from e
their own
a three- various n
artwork and
dimensional periods, t
the work of
form styles, and s
others:
• Create a cultures
• Describe
proportionate from a
the work
model ancient • n
illustrating times to A d
the basic the n
principles of present a p
building • Understand
l r
construction that art can y i
including post reflect the z n
and lintel, arch, relationship e c
vaults, dome, between artists i
and buttress and their t p
culture by h l
Historical and examining
Cultural Context e e
personal, s
• Discuss how
political, •
history, w
socioeconomic, Interpre
culture, and o
religious, t the
visual arts r
geographic, work in
influence k
and other terms of
each other
issues ideas
and are a i
• Discuss and
reflection of n
materials used emotion
times,
in different s
places, and t
civilizations • Judge the
cultures e
past and work as to
• Discuss the r
present its
role of the m
• Use a variety success
148
 both pattern and writer would octaves), time
technically movement, and develop ideas signatures,
and in rhythm) and through sharps and flats,
either elements of art research, and varied
communi (shape, color, prewriting, and tempos in
cating an value, texture, drafts selected pieces
idea or line, space, form) • Identify forms of

emotion MUSIC music

or Connections and • Play a simple
Applications Beat Pattern
fulfilling a •
melody or
• Apply skills
practical Demonstrat rhythmic
from other pattern by ear
purpose e proficiency
disciplines to using a
• Determine what in
produce visual nontraditional
constitutes a identifying
artwork and or traditional
work of art increasingly
apply skills sound source
through analysis complex
learned in the • Investigate
and discussion beat
visual arts to forms, styles,
of the design patterns
other sounds, and
principles through
disciplines genre
(balance, unity, verbal
• Identify well
proportion, response through
known careers in
emphasis, and listening,
the visual arts
• Recognize the performanc discussing,
e writing, and
varied roles of
• Compose and
performing
people who
work in arrange rhythm
patterns in 4/4, Music Reading
museums
• Recognize the
3/4, and 2/4 time • Sight read simple
signatures melodies in both
need to assess • Compose and the treble
the process as
arrange
well as the final
melodies of
solution in art as
increasing
well as in other
difficulty for
disciplines
voice or
• Recognize that
instruments
artists develop
ideas similar to Ear Training
professionals in • Identify, discuss,

other disciplines and explore

by conducting major and minor
research, making scales and
preliminary chords, intervals
sketches, and (half steps,
constructing whole steps,
models as a seconds,
149
 Sixth Grade

150
 a songs of ensembles) (e.g., dramatic
n increasing with interpretation,
d confidence vocal ability,
difficulty, alone
and with others, • Identify and character
b
a in rhythm, on play various development,
s pitch, with good genres and etc.) with
s breath control, styles of music, confidence
clear tone including • Demonstrate
c appropriate
l quality, and those from
behavior as a
e appropriate different
f expression cultures, on a
s • Sing simple variety of
• Demonstrate the
harmonies different
ability to identify, (sings music instruments
define, written in two with
write/draw and three appropriate
previously parts) with expression
introduced confidence • Improvise simple
musical symbols • Solo harmonic
and characters accompaniments
sing
(e.g., staffs, with Movement to Music
notes, rests, etc.) expressi • Choreograph
with technical on and and perform a
proficiency technica group piece
• Identify and • Identify and
l
draw accuracy participate in
symbols for a various dances
pitch, selected and movements
tempo, and piece to music,
expression • Sing a varied including those
• Read notes and from other
repertoire
rests with including cultures and
accuracy in 2/4, music from periods
3/4, and 4/4 different
time signatures Performance
cultures and Etiquette
and explores genre • Perform a
6/8 time
personally
signatures Technology and
Instruments developed
Song Singing • Play at least skit/musical
• Demonstrate one instrument piece with all
the ability to accurately and previously
sing and independently taught
perform, with (alone and in performance
confidence, small techniques

151
 performer and as poetry, detail by • Ask for help in a
an audience patterns in asking and variety of situations
member • Use new
music and answering
math, questions vocabular
Music Appreciation
and Connections historical about when y to
• Devise and events and and where discuss
apply a movements activities or fact versus
sophisticate chronicled events occur fiction
d set of through and talking
criteria for music) about the
evaluating • Investigate the frequency of
music function, role, events
performanc and • Use time

es, their own characteristics vocabulary,

and others, of music in such as days of
that explains various time the week,
personal periods and months of the
preferences cultures (e.g., year, and hours
as well as identify different in a day, to
musical career describe events
opportunities in •
elements
• Describe the field of Resta
the basic music from the te and
events of past and comp
a musical present) lete
composit multi
ion SPANISH -step
includin oral
Oral Language
g change direct
• Ask and answer
of ions
questions using
• Engage in
tempo, appropriate new spontaneous
dynamics and previously discussions in
, and taught Spanish
instrume vocabulary • Discuss state
nts about relevant of mind using
• Explore, appropriate
topics such as
compare, and family, friends, new and
describe shopping, and reviewed
connections school vocabulary
between • Discuss and • Talk about
music and describe ownership
other • Use comparison
events in the
disciplines vocabulary such as
past and “always”
(e.g., rhythm present in and “never”
in music and

152
Nobel Learning Curriculum Reference Guide

153
 • Perform game) with an art project, contractions
oral correct gather
presentati sentence information
ons such formation, from a Hispanic
as an subject-verb atlas, use a
expressiv agreement, and Spanish
e oral use of dictionary)
reading vocabulary
Language Use and
of Spanish • Complete a
Structure
poetry variety of lists and
• Use the form
forms
Reading • Participate and function of
• Read or listen in writing a words in
to a variety of class phrases and in
grade newspaper simple
appropriate to share sentences to
Spanish communicate
materials with the
including fables school and effectively
• Observe that
• Read grade community
appropriate adding “ito” to
Connections the end of a
materials with
• Reinforce and word creates the
fluency,
further their diminutive form
accuracy, and
knowledge of • Observe
understanding
• Preview,
other examples of
disciplines how translating
retell,
through the word for word
summarize,
Spanish can change the
and
language (e.g., meaning of the
respond to
express text
literary
important dates • Understand that
material
from world interrogative
history using adjectives in
Writing
• Write for a Spanish) Spanish have
plural forms
variety of • Acquire
• Note that the
purposes information and
use or omission
including viewpoints
of accent
information, through Spanish
marks can
explanation, resources (e.g.,
change the
description, visit a Spanish
meaning of
and narration website of a
words
(such as, Spanish
• Discuss
writing the museum to
differences in
rules for an gather gestures
original Spanish information for • Form

154
 • Use common “- and North • Separate validity,
ar,” “-er,” and “- America) informatio reliability, and
ir” forms • Understand n gathered consistency of
• Distinguish
the into major the
between “donde”
and “adonde” importance of compone information
• products nts based • Understand the

Differentiat within a on concept of a “likely

informant”
e usage of culture (e.g., appropriat
for obtaining
definite and discuss e criteria
information
indefinite imports from • Examine
about a specific
articles Spanish critical topic
• Use plural speaking relationshi • Take
indefinite articles countries to ps photographs or
• Use adverbs make short videos
the United between
or
correctly with States, read and
a focus on about crafts of among
adverbs that the pre- informatio
express time Spanish nal
cultures, elements
Cultural Awareness
discuss • Effectively
• Examine
products that use
relationships
came to the approved
between
New World search
language
from Spain) engines to
and culture • gather
(e.g., discuss Demonstrat informatio
the regional e an n
differences understandi • Use
in the ng of the magazines,
Spanish role of newspapers,
language) stereotyping dictionaries,
• Compare their
in creating schedules,
own culture and prejudices and journals
Spanish-
to gather
influenced STUDY SKILLS information
cultures
• Make limited, but
including Research and
Resources effective use of
perspectives, • primary sources
practices, and • Consider the
Effectivel
products (such importance
y gather
as researching of primary
and use
and comparing sources from
informati
the differences the
on for
among schools perspective
research
in Latin America of the
purposes

155
 Sixth Grade

156
 sketches as a this study texts from the
way of collecting developmental guide perspective of
field data s to the attitudes
level
• Generate
• Independently break and values of
critical down the time
use the various
questions to and period in
parts of a book
be under which they
(e.g., index,
answered stand were written
table of
while conte • Accurately
contents,
reading for nt of identify author’s
glossary,
research purpose
appendix) to lengt
purposes • Use a highlighter
gather hy
• Identify and to track important
information text information
model specific • • Consistently • Consistently
devices an Unders reflect on what rely on best
author is using tand has been style of
to persuade and learned after personal
readers apply reading in learning (e.g.,
• Independently
commo order to visual,
apply the nly synthesize auditory,
reading process used information kinesthetic)
and strategies to technic • Use specific
to help
passages that al terms strategies to ensure
are of moderate in clear up classroom
length and informa confusing success
developmentally tional parts of a •
appropriate texts text (e.g. Consistentl
with regard to reread the y rely on
complexity of Applications
text, consult structural
topic(s) and • Use note-taking
another analysis
hierarchical strategies when
scanning source, ask techniques
structure (e.g., for help) to decode
various sources of
chronology, written and verbal • Represent unfamiliar
problem/solutio information abstract language
n) (e.g., annotation, information
• Understand the paraphrasing,
(e.g., concepts,
defining summarizing)
• Use
generalizations)
features and as explicit
structure of detailed
mental pictures
instructional outlines as
used specifically
texts, essays, a way to
to aid in
historical organize
comprehension
documents, informatio
• Understand
editorials, and n
• Use
stories and
news stories at expository

157
 self-regulation materials
Work Habits techniques on a prior to
• Use a student
consistent basis finalizatio
planner to track to maintain a n
assignments consistent level • Use
and long-term of self-control, mnemo
projects work output, and nics or
• Perform daily
quality of work word
self-checks to • Accurately associa
ensure employ a tion to
orderliness of classroom memor
assignments binder system ize
• Apply project
to manage import
planning skills classwork, ant
and personal project plans, items
goal setting and • Rely on a focus
skills extraneous statement in order
• to
paperwork
Consis determine the
• Control
tently core elements of
homework and
apply a chapter within
long-term
techni a novel or text
assignments by
ques • Develop study
employing a
for guides
daily system of
self- independently
checks and
correct and with
balances
ion • assistance
and Effective • Choose

reflecti ly use various types

on word of graphic
• Apply organizers to
processi
time ng tools assist in
managem to analyzing and
ent skills improve synthesizing
and work text
preplanni producti • Use index

ng to on and cards as a
achieve quality study tool in
success • a variety of
and meet Consisten content areas
academic tly apply
and the
personal editing
goals process
• Use and adjust to written

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Nobel Learning Curriculum Reference Guide

159
 explicitly as meaning of actions,
Seventh well as words and narrator’s
Grade inferences phrases as they description;
drawn from the are used in a and words and
text text, including actions of
• Determine a figurative and other
theme or central connotative characters
idea of a text meanings; Integration of
and analyze its analyze the knowledge and
ideas
L development impact of
• Compare and
over the course rhymes and
I contrast a
of the text; other
written story,
T provide an repetitions of
drama, or
objective sounds on a
E poem to its
summary of the specific verse
audio, filmed,
R text or stanza of a
staged, or
• Analyze how poem or
A multimedia
particular section of a
version,
C elements of story or drama
• Analyze
analyzing the
a story or
Y effects of
drama how a
techniques
interact drama’s
unique to each
• Recognize and or
L medium
analyze poem’s
i frequent form or
themes across structure
t
various literary contribut
e works es to its
r • Identify types of meaning
poetic • Analyze how
a structures and an author
t define how tone develops and
or meaning is contrasts the
u conveyed points of view
r through word of different
choice, figurative characters or
e
language, narrators in a
Key ideas and details
sentence line text
• Cite several
length, • Analyze
pieces of
punctuation, characterizatio
textual
rhythm, n as delineated
evidence to
repetition, and through
support
rhyme character’s
analysis of what
Craft and structure speech
the text says • Determine the patterns and

160
 • Compare and of the text; choice on version of the
contrast a fictional provide an meaning and text, analyzing
portrayal of a time, objective tone each
place, or summary of the • Analyze the mediu
m’s
character and a text structure an
portray
historical account • Analyze the author uses to al of the
of the same interactions organize a text, subject
period as a means between including how the
of understanding individuals, major sections
how authors of events, and contribute to the
fiction use or alter ideas in a text whole and to the
history • Generate and development of
Range of reading and discuss implied the ideas
level of text generalizations • Determine an
complexity
from author’s point of
• Read and
informational view or purpose
comprehend
texts along with in a text and
literature,
the specific analyze how the
including stories,
information that author
dramas, and
supports these distinguishes his
poems, in the
generalizations or her position
grades 6–8 text • Explain how the from that of
complexity band
motives of others
proficiently, with •
characters or
scaffolding as Ass
the causes of
needed at the ess
complex events
high end of the for
in texts are
range ade
similar to and
different from qua
Informational Text
those in one’s cy,
Key Ideas and details
real life acc
• Cite several
Craft and structure ura
pieces of textual
• Determine the cy,
evidence to
meaning of and
support analysis
words and app
of what the text
phrases as they rop
says explicitly as
are used in a riat
well as
text, including ene
inferences drawn
figurative, ss
from the text
connotative, Integration of
• Determine two
knowledge and ideas
or more central and technical
• Compare and
ideas in a text meanings;
contrast a text to
and analyze their analyze the
an audio, video,
development impact of a
or multimedia
over the course specific word

161
 Seventh Grade

162
 •Trace and Writing style compr
evaluate the Writing text types • Provide a ehensi
argument and and purposes concluding on
• Write statement or Develop the
specific claims •

in a text, arguments to section that topic with

assessing support follows from relevant
whether the claims with and supports facts,
reasoning is clear reasons the argument definitions,
sound and the and relevant presented concrete
evidence is evidence • Write details,
• Introduce informative/expl quotations,
relevant and
sufficient to claim(s), anatory texts to or other
support the acknowledge examine a topic information
claims alternate or and convey and
• Analyze how opposing ideas, concepts, examples
two or more claims, and and information
authors writing organize the through the
about the same reasons and selection,
topic shape evidence organization, and
their logically analysis of
• Support claim(s) relevant content
presentations of
key information with logical • Introduce a

by emphasizing reasoning and topic clearly,

different relevant previewing what
evidence or evidence, using is to follow;
advancing accurate, organize ideas,
different credible sources concepts, and
interpretations and information,
of facts demonstrating using strategies
Range of reading an understanding such as
and level of text of the topic or definition,
complexity text classification,
• By the end of the • Use words, comparison/con
year read and phrases, and trast, and
comprehend clauses to cause/effect;
literary create include
nonfiction in the cohesion and formatting,
grades 6–8 text clarify the graphics,
complexity band relationships and
proficiently, with among multi
scaffolding as claim(s), media
needed at the reasons, and when
high end of the evidence useful
range • Establish and to
maintain a formal aiding

163
• Use and/or and events different
appropriate characters; • Provide a forms used
transitions to organize an conclusion that to cite
create event follows from and sources
cohesion and sequence that reflects on the when
clarify the unfolds narrated writing
relationships naturally and experiences or reports
among ideas logically events Production and
and concepts • Use • Reveal distribution of writing
• Use precise • Produce clear
narrative unique
language and techniques, and and coherent
domain- such as person writing in
specific dialogue, al which the
vocabulary to pacing, and express development,
inform about or description ion organization,
explain the , to throug and style are
topic develop h appropriate
• Establish and experience words to task,
maintain a formal s, events, • Use a wide purpose, and
style audience
and/or range of
• Provide a • With some
characters creative
concluding • Use a variety guidance and
language
statement or support from
of transition including
section that peers and
words, personification,
follows from adults, develop
phrases, and onomatopoeia,
and supports and strengthen
clauses to alliteration and
the writing as
convey idiom
information or needed by
sequence and •
explanation Communicat planning,
signal shifts
presented e own revising, editing,
from one time
• Write
frame or perspective rewriting,
narratives to and personal
setting to
develop real preferences
another
or imagined • Use precise • Determine
experiences reasons for and
words and
or events write for a
phrases,
• Engage and
relevant variety of
orient the audiences
descriptive
reader by including
details, and
establishing a outside/distance
sensory
context and audiences
language to
point of view • Determine the
capture the
and unique needs of
action and
introducing a different audience
convey
• Identify
narrator
experiences

164
Nobel Learning Curriculum Reference Guide

165
 or trying a new present knowledge texts to support and expressing
approach, • Conduct analysis, their own
focusing on how short reflection, and clearly
well purpose research research • Come to
• discussions
and audience projects to
have been answer a App prepared having
addressed question, ly read or
• Use drawing on gra researched
technology, several de 7 material under
including the sources rea study; explicitly
Internet, to and generating din draw on that
produce and additional g preparation by
publish related, stan referring to
writing and focused dar evidence on the
link to and questions for ds topic, text, or
cite sources further research to issue to probe
as well as to and liter and reflect on
interact and investigation ary ideas under
collaborate • Gather non discussion
with others, relevant ficti • Follow rules for

including information on collegial

Range of writing discussions, track
linking to from multiple
• Write routinely
and citing print and
over extended
sources digital time frames
• Offer specific sources, using for a range of
constructive search terms discipline-
feedback to effectively; specific tasks,
others based assess the purposes, and
on the seven credibility and audiences
traits model of accuracy of
writing each source; Speaking and
• Articulate and quote or Listening
the qualities paraphrase Comprehension and
collaboration
that make a the data and
• Engage
piece of conclusions of
effectively in a
writing others while
range of
effective avoiding
collaborative
• Use the plagiarism and
discussions
seven- following a
with diverse
traits standard
partners on
models format
topics, texts,
as criteria for citation
• Draw evidence
and issues,
to assess
building on
writing from literary or
others’ ideas
Research to build and informational

166
 progress evaluating the demonstrating modifiers
toward specific soundness of command of • Demonstrate
goals and the reasoning formal English command of
deadlines, and and the when indicated or the
define relevance and appropriate conventions
individual roles sufficiency of of standard
Language
as needed the evidence English
Conventions of
• Pose questions Presentation of capitalization,
standard English
that elicit knowledge and ideas punctuation,
• Demonstrate
• Present
elaboration and command of and spelling
respond to claims and when writing
the
others’ findings,
conventions of
questions and emphasizing
standard
comments with salient points
English
relevant in focused,
grammar and
observations and coherent
usage when
ideas that bring manner with
writing or
the discussion pertinent
speaking
back on topic as descriptions,
• Explain the
needed facts, details,
function of
• Acknowledge and
phrases and
new examples;
clauses in
information use
general and
expressed by appropriate
their function in
others and, eye contact,
specific
when adequate
sentences
warranted, volume, and
• Choose
modify their clear
among simple,
own views pronunciatio
compound,
• Analyze the n
complex, and
• Include
main ideas and compound-
supporting multimedia
complex
details components
sentences to
presented in and visual
signal differing
diverse media displays in
relationships
and formats presentations
among ideas
and explain to clarify
• Place phrases
how the ideas claims and
and clauses
clarify a topic, findings and
within a
text, or issue emphasize
sentence,
under study salient point
recognizing
• Delineate a • Adapt speech to
and
speaker’s a variety of
correcting
argument and contexts and
misplaced
specific claims, tasks,
and dangling
167
 Seventh Grade

168
 • Use a comma to • Determine or ion of the comprehension
separate clarify the meaning of or expression
coordinate a word or • Monitor
meaning of
adjectives
unknown and phrase expository text
• Spell correctly
multiple- • Demonstrate for unknown
Knowledge of
language meaning words understandin words and use
• Use knowledge and phrases g of figurative paragraph clues
of language and based on grade language, to decode
its conventions 7 reading and word • Identify

when writing, content, relationships, idioms,

speaking, choosing flexibly and nuances analogies,
reading, or from a range of in word metaphors
listening strategies meanings and
• Use • Interpret figures similes’ in
• Choose
context as of speech in prose and
language that context
expresses ideas a clue to poetry
• Use the
precisely and the
relationship
concisely, meaning
between
recognizing and of a word
particular words
eliminating or phrase
to better
• Use common,
wordiness and understand each
redundancy grade-
of the words
• Consistently appropriate
• Distinguish
perform rapid Greek or Latin
among the
and accurate affixes and roots
connotations
word naming as clues to the
of words with
when reading meaning of a
similar
grade level or word
denotations
• Consult general
beyond • Acquire and
• Consistently and specialized
use accurately
exhibit tone and reference
grade-
flux when materials both
appropriate
reading grade print and
general
level text or digital, to find
academic and
beyond the
domain-
• Continue to pronunciation
specific words
demonstrate of a word or
and phrases;
connected determine or
gather
text clarify its
vocabulary
comprehensio precise
knowledge
n when meaning or its
when
reading grade part of speech
considering a
• Verify the
level text word or phrase
Vocabulary preliminary
important to
acquisition and use determinat

169
WRITING paragraphs audie
with main nces
Conventions
• Use appropriate
ideas and and
spelling strategies supporting genre
• Use details s
• Reveal unique
punctuation
Ideas and personal
accurately
• Select and expression
to guide develop a narrow, through words
reader manageable topic •
through the • Maintain
Communicat
text consistent focus
e own
• Use commas to • Use at least
perspective
punctuate items five specific
and personal
in a series, details to preferences
greeting and enhance or
closing of letters, support topic Word Choice
dates, • Enhance ideas • Use

introductory using relevant, patterns

words, dialogue insightful, and
and direct quality details vocabular
address, y from
Organization diverse
interrupters,
• Use effective writings
compound
organization • Use a
sentences, and
including an wide
appositives
inviting range of
• Use a variety of
more advanced introduction, creative
punctuation logical and language
• Use correct informative body, including
conventional and a thoughtful personific
grammar conclusion ation,
• Identify • Include graphics onomato
dependent and to enhance text poeia,
independent • Refine pacing to
clauses alliteratio
allow for smooth
• Identify
n, and
flow of text
and use idioms
simple, Voice
•
compou
Choo
nd, and
se
complex
voice
sentence
appro
s
priate
• Form
to
various
differe
multiple nt

170
Nobel Learning Curriculum Reference Guide

171
Sentence Fluency plays, fairy tales, plan writing using • Generate
• Use a variety tall tales and the following: ideas and
• Story
of sentence fables, poems, gather
mapping
structures: journals, stories, information
•
simple, narratives, Discussion from a variety
compound, friendly letters, • Webbing of sources:
and lists • Outlining • Personal
complex • Write in a variety • experiences
• Vary sentence
of informative Brainstormin • Literature
beginnings and g • Periodicals
forms:
lengths • Role
• Multimedia
newspaper playing
• Reference
Presentation articles, • Recall of
materials
• Consistently use persuasive experience
• Interviews
format suited to papers, research • Listing
audience papers, • Jotting Drafts
• Consistently use
brochures, • Free • Refer to
margins in final
copies observations, writing prewriting
biographies, • Drawing
• Include proper activities while
heading on mathematical • Graphic
writing rough
written work explanations, lab organizers
draft
• Use correct • Visuals
reports, and • Draft fluently for
fonts and procedures extended periods
sizes when • Identify of time
using word different • Write complete

processing phrases, sentences,

forms used
• Integrate and thoughts
to cite
• Focus on content,
page sources not convention
numbers when writing
and reports Revises
bulleting • Create a • Recognize
into bibliography the need to
appropriate • Write improve and
text and adjust a
maintain rough draft
Styles/Audiences
• assignm • Reread writing to

Determi ent lists self to check for

and clarity
ne the
• Conference with
unique personal
peer or teacher
needs of schedule
• Listen to
different s
audience
• Show an
audience
awareness of response
s
audience and
• Write in a variety
considers
of creative Prewriting change in
forms: jokes, • Organize and

172
 text s
• Apply rules for in
correct usage of de
conventions
pe
• Changes or
nd
add language
en
to enhance
tly
text and style • Understand and
• Adjust text to
use proofreading
reflect the marks
seven-traits
model of Publishing
•
effective
Determ
writing
ine a
Edits plan for
• Correct improve
common errors ment
in spelling, after
punctuation, receivin
grammar, and g
capitalization feedbac
• Use k on
dictionaries, publishe
thesauruses, d work
• Create a
technology,
and other writing
available portfolio
references reflective of
• various
M written works
ak
e Evaluating/Analyzing
ap Self
• Read and discuss
pr
own work
o
• See self as a
pr
writer
ia
te
ed
iti
n
g
ch
an
ge

173
 Seventh Grade

174
 • Use the repres of the situation,
seven-traits to MATH ent with special
reflect on and propor attention to the
Operations and
improve tional points (0,
Algebraic Thinking
writing • Understand the
relatio 0) and (1, r)
• Assess nships where r is the
meaning of the unit rate
progress and betwe
absolute value
set writing en
of a number
goals for own • Explore
quantit
writing ies
relations
• See writing as • Decide
hips
an ongoing whethe
process between
r two
symboli
quantiti
Evaluating/Analyzin c
g Others es are
expressi
• Use the seven- in a
ons and
traits model as proport
graphs
criteria to ional
of lines
assess writing relation
• Offer specific Ratios and ship
constructive Proportional • Identify the
Relationships constant of
feedback to
Analyze proportionality in
others based
proportional tables, graphs,
on the seven-
relationships and equations,
traits model
use them to solve diagrams, and
of writing
real-world and verbal
• Review
mathematical descriptions of
writing of
problems proportional
authors to
• Compute unit relationships
analyze •
rates
effective Represe
associated with
writing nt
ratios of
• Reflect on
fractions, proporti
writing of onal
including ratios
other authors relations
of lengths, areas
to improve hips by
and other
own writing equatio
quantities
• Articulate
measured in ns
the qualities • Explain what a
like or different
that make a point (x, y) on
units
piece of • the graph of a
writing Recog proportional
effective nize relationship
• Listen while
and means in terms
others share

175
 • Use • Describe principle in real- of rational
proportional situations in world contexts numbers
relationships to which opposite • Apply by
solve multistep quantities properties of describin
ratio and combine to operations as g real-
percent make 0 strategies to world
problems; • Understand p + add and contexts
examples: q as the subtract • Understand
simple interest, number rational that integers
tax, markups located a numbers can be
and distance |q| • Apply and divided,
markdowns, from p, in the extend provided that
gratuities and positive or previous the divisor is
commissions, negative understandin not zero, and
fees, percent direction gs of every quotient
increase and depending on multiplication of integers is a
decrease, whether q is and division rational
percent error positive or and of number. If p
negative. Show fractions to and q are
The Number System that a number multiply and integers, then
Apply and and its divide rational –(p/q) = (–p)/q
extend opposite have numbers = p/ (–q)
previous a sum of 0. • Understand that Interpret
understanding Interpret sums multiplication is quotients of
s of operations of rational extended from rational
with fractions numbers by fractions to numbers by
• Apply and
describing real- rational
extend world contexts numbers by
previous • Understand requiring that
understandin subtraction of operations
gs of rational continue to
addition and numbers as satisfy the
subtraction adding the properties of
to add and additive inverse, operations,
subtract p – q = p + (–q) particularly the
rational Show that the distributive
numbers; distance property,
represent between two leading to
addition and rational products such
subtraction numbers on the as (–1)(–1) = 1
on a number line is and the rules for
horizontal or the absolute multiplying
vertical value of their signed numbers
number line difference, and • Interpret
diagram apply this products

176
Nobel Learning Curriculum Reference Guide

177
 describing real- problems linear tools
world contexts involving the expressions strategically;
• Apply with rational apply
four
properties of operations coefficients properties of
operations as with rational • Understand operations to
strategies to numbers that rewriting
multiply and an expression
divide rational Measurement and in different
numbers Data
forms in a
• Select, create
• Convert a problem
rational and use
context can
number to a appropriate
shed light on
decimal using graphical
the problem
long division; representations
and how the
know that the including line
quantities in it
decimal form graphs, bar
are related
of a rational graphs,
• Understand

number histograms, stem

and use
terminates in and leaf plots
exponents,
0s or and line plots
powers, and
• Solve
eventually roots to solve
repeats problems
problems
• Apply
including
• Use computer

properties of time, rate,

spreadsheets to
operations as average
analyze data and
strategies to speed and
create graphs
multiply and distance
• Solve real-life

divide rational Expressions and and

numbers Equations mathematical
• Convert a Use problems using
rational properties numerical and
number to a of algebraic
decimal using operations expressions
long division; to generate and equations
know that the equivalent • Solve multi-

decimal form expressions step real-life

of a rational • Apply and
number properties mathematical
terminates in of problems
0s or operations posed with
eventually as strategies positive and
repeats to add, negative
• Solve real- subtract, rational
world and factor, and numbers in any
mathematical expand form using

178
 calculate these forms a scale drawing volume
with fluently; and • Know the

numbers in compare an reproducing a formulas for the

any form; algebraic scale drawing at area and
convert solution to an a different scale circumference
between arithmetic • Draw of a circle and
forms as solution, geometric use them to
appropriate; identifying the shapes with solve problems;
assess the sequence of the given give an informal
reasonablen operations used conditions; derivation of
ess of in each focus on the relationship
answers approach constructing between the
using • Solve word triangles from circumference
mental problems three measures and area of a
computatio leading to of angles or circle
n and inequalities of sides, noticing • Use facts about

estimation the form px + q when the supplementary,

complementary,
strategies > r or px + q < conditions
• Use variables to r, where p, q, determine a
represent and r are unique triangle,
quantities in a specific rational more than one
real- world or numbers; triangle, or no
mathematical graph the triangle
problem, and solution set of • Describe the

construct the inequality two-dimensional

simple and interpret it figures that
equations and in the context result from
inequalities to of the problem slicing three-
solve problems dimensional
by reasoning Geometry figures, as in
about the Draw, construct, plane sections
quantities and describe of right
• Solve word
geometrical figures rectangular
problems and describe the prisms and right
leading to relationships rectangular
equations of between them pyramids
• Solve problems
the form px + • Solve real-life

q = r and p(x + involving scale and

q) = r, where drawings of mathematica
p, q, and r are geometric l problems
specific figures, involving
rational including angle,
numbers; computing measure,
solve actual lengths area, surface
equations of and areas from area, and

179
 Seventh Grade

180
 vertical, and population; variability, event occurring
adjacent angles generalizations measuring the •

in a multi-step about a difference Approxim

problem to write population from between the ate
and solve simple a sample are centers by probability
equations for an valid only if the expressing it as of chance
unknown angle sample is a multiple of a event,
in a figure representative of measure of collecting
• Solve real-world that population; variability data on
and understand that • Use process
mathematical random measures that
problems sampling tends of center produces
involving area, to produce and it and
volume and representative measures observing
surface area of samples and of relative
two- and three- support valid variability frequency,
dimensional inferences for and
objects • Use data from a numerical
composed of random sample data from
triangles, to draw random
quadrilaterals, inferences about samples to
polygons, a population draw
cubes, and right with an unknown informal
prisms characteristic of comparati
• Know the use interest; ve
of generate inferences
Pythagorean multiple about two
theorem samples of the population
using same size to s
models gauge the • Investigate

variation in chance
Statistics and estimates or processes and
Probability
predictions develop, use,
Use random
Draw informal and evaluate
sampling to draw
comparative probability
inferences about
inferences about models
a population
two populations • Understand that
• Understand that
• Informally the probability
statistics can be
assess the of a chance
used to gain
degree of event is a
information
visual overlap number
about a
of two between 0 and
population by
numerical data 1 that
examining a
distributions expresses the
sample of the
with similar likelihood of the

181
 predict chance generate From Molecules to
approximate process frequenc Organisms: Structures
and
relative • Find ies for
Processes
frequency probabilities compou
• Conduct
given of nd
investigation to
probability compound events
provide
• Develop a events using
Functions evidence that
probability organized
• Identify living things are
model and lists, tables,
functions as made up of one
use it to find tree
linear or single cell or
probabilities diagrams,
nonlinear and many different
of events; and
contrast amounts and
compare simulation
properties types of cells
probabilities • Understand
using tables, • Develop and
from a model that, just as
or equations use a model to
to observed with simple
• Graph linear and describe the
frequencies; if events, the
nonlinear functions function of a
the probability of a
cell as a whole
agreement compound
S and the ways
is not good, event is the
C that parts of
explain fraction of
cells
possible outcomes in the I
contribute to
sources of sample space
E function
the for which the
• Use an
discrepancy compound N
argument
• Develop a event occurs C
supported
uniform • Represent
E by
probability sample spaces
evidence
model by for compound
for how the
assigning equal events using L
body is a
probability to organized lists,
i system of
all outcomes, tables, tree
f interacting
and use the diagrams; in
subsystem
model to everyday e
s
determine language
composed
probabilities of identify
S of groups
events outcomes in
of cells
• Develop a sample space c
probability which compose
i
model by event
observing • Design e
frequencies and use n
in data a
c
generated simulatio
from a n to e

182
Nobel Learning Curriculum Reference Guide

183
• Use an model to special • Define
argument based describe how structures are pathogens and
on empirical food is responsible for identify four
evidence and rearranged particular ways in which
scientific through functions they are
reasoning to chemical • Understand spread, as well
support the reactions that the cell as describe
explanation for forming new membrane how the human
how molecules that forms a body defends
characteristic support growth boundary that itself against
animal behaviors and/or release controls what them
and specialized energy, as this enters and
plant structures matter moves leaves the cell
affect the through • Understand

probability of organism that in

successful • Gather and multicellular
reproduction of synthesize organisms,
animals and information that the body is
plants sensory a system of
respectively receptors multiple
• Construct a respond to interacting
scientific stimuli by subsystems
explanation sending • Understand that

based on messages to the subsystems are

evidence for brain for groups of cells
how immediate that work
environmenta behavior or for together to form
l and genetic storage as tissues and
factors memories organs that are
influence the • Know that all specialized for
growth of living things are particular body
organisms made up of functions
• Construct a cells, which is • Explain how

scientific the smallest unit protein is formed

in cells
explanation that can be said
• Compare and
based on to be alive
contrast diffusion
evidence for • Understand that and osmosis
how an organism may • Define and
photosynthesis consist of one provide
cycles matter single cell or examples
and flows many different of active
energy into and amounts and and passive
out of types of cells transport
organisms • Identify that • Understand
• Develop a within cells, blood types

184
• Explain that sugars reaction interpret data
the can be used by which to provide
importan
immediately plants evidence for the
ce of
homeosta or stored for produce effects of
sis growth or complex resource
• Understand later use food availability on
that animals • Explain how molecule organisms and
engage in within individual s, and populations of
characteristic organisms, food understan organisms in an
behaviors that moves through a d that ecosystem
increase odds series of carbon • Construct an
of chemical dioxide explanation that
reproduction reactions in and predicts patterns
• Know that which it is water of interactions
plants broken down combine to among
reproduce in and rearranged form carbon- organisms across
variety of ways, to form new based organic multiple
sometimes molecules, to molecules and ecosystems
depending on support growth to release
animal behavior or to release oxygen
and specialized energy • Understand how

features for • Explain how cellular

reproduction each sense respiration in
• Identify genetic receptor plants and
factors as well as responds to animals involves
local conditions different chemical
that affect the inputs, reactions with
growth of adult transmitting oxygen that
plants them as release stored
• Understand signals that energy, and that
that through travel along in these
the process of nerve cells to processes,
photosynthesis, the brain complex
plants, algae • Understand molecules
and many that signals containing
microorganisms are carbon react
use energy processed in with oxygen to
from light to the brain, produce carbon
make sugars resulting in dioxide and
from carbon immediate other materials
dioxide and behaviors or Ecosystems:
water, which memories Interactions,
• Explain
Energy and
also releases
Dynamics
oxygen the • Analyze and
• Understand chemical

185
 Seventh Grade

186
• Develop a similar interactions vary to soil in
model to requirements for across
describe cycling food, water, ecosystems, the
of matter and oxygen or other patterns of
flow of energy resources may interactions of
among living compete with each organisms with
and nonliving other for limited their
parts of an resources, access environments,
ecosystem to which both living and
• Construct an consequently nonliving, are
argument constrains their shared
supported by growth and • Define and

empirical reproduction provide

evidence that • Know that the examples of
changes to growth of biotic and
physical or organisms and abiotic factors
biological population in the
components of an increases are environment
ecosystem affect limited by • Compare the three

populations access to ways of organism

dispersal
• Evaluate resources
• Explain how food
competing design • Understand that
webs are models
solutions for predatory
that demonstrate
maintaining interactions may
how matter and
biodiversity and reduce the
energy are
ecosystem number of
transferred
services organisms or
between
• Explain how eliminate whole
producers,
organisms and populations of
consumers and
populations organisms
decomposers as
of organisms • Understand that
three groups
are mutually beneficial
interact within
dependent on interactions may
ecosystem
environmenta become so
• Understand that
l interactions interdependent that
the transfer of
with other each organism
matter into and
living things requires the other
out of physical
and with for survival
environment
nonliving • Understand that
occurs at every
factors although species
level
• Understand that involved in
• Explain how
in any competitive, decomposers recycle
ecosystem, predatory and nutrients
organisms and mutually from dead plant or
populations with beneficial animal matter back

187
 terrestrial to any physical depletion, reproduction
environme or biological pollution, results in
nts or to component of land use, offspring with
water in an ecosystem intensive genetic
aquatic can lead to farming and variation
environme shifts in all its overpopula • Understand and

nts populations tion explain how

• Explain how • Understand • Describe ways to organisms
atoms that that manage reproduce, either
renewable
make up biodiversity sexually or
resources
organisms in describes a asexually, and
Heredity:
ecosystem variety of Inheritance how they transfer
are cycled species found and Variation their genetic
repeatedly in Earth’s of Traits information to
• Develop and
between terrestrial and their offspring
living and oceanic use a model to • Know that genes

nonliving ecosystems, describe why are located in

parts of and that the structural chromosomes of
ecosystem completeness changes to cells, with each
• Identify the or integrity of genes located chromosome
layers of energy an ecosystem’s on pair containing
pyramid chromosomes
biodiversity is two variants of
• Understand
often used as may affect each of many
and identify proteins and
measure of its distinct genes
the may result in
health • Understand
significance • Know that harmful, that each
of the beneficial or
changes in distinct gene
following neutral effects
biodiversity chiefly
cycles: to the
can influence controls the
carbon, structure and
humans’ production
water and function of
resources, of specific
nitrogen organism
such as food, proteins,
• Know that • Develop
energy and
ecosyste and use a
medicine, as
ms are model to
well as
dynamic describe
ecosystem
in nature why asexual
services that
and that reproductio
humans rely
characteri n results in
on
stics can • Identify offspring
vary over with
common
time identical
environme
• Understand
ntal issues, genetic
that information
such as
disruptions and sexual
resource

188
Nobel Learning Curriculum Reference Guide

189
 which in turn genes and some embryological
affects the traits acquired (at neutral to the development
of an individual organism across multiple
random) by
• Understand that
offspring Biological Evolution: species to
changes to Unity and Diversity identify
• Understand that
genes can result • Analyze and
relationships not
individuals have
in changes to interpret data evident in fully
two of each
proteins, which for patterns in formed anatomy
chromosome
can affect fossil record Construct an
and two alleles •
structures and that document explanation
of each gene,
functions of existence, based on
one acquired
organism and diversity, evidence that
from each
thereby change extinction and describes how
parent
traits • change of life genetic
• Explain how forms
Understan variations of
variations of d that throughout traits
inherited versions of history of life
traits genes may on Earth, under
between be the assumption
parent and identical or that natural
offspring arise may differ laws operate
from genetic from each today as in
differences other past
that result • Know that in • Apply scientific

from subset addition to ideas to

of variations that construct an
chromosome arise from explanation for
s inherited sexual anatomical
• Identify similarities and
reproduction,
characteristics genetic differences
that can and information among
cannot be can be altered modern
inherited because of organisms and
• Explain the between
mutations
role of • Know that modern and
probability in although rare, fossil
reference to mutations may organisms to
result
heredity infer
• Understand
in changes to
evolutionary
structure and
that in sexually relationships
function of
reproducing • Analyze displays
proteins, and
organisms, of pictorial data
that some
each parent to compare
changes are
contributes patterns of
beneficial,
half of the similarities in
others harmful
190
 in • Understand relationships not become less
population that fossil evident in fully- common, and
increase records formed anatomy therefore the
some document • Evaluate distribution of
individuals’ existence, the traits in a
economic,
probability diversity, population
social and
of surviving extinction and ethical changes
and change of issues raised by Science and
reproducing many life selective Engineering
in specific forms breeding and Practices and
environme throughout Design
genetic
nt history of life Engineering Design
research
• Define a
• Gather and on Earth • Define and
design
synthesize • Understand provide problem
information that examples of how that
about anatomical organisms requires a
technologies similarities evolve through
that have and mutation,
changed the differences adaptation and
way humans between extinction
influence the various • Explain how
inheritance organisms adaptation by
of desired living today, natural
traits in and between selection over
organisms them and generations is
• Use organisms in one important
mathematical fossil record, process by
representations enable the which species
to support reconstruction change over
explanations of of time in
how natural evolutionary response to
selection may history and changes in
lead to inference of environmental
increases and lines of conditions
decreases of evolutionary • Understand that
specific traits in descent as traits that
populations • Understand how support
over time the comparison successful
• Define of survival and
collection of embryological reproduction in a
fossils and their development of new
placement in different species environment
chronological also reveals become more
order as the similarities that common, those
fossil record show that do not
191
 Seventh Grade

192
 solution by an and synthesize a solution to a
asking questions investigation information problem
that assist in • Construct from multiple • Evaluate

better scientific appropriate competing design

solutions based
understanding explanation sources and
on jointly
scientific and/or based on valid assess
developed and
engineering and reliable credibility,
agreed-upon
problems evidence accuracy and
design criteria
• Identify multiple obtained from possible bias
solutions to a sources and of each
problem publication
assumption that
and analyze and methods
theories and
possible used, and
laws that
solutions in describe how
describe the
regards to they are
natural world
constraints and supported or
operate today
criteria, not supported
as
through by evidence
they did in the
brainstorming • Analyze and
past and will
• Test possible
continue to do so interpret data
solutions with to provide
in the future
given criteria, • Use oral and evidence for
analyze results phenomena
written
and determine • Construct an
argument
the best explanation that
supported by
solution includes
evidence to
Science and qualitative or
support or refute
Engineering
Practices an explanation quantitative
• Develop and use or model for relationships
a model to phenomenon between
describe • Use oral and variables that
phenomena predict
written
• Develop a
argument phenomena
model to • Construct oral
supported by
describe and written
empirical
unobservab argument
evidence and
le supported by
scientific
mechanisms empirical
reasoning to
• Conduct an
support or refute evidence and
investigation scientific
an explanation
to produce reasoning to
or a model for
data to serve support or refute
phenomenon or
as basis for an explanation
a solution to
evidence that or a model for
problem
meet goals of • Gather, read phenomenon or

193
 • Analyze explain the • Understand the
S impacts of the Silk
displays of purpose of
T the Great Road
data to
• Trace the cultural
identify linear Wall of
U diffusion in East
and nonlinear China
D Asia
• Identify
relationships • Analyze
• Analyze I signific
the
ance of
and E causes
the
interpre and
S Indus
t data to effects
Valley
determi of China
civilizat
ne becomi
P ion
similariti ng a
• Explore the
a commu
es and following
s nist
differen civilizations and
nation
ces in t identify their
• Recognize the role
findings significant
that Japan plays in
• Use contributions: today’s
mathematical a Assyrian, East Asia
representatio Babylonian, • Identify
n
Hittite,
ns to Gandhi as a
d Phoenician,
support leader in
Median, He-
scientific India and
brew,
conclusions analyzes the
P and Persian
and design leadership
• Define
r traits he
solutions and
e possessed
• Apply scientific
explain • Analyze the
ideas to s the causes of the
construct signific
e conflict between
explanation for ance of India and
real-world n
a caste Pakistan and
phenomena, t system identify the
examples or • Identify the key • Compare the effects that it has
events elements of three main empires on today’s world
civilization and of South Asia • Examine the cycle

S the significance • Identify significant of invasion and

of each contributions of the conquest of
O Mesopotamian Central Asia
• Explore the
C basic civilization • Analyze the effects
• Understand the of colonial rule in
I teachings of
purpose of the
Confucianis
A Code of
m and
Hammurabi
L Taoism
• Identify three
• Trace the
monotheistic
history and religions

194
Nobel Learning Curriculum Reference Guide

195
 Southeast Asia classes of society • Identify the Pacific
• Trace the during the people Region
settlement of the Middle Ages who have • Identify and map
Pacific Region • Identify and had a climate and
• Understand the describe significant vegetation of Asia
significance of significant events impact on • Identify and
China’s Cultural of the Russian map climate
Revolution Renaissance culture and
• Identify the cause period
• Explain the vegetation
and effect of war • Identify
significance of the of the
and and fall of the
conflict in the Pacific
describe Berlin Wall
Stans region of contributi Region
• Trace the
Asia and Vietnam • Identify the
ons of growth of the
• Recognize then five themes of
key Balkan nations
compare and people • Identify the geography as
contrast key during the they relate to
causes and
aspects of ancient Renaissan Asia
effects of the
Greece with ce period • Map location of
ancient Rome break up of
• Identify causes early Roman and
including: physical Yugoslavia
and effects of the Greek
geography, art, Russian civilizations
Map/Globe Skills
social classes, Revolution • Identify and map
• Identify the five
religion, myths, • Identify causes land and water
and government themes of
and effects of the features of
• Identify fall of the geography and
Europe and
people of Soviet Union how they can Russia
significanc • Trace the history be used to • Identify and map

e during of the European investigate the climate and

the Union world vegetation of
ancient • Explain Europe and
• Map location of
Greek and the early Asian Russia
civilizations • Identify the
Roman outcomes
period of border • Identify five themes of
• Analyze the fall of openings and map geography as
ancient Rome in Europe land and they relate to
• Create a timeline • water Europe and
that illustrates Identi features Russia
significant fy of Asia • Map the Silk
developments of and • Identify and map Road
the following land and water • Map the Ring of
descr
civilizations: Inca, features of Fire
ibe
Egyptian,
cultur Analysis
Chinese, Greek,
and Roman al •

• Define feudalism
cente Recogni
and evaluate its rs of ze
effects Euro causes
on the various pe and

196
 effects of North and South
various Korea
population • Define

densities and
• Understand compare
that different
population types of
is econom
constantly ies
growing • Understand

• Use a map that there are

of natural levels of
resources economic
to make development
inferences • Explain the

and causes and

prediction effects of the
s economic
• Analyze the struggles in India
effects of the • Compare and

climate on the contrast the

economies of
agricultural
Southwest Asia
dependence of
the people of
Asia

Economics
• Explain the effects
of the development
of the
Silk Road
• Describe

China’s
economy under
communist rule
• Trace the growth
of Japan’s economy
after
World War II
• Explain the
importance of
technology on
Japan’s economy
• Compare and

contrast the
economies of

197
 Seventh Grade

198
 • Identify ethnic group education, and • Compare and
economic sources is the most religion contrast the
in the Pacific Rim • Identify central
populous in governments
• Examine the themes of Greek
China of the following
effects of taxes on and
ancient Rome
• ancient
Reco Roman
• Identify causes mythology civilizations:
and effects of the gnize Inca, Egyptian,
• Define
Industrial South nationalism and Chinese, Greek
Revolution Korea explains its effects and Roman
• Understand and on • Trace the history
the Japan Europe during of tsars through
relationship as the 1900s R
between homo u
Government s
industry and geneo
• Define dynasty s
population us i
• Identify
growth count a
significant
• ries n
events and/or
Compar • Explain how
contributions h
e and cultures evolve
and change during the i
contrast s
• Identify the main Shang Dynasty
the t
ethnic group of • Identify
o
economi
Southwest Asia significant r
es of •
events and/or y
present Under
contributions • Describe the
day stand
during the Qin governments
Europea key
Dynasty prevalent in
n conce • Describe the role Europe during
countries pts of of the PLO the 1600 and
• Evaluate the
Hindui • Compare and
effectiveness of 1700s
sm and contrast the • Trace
the European
Buddh governments of
Union’s the
ism North and South
implementation rise of
• Develop an
Korea
of the euro comm
• Trace
understanding
Culture the unism
of the two
• Define culture growth with
different sects
• Explain how of the
of Muslims
culture develops democra devel
• Recognize the
• Examine the role cy opme
impact of the
of language in Quran through nt of
culture the
• Examine the ancient
• Examine the role
cultures of ancient Greece Soviet
of religion in Greece Union
culture
and Rome • Describe the
• Understand
including: art, current government
that the Han of the Russian
language,

199
 Federation documents t
i y
• Describe the • Use proper
structure of the o keyboarding • Analyze the
European Union positive and
n techniques to
• Trace the history
improve negative
of English s
accuracy, effects of
monarchs • Apply
• Define and speed, and technologic
strategies to al advances
evaluate general
identify and • Trace the historical
the efficiency in
correct minor development of
effectiven computer
hardware and computers
ess of a operation
software
• Type 33 WPM
welfare issues/proble
• Use word
state ms as a class
processing
• Identify,
T as a tool for
discuss,
writing,
E and use
editing, and
the
C publishing
spreadshe
H paragraphs,
et tools
stories, and
N • Create
assignments
spreadsheet
O • Set tab margins
s to perform
• Begin to use
L calculations graphing calculator
O using • Import data from
multiple spreadsheet/databa
G
functions se into
Y • Use multiple Word document
spreadsheets and
graphs T
B to e
c
a organize,
h
calculate, n
s
and o
i display l
o
c data in
g
content y
areas
O • Identify, a
discuss, and n
p
d
use
e
terms/concep S
r ts of o
a menu/toolbar c
i
in word
t e
processing

200
Nobel Learning Curriculum Reference Guide

201
• Recognize, information importance of (e.g.,
discuss, and use from ethical, personal
appropriate vandalism responsible, information,
behavior related and intrusion and safe images,
to computers, • behavior when content,
networks, digital Reco using language) to
information (e.g., gnize networked consider in
security, privacy, and digital developing
passwords, discu information multimedia
personal ss (e.g., Internet, projects
information), and how mobile • Recognize,

identify possible and phone, discuss, and

consequences of why wireless, create rubrics to
unethical data LANs) evaluate
behavior base • Recognize, elements (e.g.,
• Recognize and s are discuss, and content,
discuss how used establish organization,
copyright laws in ethical appropriateness
protect socie guidelines for of materials,
ownership of ty use of personal citations) of
• Demonstrate and multimedia
intellectual
property and appropriate copyrighted projects/produc
discuss use of media ts
consequences copyrighted • Create a

materials in Technology and PowerPoint that

of misuse
Creativity
• Recognize and word includes slide
•
discuss processing transitions,
Recognize
methods used documents imported
, discuss,
to protect used for background, and
and use
computers, content imported audio
multimedi
networks, and projects/assig and video clips
a
information nments • Identify and
terms/con
from viruses, • Demonstrate discuss the use of
cepts multimedia
vandalism, and knowledge of
(e.g.,
intrusion Copyright and
navigatio
• Identify and Fair Use
n buttons,
discuss Guidelines by
transitions
appropriate explaining
,
technology selection and
links/hype
tools (virus use of resources
rlinks,
software) to in content
animation
protect projects/assign
)
computers, ments • Identify
• Model and
networks, guidelines
and explain the
for media
202
 tools to report audience, citing government, organizer to
content area sources business, and demonstrat
information • Prepare a rubric science) to e decision-
Technology and to use as a collect and making
Research guide to select organize process
• Sort and and evaluate information • Create a
search/filter a digital • Recognize graphic
prepared content
resources and and discuss organizer to
area database
information how explore
for information
for spreadsheets cause and
and use
content are used to effect
correct
and calculate and relationships
terms/concept
usefulness graph data in
s to explain
in content a variety
strategies used
area of settings (e.g.,
as a class
assignmen schools,
activity
ts, as a government,
• Plan and
class business,
use two
industry)
criteria to Te • Discuss, plan, and
search/filter ch develop simple
prepared no databases in
databases lo content areas to
to locate gy enter/edit,
and an collect, organize,
organize d and display
information Pr content data, as
for content obl a class
assignment em • Create
s Sol spreadsheets
• Use databases
vin and select
to analyze and g graphs to best
evaluate an represent data
information in d and cites
content areas De sources of data
and cites cis • Use spreadsheet
sources ion data and graphs
• Locate, select,
M to make
organize, and
aki predictions, solve
present
ng problems, and
content area
•Recognize and make decisions
information
discuss how and in content areas
from the why
Internet for a as a class/group
databases are
• Create a
specific used (e.g.,
purpose and graphic
schools,
203
 Seventh Grade

204
PE/WELLNESS • Understand tobacco stressors
how to advertisement • Understand the
Physical Wellness
analyze s importance of
• Understand
messages in • Understand managing stress
health risks for
age group the media how to by minimizing
• Understand targeting encourage exposure to
own health teens others not to stressors
status use illegal •
• Understand the
• Understand
contribution of substances Underst
differences and how
alcohol to
between Social/Emotional to
death and
objective and Wellness exercise
injury from • Understand
subjective social
vehicle examples of self-
perceptions of and
crashes, deception
personal health • interper
pedestrian
risk Understan sonal
injury,
• Understand persuasi
homicide, d the use
the concept of positive on
suicide,
of cumulative imaging to •
robbery and
risk in maintain Underst
assault,
regards to self-esteem and how
drowning,
disease and • Understand to
burns, and
injury the identify
falls, and to job
•
differences feelings
absenteeism,
Unde in
job loss, and of effort,
rstand commu
job injury ability, and
the nication
• Understand chance as
incide s with
the variety factors in
nce of others
of health success and
high- • Understand how
risks failure
risk •
to clarify
associated expressions of
behav Understa
with the others
iors nd the
injection of
for importanc
substances
age e of
• Understand
group managing
• Understand
refusal skills that
habits
how to refute
appropria
extinguish fires persuasion to
correctly tely
abuse
• Understand • Understand the
substances
how to define • Understand
importance of
examples of managing,
how to analyze
health and anticipating, and
anti-cigarette
medical monitoring
and anti-
quackery personal
chewing

205
• and abilities in vitamins and personal fitness
Underst physical minerals test
and how activity • Understand • Understand the

to terms aerobic and

settings the
anaerobic
express • conditions • Understand
expecta Understa under which
the
tions to nd the nutrient
importance
others importan supplementat
• of
ce of ion may be
Understa cardiovascula
displayin appropriate
nd how r endurance
g for some
to define in an activity
sensitivity individuals
toleranc other than
to the •
e and running
feelings Unde
•
explain of others rstan
Underst
its during d the
and the
importan physical risks
importa
ce to a activities of
nce of
healthy • Understand mega
flexibility
society the doses
,
respectfu importance of of
muscular
l of engaging in specifi
strength,
differenc fair play and c
and
es and sportsmanship nutrie
enduran
diversity behaviors nts
• Understand the
ce
during physical • Understand
• Identify
importance of activity the
resource
respect for importance
Nutrition s in the
individual of snacks
• Plan, select, commun
differences in rich in
and prepare ity that
physical activity nutrients and
healthful can be
settings low in sugar
• Understand meals that accesse
and
emphasize d to
the carbohydrat
the maintain
importance of es
principles of a
physical • Understand
the dietary physicall
activity in a eating
guidelines y active
diverse disorders,
for lifestyle
society symptoms, • Understand
• Understand Americans and benefits of various
strategies for • Understand
resources for physical activities
including the benefits or treatment
persons of risks of food
diverse fortification Fitness
backgrounds with specific • Complete a
health related
206
Nobel Learning Curriculum Reference Guide
• competence in define, and expressive
Underst skills needed analyze qualities of the
and the for team different art elements,
importa games and artistic for example
nce of sports materials, color (warm
persona • Demonstrate processes, and cool) and
l competence in and line (static and
physical skills needed techniques active)
activity for individual • Review and • Identify

goals physical expand his or various

•
activity her media
Understa • understandin techniqu
nd the Understa g of the art es from
importan nd the elements and visual
ce and importan principles of example
value of ce of design (e.g., s
regular advanced compare and • Define and use
physical movemen contrast the more complex art
activity t and vocabulary
elements of
• Demonstrate
game shape and
country strategies form as they
western dance •
relate to
and social Understa three-
dance forms nd the dimensional
• Create dances critical forms)
that use the elements • Identify and
various of more explain the
elements of advanced effects of
time, space, movemen structure
force, and flow t skills and function
• •
in works of
Demonstr Underst
art
ate vaulting and the
• Describe
skills using character
the world
available istics of
he/she
equipment skilled
lives in
• Create a short performa
movement using
nce in a
sequence artistic
few
routine terms
moveme
• Demonstrate • Identify
nt forms
strategies in and discuss
a variety of various art
ART
games and media and
sports Artistic Perception art forms
• Demonstrate • Identify, • Discuss
 including techniques as media and and
components of well as a range techniques imple
art as well as art
of subject in an menti
forms
• Explore
matter, ideas, expressive ng
and symbols manner imag
and
that successfully • Create art es
identify
communicate that shows • Discuss,
the
their objects or develop,
unique
individuality, surroundings and apply
propertie
experiences, as the the concept
s and
values, insights, student of safety as
potential
opinions, would like it relates to
of
emotions, and them to be art tools and
materials
stories • Create materials
using • Create
original
proper Historical and
artworks artworks
vocabular Cultural Context
that in
y and • Explore and
demonstr photogr
terminolo discuss how
ate an aphy,
gy history,
understan comput
•
ding of art culture, and
Exa er art, or
elements, visual arts
mine video
principles influence
• Interpret
the each other
, reality and
work and are a
structures, fantasy in
s of reflection of
and original
othe times,
functions artwork that
r places, and
and requires
artist cultures
analyze conscious
s • Examine and
their decision
for discuss the role of
effectiven making as well the
insp
ess in as connections arts
irati
communic to other inreflecting
on
ating their subject areas life
and
ideas • Expand including
tech
• Learn knowledge for
niqu needs,
various organizing and
e creating art values, and
techniques beliefs
•
Creative Expression and • Analyze the art
Dev
• Produce processes from various
elop
different for working
strat cultures, past
compositions with each
using a variety egies and present, to
material understand
of processes, for
• Use a
media, and imag how art
variety of functioned in
ining
 communities
in those
places
• Identify and
discuss major
works of art by
 Seventh Grade

129
 women or by h the work learned in the
members of e in terms visual arts to
diverse ethnic w of ideas other
groups living in o and disciplines
the United r emotion • Reflect on

States k s how the

• Examine and • Judge knowledg
discuss artwork i the work e and
created as a n as to its skills
social success learned in
comment or to t both visual arts
protest social e technicall apply to
conditions r y and in their
m either future
Aesthetic Valuing commun • Recognize and
s
• Identify skills discuss the use of
o icating
used in making multiple
f an idea
judgments senses in visual
a or
about works of arts as well as in
r emotion other disciplines
art and or
t • Demonstrate the
distinguish fulfilling development of
e
between a a ideas across time
l
preference and practical • Use visual arts to
e persuade and
a judgment purpose
m communicate ideas
• Develop criteria • Develop
and apply the e • Demonstrate
n criteria for
four steps of the use of life,
t interpreting
art criticism to surroundings,
s meaning and
make and personal
a apply criteria
judgments experiences to
n to their own
about their own express ideas
d artwork to
artwork and the and meanings
determine its
work of others: visually
• success
p • Interpret the
Describe • Identify multiple
environment
r
the work purposes and through art
• i meanings of art
• Invent original
A n
imagery to convey
n c Connections and
meaning
i Applications
a • Explore how
• Apply skills
l p artists develop
l from other
y personal
e disciplines to
z imagery and
s produce visual
e style
• artwork and
• Explore
Interpret apply skills
t a variety

130
of MUSIC steps, meters, forte, etc.) with
solution intervals, technical
Beat Pattern
s in • sharps and proficiency
solving Demonstra flats, and varied • Read notes and

creative tempos rests with accuracy

te
in 2/4, 3/4,
proble proficiency through
4/4, and 6/8 time
ms in verbal/written
signatures
identifying responses
• Use standard
• Play a simple
increasingl musical
melody or
y complex notations to
accompaniment by
beat ear record own
patterns • Investigate musical ideas
through forms,
verbal styles, Song Singing
response • Demonstrate
sounds, and
and genre the ability to
performanc through sing and
e listening, perform with
• Compose and
discussing, confidence
arrange short writing, and songs of
pieces performing increasing
demonstratin difficulty,
g how the Music Reading alone and
elements of • Sight with others
music are read (including
used to melod small
achieve unity ies in ensembles),
and variety, both in rhythm, on
tension and the pitch, with
release, and treble good breath
balance and control, clear
• Use a variety bass tone quality,
of sound clefs and
sources for • Demonstrate appropriate
composing the ability to expression
pieces with identify, define, • Sing songs of

specified write/draw increasing

guidelines musical difficulty,
symbols, terms, including
Ear Training and characters harmonies
• Demonstrate
(e.g., staffs, (music written in
mastery of the notes, rests, two and three
identification staccato, parts)
and use of half legato, piano performed with
steps/whole

131
 confidence
• Sing solo with
expression and
technical accuracy
• Sing a varied
repertoire of music

132
Nobel Learning Curriculum Reference Guide

133
Technology and those from constructive various time
Instruments other cultures suggestions for periods and
• Play by ear
and periods improvement on cultures
simple the
Performance compositions of SPANISH
melodies
and Etiquette others by Oral Language
• Direct and
accompani verbal/written • Ask and

ments on a produce a response answer

harmonic skit or • Describe questions
instrument musical the basic using
• Play at least
piece alone events of appropriate
one or in a a musical new and
instrument group compositi previously
•
accurately and on taught
Demons
independently including vocabulary
trate
(alone and in change of about
appropri
small tempo,
ate
ensembles) dynamics
behavio
with , meter,
r as a
confidence and
perform
• Identify and instrumen
er and
play various ts
as an
genres and • Explore,
audienc
styles of compare, and
e
music, describe
member
including connections
those from Music Appreciation between music
different and Connections and other
cultures, with • Devise and disciplines
appropriate apply a (e.g., rhythm
expression sophisticate in music and
• Improvise d set of poetry,
simple criteria for patterns in
harmonic evaluating music and
accompaniment
s music math, historical
performance events and
Movement to s, their own movements
Music and others, chronicled
• Choreograph
that explains through
and perform a
personal music)
group piece
preferences • Investigate the
• Identify and
participate in as well as function, role,
various genres musical and
and styles, elements characteristics
including • Offer of music in

134
 relevant topics orally eri classmate or
such as family, present als teacher
friends, original • Read grade

shopping, and work or appropriate Connections

• Reinforce and
school dramatic materials with
• Engage in interpretatio fluency, further their
spontaneous ns of accuracy, and knowledge of
and directed Spanish understanding other
small and large literature • disciplines
group such as Preview through the
discussions in poetry , Spanish
Spanish • Use predict language (e.g.,
• Discuss and appropriate , retell, read Spanish
describe responses to summa advertisements
events in the express rize, and practice
past and feelings, and comparative
present in needs, and respon shopping)
d to • Acquire
detail by obligations
literary information and
asking and viewpoints
answering Reading materia through
•
questions ls Spanish
Re • Determine a
about when resources (e.g,
ad speaker’s or use simple
activities or
or author’s point of articles
events occur view
list to find
and talking
en information
about the Writing
to about
frequency of • Write for a
a pollution in
events variety of
va Spanish
• Restate and purposes
complete multi- rie speaking
including
step oral ty countries, find
information,
directions of a recipe in a
explanation,
• Use new and gr Spanish
description,
reviewed ad magazine and
narration
vocabulary to e prepare it, use
• Complete a
talk about their ap variety of forms a Spanish
skills and pr and lists dictionary, give
discuss their op • Exchange an oral or
application to ria informal written
jobs and te written evaluation of
workplaces Sp dialogue, information
• Ask for help in a ani such as acquired from
variety of sh journal an Internet
situations
m messages, website)
• Prepare and
at with a

135
 Seventh Grade

136
L • Identify use history of piñata,
a and use prepositions masks, and
n orally and in worry dolls; read
contractio
g
u ns and writing (such about muralists
a observe as “cerca de” and create a
g that an and “lejos Mexican-style
e de” to mural for the
apostroph
e is not denote classroom)
U
s used in differences in • Demonstrate

e Spanish distance) an
contractio • Use understandin
a ns comparisons of g of the role
n inequality
• Observe of
d
the Cultural Awareness stereotyping
S translatio • Examine in creating
t ns of prejudices
relationships
r and discuss
various between
u
c slang language and what he/she
t expressio culture can do to
u ns • Compare their prevent it
r • Identify • Recognize the
e own culture and
and use Spanish cultures contributions
• Use the form
adverbs including made by
and function of
(e.g., perspectives, people of
words in
sequences practices, and various
phrases,
events products (such cultures (e.g.,
sentences, and
using as researching read about a
more complex
adverbs of and comparing Spanish poet
writing, such as
time) a cultural or author and
paragraphs, to
• Use the
tradition in discuss the
communicate
personal “a” effects of their
effectively several
• Identify and use writing on the
• Explore and countries to
correct verb time and
use each other and
forms such as culture)
pronouns, to their own
applying the
including culture;
stem changing
direct and discussing
pattern to
reflexive “quince años”
common stem
pronouns, and other
changing verbs
and special
• Use all forms of
understand occasions)
the verbs “ser”
• Understand the
that they are and “estar”
importance of
not always • Use idioms
products within
translated correctly
a culture (e.g.,
• Identify and
into English
read about the

137
 information ain another
STUDY SKILLS for research info source, asks
topics rma for help)
Research and
Resources
• Use tion • Understand and

• Gather and
magazines, abo analyze stories
analyze newspapers, ut a and expository
data for dictionaries, spec texts from the
research schedules, ific perspective of
topics from and journals topi the attitudes and
interviews to gather c values of the time
and field information • Use period in which
surveys for complex photographs, they were written
• Effectively use
research short videos, • Accurately identify

topics or sketches to author’s purpose

note taking
• Apply the
strategies
• Make collect field
limited data for a reading process
when scanning
but research and strategies to
various
effective project content related
sources of
use of • Generate passages that are
written
primary probing of moderate
information
sources questions to length,
• Separate
when be answered developmentally
information
researchi while appropriate with
gathered for a
ng topics reading regard to
research topic
• Effectively • Identify complexity of
into major and
consider the and topic(s) and
minor
importance of analyze hierarchical
components
primary specific structure (e.g.,
based on
sources from devices chronology,
criteria
the an problem/solution
• Analyze
perspective of author ), and
critical
the validity, is using conceptually
relationsh
reliability, and to appropriate (in
ips
usability of the persua terms of number
between
information de of concepts,
and
• readers familiarity, level
among
Utili • Use specific of abstraction)
elements
ze a strategies to
of a
“like clear up
research
ly confusing
topic
info parts of a text
• Use a
rma (e.g., rereads
computer
nt” the text,
catalog to
to consults
gather
obt

138
Nobel Learning Curriculum Reference Guide
 •Understand the developmental within novels • Demonstrate
defining features level and competence
and structure of • Understand the in using
content area defining different
texts at this features and information
developmental structure of sources,
level news stories at including
• Understand the this those of a
defining developmental technical
features and level nature, to
structure of • Apply the accomplish
primary source reading specific tasks
historical process and • Independently

documents at strategies to use technology

this directions or tools and
developmental procedures personal
level (e.g., for school electronic study
• Apply the activities, devices such as a
reading process camping or spell checker
and strategies scouting •

to editorials and guides, recipes, Understan

news stories that games, d and
are hobbies) that apply the
developmentall are use of
y appropriate developmentall complex
with regard to y appropriate symbols
the complexity with regard to and
of a topic(s), the the number of operations
chapter texts long-term projects
hierarchical categories of on a
• Perform daily self-checks to ensure orderliness
structure (e.g., information or calculator
Applications of assignments
• Understand
chronology, directions and
• Use strategies such as annotating, paraphrasing, • Develop quality independent work skills that
problem/solutio the familiarity the
and summarizing to organize notes will be used in their present and future daily life
n), and whether of concepts and importance
• Use complex outlines as a prewriting activity • Consistently apply project planning skills and
it is vocabulary of and apply
• Independently use study guides as a means for personal goal setting skills
conceptually • Apply the the editing
chunking lengthy information • Hand in assignments correctly in a
appropriate (in reading process to
• Consistently reflect on what has been learned timely manner
terms of number processes and and written
after reading in order to determine meaning • Consistently apply techniques for self
of concepts, strategies to materials
explore meaning correction and reflection
prior to
• Represent abstract information bus
familiarity, level (e.g.,routes and
concepts, • Apply time management and preplanning
of abstraction) as explicit mentalcatalogs finalization
generalizations) pictures used strategies to achieve success and meet
• Understand the • Use the table • Effectively and
specifically to aid in comprehension academic and personal goals
consistently use
• defining of contents
Use a highlighter to track important to
information • Use self-regulation techniques on a consistent
features and locate index cards as a
• Consistently rely on best style of personal basis to maintain a consistent level of
structure of visual, auditory, kinesthetic)
pagenumbers study tool
learning (e.g., to self-control, work output, and quality of work
• Use
editorials at this
help ensure classroom success and chapters

132
 mnem by employing
onics a daily system
or word of checks and
associa balances
tion to and reflects on the
memor need for
improvements
ize
• Use a student
import
planner to track
ant assignments and
items
• Develop

and rely
on a focus
statement
in order to
determine
the core
elements
of a
chapter
within a
novel or
text

Work Habits
• Effectively

use grade
appropriate
word
processing
tools to
improve work
production
and quality
• Successfully

employ a
classroom
binder system to
manage
classwork and
extraneous
paperwork
• Control

homework
assignments
 Eighth Grade

133
 what the specific word drama stays
Eighth text says choices on faithful to
Grade explicitly as meaning and or departs from
well as tone, the text or
inferences including script,
drawn from analogies or evaluating the
the text allusions to choices made
• Determine other texts by the director
theme or central • Compare and or actors
L idea of text and contrast the • Analyze how a

analyze structure of two modern work of

I fiction draws
development or more texts
T over course of and analyze how
text, including the differing
E structure of each
its relationship
R to the text contributes
characters, to its meaning
A
setting, and and style
C plot; provide an • Analyze how

objective differences
Y
summary of the in the points
text of view of the
• Analyze how characters
L
particular lines and the
i of dialogue or audience or
incidents in a reader
t
story or drama create such
e propel the effects as
r action, reveal suspense or
aspects of a humor
a character, or • Recognize the

t provoke a relationships
decision between
u Craft and structure different
r • Determine forms of
the meaning poetry
e
of words and Integration of
Key ideas and details knowledge and
phrases as
• Cite the ideas
used in text,
textual • Analyze the
including
evidence extent to
figurative and
that most which a filmed
connotative
strongly or live
meanings;
supports an production of
analyze
analysis of a story or
impact of

134
 development • Determine the or
over the meaning of words propa
on themes, course of the and phrases as ganda
patterns of text, including used in text, in
events, or its relationship including writing
character types to supporting figurative,
from myths, ideas; provide connotative, and
traditional an objective technical
stories, summary of the meanings;
including text analyze impact of
describing how • Analyze how a word choices
the material is text makes on meaning
rendered new connections and tone,
Range of reading and among and including
level of text
distinctions analogies or
complexity
• Read and
between allusions to
individuals, other texts
comprehend
ideas, • Analyze in detail
literature,
or events the structure of
including stories,
• Analyze how the a specific
dramas, and
motives of paragraph in a
poems, at the
characters or text, including
high end of
the causes of the role of
complexity band
complex events particular
independently
in texts are sentences in
and proficiently
similar to and developing and
Informational Text different from refining a key
Key ideas and details those in one’s concept
• Cite the own life • Determine an

textual • Analyze the author’s point

evidence that elements of of view or
most various purpose in a
strongly consumer text and
supports an materials to analyze how
analysis of gain the author
what the text meaning acknowledges
says explicitly from and responds
as well as documents, to conflicting
inferences warranties, evidence or
drawn from contracts, viewpoints
the text product • Identify

• Determine a information, possibl

central idea of instructional e bias,
a text and manuals etc. stereot
analyze its Craft and structure yping,

135
Nobel Learning Curriculum Reference Guide

136
Integration of the reasons, and quotations, or
knowledge and ideas complexity evidence other information
• Evaluate the • Establish and and examples
band
advantages independe maintain a formal
and style
ntly and
• Provide a
disadvantages proficientl
of using concluding
y
different statement or
mediums to Writing section that
present a Text types and follows from and
particular topic purposes supports the
• Write argument
or idea
• Delineate and
arguments presented
evaluate argument to support • Write

and specific claims with informative/expla

claims in text, clear natory texts to
assessing whether reasons and examine a topic
reasoning is relevant and convey ideas,
sound and evidence concepts, and
evidence is • Introduce claim(s), information
relevant and acknowledge and through the
sufficient; distinguish
selection,
recognize when the claim(s) from
organization, and
irrelevant alternate or
analysis of
evidence is opposing claims,
relevant content
introduced and organize the
• Introduce a topic
• Analyze a case in
reasons and
clearly,
which two or more evidence logically
previewing what
• Support claim(s)
texts provide is to follow;
with logical
conflicting reasoning and organize ideas,
information on the relevant evidence, concepts, and
same topic and using accurate, information into
identify where the credible sources broader
texts disagree on and categories;
matters of fact or demonstrating an include
interpretation understanding of formatting
Range of reading and the topic or text graphics and
level of text multimedia when
• Use words,
complexity
phrases, and useful to aiding
• Read and
clauses to create comprehension
comprehe
• Develop the topic
nd literary cohesion and
clarify the with relevant,
nonfiction
relationships well-chosen facts,
at the high
among claim(s), definitions,
end of text
counterclaims, concrete details,

137
• Use appropriate establishing descriptive forms used to
and varied a context and details, and cite sources
transitions to point of view sensory when writing
create cohesion and language to report
and clarify the introducing capture the • Create a

relationships a narrator action and bibliography

among ideas and and/or convey Production and
distribution of writing
concepts characters; experiences
• Produce
• Use precise organize an and events
clear and
language and event • Provide a
coherent
domain- sequence conclusion that
writing in
specific that unfolds follows from and
which the
vocabulary to naturally and reflects on the
developmen
inform about logically narrated
t,
or explain the • Use narrative experiences or
organizatio
topic techniques, such events
n, and style
• Establish and as dialogue, • Reveal uniqueness
maintain a formal and personality are
pacing,
style through words appropriate
description, and
• Provide a • to task,
reflection to
concluding Communica purpose,
develop
statement or te own and
experiences,
section that perspective audience
events, and/or
follows from and • Develop and
characters
and supports personal strengthen writing as
• Use a variety
preferences needed by
the
of transition • Write in
information or
words,
explanation variety of
phrases, and
presented informative
clauses to
• Write narratives forms
convey
to develop real including
sequence,
or imagined newspaper
signal shifts
experiences or articles,
from one time
events using persuasive
frame or
effective papers,
setting to
technique, research,
another, and
relevant brochures,
show
descriptive observations,
relationships
details, and biographies,
among
well-structured mathematical
experiences
event explanations,
and events
sequences lab reports,
• Use precise
• Engage and and
words and
orient the procedures
phrases,
• Identify different
reader by
relevant

138
 Eighth Grade

139
 planning, knowledge support prepared having
revising, editing, • Conduct short analysis, read or
rewriting, or reflection, researched
research projects
trying
to answer a and research material under
a new
question drawing • Apply grade 8 study; explicitly
approach, reading standards
on several draw on
focusing on to literature
sources and preparation by
how well • Apply
generating referring to
purpose and grade 8
additional evidence or
audience have reading
related, focused issue to probe
been addressed standards
questions that and reflect on
• Use to literary
allow for multiple ideas under
technology to nonfiction
avenues of discussion
produce and Range of writing
exploration
publish writing • Write routinely
• Gather
and present over
relevant
the extended time
information
relationships frames for a
from multiple
between range of
print and
information discipline-
digital sources,
and ideas specific tasks,
using search
efficiently as purposes, and
terms
well as to audiences
effectively;
interact and
assess the Speaking and
collaborate
credibility and Listening
with others
accuracy of Comprehension and
• Offer specific
each source; collaboration
constructive • Engage
and quote or
feedback to
paraphrase the effectively in
others based
data and a range of
on the seven
conclusions of collaborative
traits model
others while discussions
of writing
avoiding with diverse
• Articulate
plagiarism and partners on
the qualities
following a grade 8
that make a
standard topics, texts,
piece of
format for and issues,
writing
citation building on
effective
• Draw others’ ideas
• Use the seven-
evidence and
traits models as
from literary expressing
criteria to
or their own
assess writing
informationa clearly
Research to build • Come to
and present l texts to
discussions

140
• Follow rules for evaluating claims and Conventions of
collegial soundness evidence, and standard English
• Demonstrate
discussions and of reasoning add interest
decision- and • Adapt speech to command of
making, track relevance a variety of the
progress toward and contexts and conventions
specific goals sufficiency of tasks, of standard
and deadlines, evidence demonstrating English
and define and command of grammar and
individual roles identifying formal English usage when
as needed when w writing or
• Pose questions irrelevant h speaking
e • Explain the
that connect the evidence is
n
ideas of several introduced function of
speakers and Presentation of i verbals in
respond to knowledge and ideas n general and
others’ • Present d their function
claims and i in particular
questions and
c
comments with findings, sentences
a
relevant emphasizin t • Form

evidence, g salient e and

points in d use
observations,
and ideas focused, verbs
o
• coherent r in the
Acknowledg manner active
e new with a and
information evidence, p passiv
p
expressed by sound valid e
r
others, when reasoning, o voice
warranted and p • Form and use

• Analyze the details; use r verbs in the

i
purpose of eye indicative,
a
information contact, t imperative,
presented in volume, e interrogative,
diverse media and clear • Recite conditional, and
and formats pronunciati poems (four subjunctive
and evaluate on to six mood
the motives • Integrate stanzas), • Recognize

behind its multimedia and dramatic and correct

presentation visual displays soliloquies, inappropriate
• Delineate a into sections of shifts in verb
speaker’s presentations speeches, voice and
argument to clarify etc. mood
and specific information,
claims, strengthen Language

141
Nobel Learning Curriculum Reference Guide

142
 •Demonstrate perform rapid word • Acquire and
command of and accurate • Consult general use accurately
the word naming and specialized grade-
conventions when reading reference appropriate
of standard grade level materials, both general
English text print and academic and
capitalization, • Consistently digital, to find domain-
punctuation, exhibit tone and the specific words
and spelling flux when pronunciation and phrases;
when writing reading grade of a word or gather
• Use punctuation level text or determine or vocabulary
to indicate a beyond clarify its knowledge
pause or break • Continue to precise when
• Use an ellipsis to
demonstrate meaning or its considering
indicate an
omission connected part of speech word or phrase
• Spell correctly text • Verify the important to
• Use knowledge comprehensio preliminary comprehension
of language and n when determinat or expression
its conventions reading grade ion of the
when writing, level text meaning
speaking, Vocabulary of a word
acquisition and use or phrase
reading, or
• Determine or • Demonstrate
listening
clarify the understanding of
Knowledge of
language meaning of figurative
• Use knowledge unknown and language, word
of language and multiple- relationships, and
its conventions meaning words nuances in word
when writing, or phrases meanings
speaking, based on • Interpret figures

reading, or grade 8 of speech in

reading and context
listening
• Use the
• Use verbs in content,
choosing relationship
the active and
flexibly from a between
passive voice
range of particular words
and in the
strategies to better
conditional
• Use context understand each
and
• Use common, of the words
subjunctive
• Distinguish
mood to grade-
among the
achieve appropriate connotations
particular Greek or Latin (associations) of
effects affixes and roots words with
• Consistently as clues to the similar
meaning of a denotations

143
WRITING and effective Communicat
appositives balance e own
Conventions
• Use
• Identify and use between perspective
simple, compound, research and and personal
appropriate and
original ideas preferences
spelling complex • Use specific
strategies to sentences to
details to enhance
encode express complex
or support topic
unfamiliar, thoughts
• Enhance ideas
• Use a variety of
multisyllabic using relevant,
more advanced
language punctuation insightful,
•
• Use quality details
Incorp
corre
orate Organization
ct
and • Use effective
conve
use organization
ntion
indepe including
al
ndent inviting
gram
and introduction,
mar
depen logical and
at
dent informative
devel body, and
clause
opme thoughtful
s
ntal conclusion
• Use
levels • Consistently
punctuation
• Combine include graphics to
accurately
complex enhance text
to guide
paragraphs • Refine pacing to
reader allow for smooth
with main ideas
through the flow of text
and supporting
text
details Voice
• Use commas
• Use textual •
to punctuate
markers to Choos
items in a
help the e voice
series,
reader move appro
greeting and
through text priate
closing of to
letters, dates, Ideas differe
introductory • Select and nt
words, develop narrow, audien
dialogue, manageable topics
ces
• Define a thesis
direct and
• Maintain
address, genres
interrupters, consistent focus • Reveal uniqueness

compound for extended and personality

sentences, periods of time through words
• Achieve an •

144
 Eighth Grade

145
Word Choice • Integrate reports •Jotting
• Use page • Create a •Free writing
patterns numbers bibliography • Drawing
• Write
and and • Graphic

vocabular bulleting and organizers

y from into maintain • Visuals

diverse appropriate assignm • Generate

writings text ent lists ideas and

• and gather
Consisten Styles/Audiences personal information
tly use a • Determine the schedule from a variety
wide unique needs of • Show an of sources:
range of different awareness of • Personal
creative audiences audience experiences
• Write in a variety
language • Literature
of creative Prewriting
• Periodicals
Sentence Fluency forms: jokes, • Organize and
• Multimedia
• Use a variety plays, fairy tales, plan writing using
the following: • Reference
of sentence tall tales, fables,
• Story materials
structures poems, journals, mapping • Interview
including stories, •
simple, narratives, Discussion Drafts
compound, friendly letters, • Webbing • Refer to
and complex lists • Outlining prewritin
• Vary sentence
• Write in a variety • g activities
beginnings and Brainstormin
of informative while
lengths g
forms including writing
• Role
Presentation newspaper playing rough
• Consistently use articles, • Recall of draft
format suited to persuasive experience • Draft fluently for
audience • Listing long periods of
papers,
• Consistently use time
research,
margins in final •
copies brochures, Writ
• Use proper observations, e
heading on work biographies, com
• Use mathematical plet
correct explanations, e
fonts lab reports, and phr
and procedures ases
sizes • Identify
,
when different sent
using forms used enc
word to cite es,
proces sources and
sing when writing tho

146
 ug capitalization
hts • Use

• Focus on dictionary
content, not ,
convention
thesaurus,
Revises technolog
• Recognize y, and
the need to other
improve and available
adjust a references
• Make appropriate
rough draft
editing changes
• Reread writing to
independently
self to check for
• Use proofreading
clarity
marks
• Conference with
peers or teacher
Publishing
• Listen to
• Reflect
audience
upon
response
and
and
analyze
considers
own
change in
writing
text
to
• Apply rules for
determi
correct usage of
conventions ne a
• Change plan for
or add improve
languag ment
e to after
enhance receivin
text and g
style feedbac
• Adjust text to k on
reflect the publishe
seven-traits d work
model of
effective
writing

Edits
• Correct

common errors
in spelling,
punctuation,
grammar, and

147
Nobel Learning Curriculum Reference Guide

148
 • Maintain an to effective on a number
up-to-date assess • Listen while line diagram,
writing writing others share and estimate the
portfolio that • Offer specific value of
contains constructive MATH expressions
sequential feedback to • Identify word
The Number System
samples of others based names and
Know that there are standard
writing that on the seven- numbers that are not numerals for
reflect skill traits model rational, and
progression of writing approximate them
•
by rational numbers
Evaluating/Analyzin Revi • Know that
g Self ew
• Read and discuss numbers
writi
own work that are not
ng
• See self as a rational are
writer of
called
• Use the auth
irrational
seven-traits ors • Understand

model to to
informally
reflect on anal
every number
and improve yze
has decimal
writing effec
expansion; for
• Assess tive
rational
progress writi
numbers show
and set ng
that decimal
• Reflect on
writing expansion
goals of writing of
repeats
own other authors
eventually,
writing to improve
and convert
• See writing as own writing
decimal
• Identify
an ongoing expansion
process and a possibl
which repeats
means to e bias,
eventually into
communicate stereot
rational
one’s thoughts yping,
number
and ideas or • Use rational
propag
approximations
Evaluating/Analyzin anda
of irrational
g Others in
• Use the
numbers to
writing
compare the
seven- • Effectively
size of irrational
traits articulate the
numbers, locate
model qualities that
them
as make a piece
approximately
criteria of writing

149
 integers, and solve know measureme
fractions, equations that √2 nts of very
decimals, containing is large or
percents, polynomials irrationa very small
absolute value, and l quantities;
radicals, and trinomials • Use interpret
ratios numbers scientific
• Understand and Expressions and expressed notation
Equations
compute real in the form that has
Work with radicals
world problems and integer of single been
involving rational exponents digit times generated
numbers, • Know and an integer by
percents, ratios, apply the power of 10 technology
and proportions properties of to estimate • Understand
integer very large and solve
Algebra or very problems by
exponents to
Reasoning with small applying the
generate
equations and
inequalities equivalent quantities, laws of
• Solve and numerical and to exponents
graph expressions express how
equations • Use square many times
and root and as much
inequalities cube root one is than
using symbols to the other
represent • Perform
scientific and
graphing solutions to operations
calculators equations of with
and the form x2 numbers
computer = p and x3 = expressed in
spreadsheets p, where p is scientific
• Identify and a positive notation,
graph solutions rational including
of linear number; problems
equalities, evaluate where both
inequalities and square roots decimal and
equations of small scientific
Arithmetic perfect notation are
with squares used
and • Use
polynomial
s and cube scientific
rational roots of notation
expression small and choose
s perfect units of
• Understand cubes; appropriate
size for

150
 Eighth Grade

151
 • Simplify, of the variable and
evaluate, graph; • Give solve
and solve compare examples of pairs of
two-step two different linear simultan
algebraic proportional equations in eous
inequalitie relationships one variable linear
s…using a represented with one equation
variety of in different solution, s
strategies, ways infinitely • Understand that

concrete • Use similar many solutions to system

materials, triangles to solutions, or of two linear
and explain no solutions. equations in two
models why the Show which variables
• Solve problems slope m is of these correspond to
using scientific the same possibilities points of
notation is the case by intersection of
between
• Graph and solve
any two successively their graphs; points
non-linear
equations distinct transforming of intersection
• Solve points on the given satisfy both
systems a non- equation into equations
equation vertical simpler forms, simultaneously
s using line in the until an • Solve systems

graphing coordinate equivalent of two linear

, plane; equation of equations in
substituti derive the the form x = two variables
on, and equation y a, a = a, or a algebraically,
eliminati = mx for a = b results and estimate
line • Solve linear solutions by
on
Understand through the equations with graphing the
the origin and rational equations.
connections the number Solve simple
between equation y coefficients, cases by
proportional = mx + b including inspection
relationships for a line equations
, lines, and interceptin whose
linear g the solutions
equations vertical axis require
• Graph at b expanding
proportional Analyze and solve expressions
relationships linear equations using the
, and pairs of distributive
interpreting simultaneous property and
the unit rate linear equations collecting like
as the slope • Solve linear terms
equations in one • Analyze

152
 • Solve real- linear values taken to
world and • Solve word • Describe parallel
mathematical problems qualitatively lines
problems and graphi functional • Understand that a

leading to two non-linear relationship two-dimensional

figure
linear functions between two
equations in • Identify the quantities by
two variables trigonomet analyzing a
ric ratios graph. Sketch a
Functions using both graph that exhibits
Define, evaluate, and provided the qualitative
compare functions
tables and features of a
• Understand that
scientific function that has
a function is a
calculators been described
rule that assigns
Use functions to verbally
to each input
model
exactly one Geometry
relationships
output. The Understand
between
graph of a congruence
quantities
function is the and similarity
• Construct a
set of ordered using physical
function to model
pairs consisting models,
a linear
of an input and transparencies,
relationship
the or geometry
between two
corresponding software
quantities.
output • Verify
Determine the rate
• Compare
of change and experimentally
properties the properties of
initial value of the
of two rotations,
function from a
functions reflections, and
description of a
each translations
relationship or
represent • Understand that
from two (x, y)
ed in a lines are taken
values, including
different to lines, and line
reading these
way segments to line
from a table or
• Interpret the
from a graph. segments of the
equation y = same length
Interpret the rate
mx + b as • Angles are taken
of change and
defining a to angles of the
initial value of a same measure
linear function,
linear function in •
whose graph is
terms of the Understa
a straight line;
situation it nd that
give examples
models, and in parallel
of functions
terms of its graph lines are
that are not
or a table of

153
Nobel Learning Curriculum Reference Guide

154
 is congruent to sequence that Theorem to association,
another if the exhibits the find the linear
second can distance association,
similarity
be obtained between two and nonlinear
between them
from the first • Use informal points in a association
by a coordinate • Know that
arguments to
sequence of system straight lines
establish facts
rotations, Solve real-world are widely
about the angle
reflections, and mathematical used to
sum and
and problems involving model
exterior angle
translations; volume of cylinders, relationships
of triangles,
given cones, and spheres between two
about the
two congruent Know the quantitative
angles created •
figures, describe formulas for
when parallel
a sequence that the volumes
lines
exhibits the of cones,
are cut by a
congruence cylinders, and
transversal,
between them spheres and
and the
• Describe the use them to
angle-angle
effect of solve real-
criterion for
dilations, world and
similarity of
translations, mathematical
triangles
rotations, and problems
Understand and
reflections on apply the
two- Pythagorean Statistics and
dimensional Theorem Probability
figures using • Explain a Investigate patterns
proof of the of association in
coordinates
bivariate data
• Understand that Pythagorean
• Construct and
a two- Theorem and
interpret scatter
dimensional its converse
• Apply the
plots for
figure is similar
bivariate
to another if the Pythagorean
measurement
second can be Theorem to
data to
obtained from determine
investigate
the first by a unknown side
patterns of
sequence of lengths in right
association
rotations, triangles in
between two
reflections, real- world and
quantities
translations, and mathematical
describe patterns
dilations; given problems in
such as
two similar two- two and three
clustering,
dimensional dimensions
• Apply the
outliers, positive
figures,
or negative
describe a Pythagorean

155
 variables. For categorical pure substance
e
scatter plots that variables when thermal
Matter and Its
suggest a linear collected from Interactions energy is
association, same • Develop models
added or
informally fit a subjects; use to describe the removed
straight line, and relative atomic
• Develop a

informally assess frequencies composition of model to

the model fit by calculated for simple describe how the
judging the rows/columns, molecules and total number of
closeness of the describe possible extended atoms does not
data points to association structures change in a
the line between two • Analyze and
chemical
• Use the variables reaction and
interpret data
equation on the mass is
of a linear S properties of conserved
model to C substances
• Undertake a

solve before and after design

problems I project to
the substances
in the E interact to construct,
context of N determine if a test and
bivariate chemical modify a
measurem C device that
reaction has
ent data, E occurred releases or
interpretin • Gather and
absorbs
g the make sense thermal
slope and P energy by
of
intercept h information chemical
• Understand processes
y to describe
that patterns that
• Understand

of association s that
synthetic
can be seen in i materials substances
bivariate c come from are made
categorical natural from different
data by a types of
resources
displaying l and impact atoms, which
frequencies society combine with
and relative • Develop a
one another
frequencies in S in various
model that
two- way c predicts and ways
table; i describes
• Know that

construct/inter changes in atoms form

pret two-way e molecules that
particle motion,
table n temperature range in size
summarizing c and state of a from two to
data on two thousands of

156
atoms

157
 Eighth Grade

158
• Understand that subunits original substances heat is used
each pure • Understand that the are regrouped into only for this
substance has changes that occur different molecules, second
characteristic with variations in and these new meaning, as it
physical and temperature or substances have refers to the
chemical pressure can be different properties energy
properties that described and from those of transferred
can be used to predicted using reactants due to
identify it models of matter • Know that the temperature
• Understand that • Describe the total number difference
gases and liquids relationship of each type of between two
are made of between atom is objects
molecules or inert valence conserved, and • Know that the

atoms that are electrons and thus mass temperature of

moving about bonding does not a system is
relative to each • Define change proportional to
other characteristics of • Know that the average
• Know that in a the different some chemical internal kinetic
liquid, types of bonding reactions energy and
molecules are • Trace history of the release potential
constantly in atomic molecule energy, while energy per
• Analyze and others store
contact with atom or
others; in a gas, describe the energy molecule; the
they are widely arrangement of • Differentiate details of that
spaced except the periodic table, between relationship
when they including physical and depend on the
happen to importance of chemical type of atom
collide; families change or molecule
• Identify and • Know that the
in a solid, and the
atoms are define key term “heat” refers interactions
closely spaced components both to thermal among atoms
and may vibrate of the energy and in material
in position, but periodic table transfer of that • Understand that
• Identify and thermal energy
do not change temperature is not
relative compare from one object a direct measure
locations properties of to another; in of a system’s total
• Understand that various science, thermal energy;
solids may be elements total thermal
• Understand that energy of a system
formed from
molecules or substances react depends jointly
they may be chemically in on temperature,
extended characteristic ways total number of
• Understand that in atoms in system
structures with
repeating a chemical process, and state of
atoms that make up

159
 material about data to interacting
• Understand determine objects, the
energy factors that force exerted
types, affect the by the first
sources and strength of object on the
conversions electric and second object
, and their magnetic is equal in
relationship forces strength to the
to heat and • Construct and force that
temperatur present second object
es arguments exerts on first,
• Describe how using evidence but in opposite
fluid materials aid to support the direction
in transfer of
claim that (Newton’s third
heat
gravitational law).
• Demonstrate
how atoms interactions are • Understand that

transfer heat attractive and the motion of an

through air object is
depend on the
Motion and masses of
Stability: Forces interacting
and Interactions
objects
• Apply
(performance
Newton’s
expectation)
third law to
• Conduct an
design a
investigation
solution to a
and evaluate
problem
experimental
involving the
design to
motion of two
provide
colliding
evidence
objects
that fields
• Plan an
investigation to exist
provide between
evidence that objects
a change in exerting
an object’s forces
motion on each
depends on other even
the sum of though
forces on the objects are
object and not in
mass of the contact
object • Understand
• Ask that for any
questions pair of

160
Nobel Learning Curriculum Reference Guide

161
 determined people, these at a distance system
by the sum of choices must can be • Apply scientific

forces acting also be explained by principles to

on it; if the shared fields that design,
total force on • Compare and extend construct and
an object is contrast Newton’s through space test a device
laws of motion and can be that either
not zero, its
• Understand
motion will mapped by minimizes or
that electric their effect on maximizes
change
and magnetic a test object thermal energy
• Understand that
forces can be • Differentiate transfer
the greater the
attractive or between an • Plan an
mass of an
repulsive, and electrical investigation to
object, the
their sizes determine the
greater the field with a
depend on single
force needed to
magnitudes of charge and
achieve the
charges, an electrical
same change in
currents or field with
motion
magnetic multiple
• Understand
strengths charges
that for any
involved and Energy
given object,
on distances • Construct and
a larger force
between interpret
causes a
interacting graphical
larger change
objects displays of data
in motion
• Understand
• Understand to describe
that relationships of
that all
gravitational kinetic energy to
positions of
forces are the mass of an
objects and
always object and to
the directions
attractive the speed of an
of forces and
• Understand object
motions must
that there is a • Develop a
be described
gravitational model to
in an
force describe that
arbitrarily
between any when the
chosen
two masses, arrangement of
reference
but it is very objects
frame and
small except interacting at a
arbitrarily
when one or distance
chosen units
both of the changes,
of size; in
objects have different
order to share
large mass amounts of
information
• Know that
with other potential energy
forces that act are stored in

162
 relationships a measure of matter, size of use a model
among energy average kinetic sample and to describe
transferred, type energy of environment. that waves
of matter, mass particles of • Know that are reflected,
and change in matter energy is absorbed or
average kinetic • Know that the spontaneously transmitted
energy of relationship transferred out through
particles, as between of hotter various
measured by temperature and regions of materials
temperature of total energy of a objects and
sample system depends into colder
• Construct, use on types, states ones
and present and amounts of • Understand that

arguments to matter present when two

support claim • Define objects interact,
that when and each one exerts
kinetic energy different a force on the
of an object iate other that can
changes, between cause energy to
energy is speed, be transferred to
transferred to or velocity or from the
from the object and object
• Understand that accelerat • Predict how

motion energy ion different

is properly • Know that when textured surfaces
called kinetic the motion affect the
energy; it is energy of an motion of an
proportional to object changes, object
the mass of a there is Waves and Their
moving object inevitably some Applications in
Technologies for
and grows with other change in
Information Transfer
square of its energy at the
• Use
speed same time
• Understand
mathematical
• Understand
representations
that a system that the
to describe a
of objects amount of
simple model
may also energy transfer
for waves that
contain needed to
includes how
stored change the
the amplitude
energy, temperature of
of a wave is
depending on a matter
related to
their relative sample by a
energy in a
positions given amount,
• Know that
wave
depends on
• Develop and
temperature is nature of

163
 Eighth Grade

164
• Integrate material and Engineering principles and
qualitative frequency of Practices and Design other relevant
scientific and light Engineering Design knowledge that
• Define a
technical • Understand is likely to limit
design
information to that the path possible
problem
support the that light that solutions
claim that travels can be requires a • Test

digitized traced as solution by possible

signals are a straight lines, asking questions solutions
more reliable except at that assist in with given
way to encode surfaces better criteria,
and transmit between understanding analyze
information different scientific and/or results and
than analog transparent engineering determine
signals materials problems best
• Know that a where light • Identify multiple solution
simple wave path bends solutions to the
has a • Understand that problem and
repeating a wave model analyze
pattern with a of light is useful possible
specific for explaining solutions in
wavelength, brightness, regards to
frequency and color and constraints and
amplitude frequency- criteria,
• Know that dependent through
a sound bending of light brainstorming
wave at a surface • Understand

needs a between media that the more

medium • Know that precisely a
through because light design task’s
which it is can travel criteria and
transmitte through space, constraints can
d it cannot be a be defined,
• Understand that matter wave like the more
when light sound or water likely it is that
shines on an waves the designed
object, it is • Understand that solution will
reflected, digitized signals be successful
absorbed or are a more • Understand that

transmitted reliable way to the

through the encode and specification of
object, transmit constraints
depending on information includes
the object’s consideration of
Science and
scientific

165
 • Know that a ces in museums and ideas or
solution findings other public principles to
needs to be • Undertake a facilities with design an
tested and design available object, tool,
then project, resources process or
modified on engaging in and, when system
the basis of the design appropriate, • Construct and
test results cycle, to frame present oral
in order to construct hypothesis and written
improve it and/or based on arguments
• Know that implement a observations supported by
there are solution that and scientific empirical
systematic meets specific principles evidence and
processes for design criteria • Plan an scientific
evaluating and investigation reasoning to
solutions with constraints individually and support or
respect to how • Gather, read collaboratively, refute an
well they meet and and in the explanation or
criteria and synthesize design: identify a model for a
constraints of a information independent and phenomenon
problem from multiple dependent or a solution to
Science and appropriate variables and a problem
Engineering Practices sources and controls, what
• Develop a
assess tools are needed
model to credibility, to do gathering,
predict accuracy and how
and/or possible bias measurements
describe of each will be recorded
phenomena publication and how many
• Develop a
and methods data are needed
model to used, and to support a
describe describe how claim
unobserva they are • Conduct an
ble supported or investigation
mechanism not supported and evaluate
s by evidence experimental
• Analyze • Ask design to
and questions that produce data
interpre can be to serve as
t data to investigated basis for
determi within scope evidence that
ne of classroom, can meet
similariti outdoor goals of
es and environment investigation
differen and • Apply scientific

166
Nobel Learning Curriculum Reference Guide

167
• • Integrate the American
Construc qualitative political governmen
t and philosop t
scientific
• Describe
interpret and hies and
graphical concepts the
technical
of significan
displays information
governm ce of the
of data to in written
ent that Magna
identify text with became Carta, the
linear and that English
the
nonlinear contained Bill of
foundatio
relationsh in media and n for the Rights,
ips visual displays American and the
• Apply
to clarify Revolutio Mayflowe
scientific claims and n and r
ideas or eventuall Compact
findings
y the • Explain
principles to
design, United the
SOCIAL STUDIES
construct and States nation’s
The History of governm blend of
test a design Democracy ent civic
of an object, • Explain the • republica
tool, process fundamental Analy nism,
or system principles classical
ze the
• Construct, use and moral Article liberal
and present values of principle
s of
oral and American s, and
Confe
written democracy English
derati
arguments as expressed parliame
in the U.S. on
supported by ntary
Constitution and
empirical tradition
and other the s
evidence and
essential reaso • Describe
scientific
documents ns for the
reasoning to
of American their political
support or democracy replac philosophi
refute an (e.g. Bill of ement es that are
explanation or Rights; by the reflected
a model for a constitutiona in the
Const
phenomenon l Constituti
itutio
• Use amendments on as
n
mathematical ; laws specified
• Analyze the
representations governing in the
influence of
to describe elections, philosophers, Federalist
and/or support commerce, Papers
such as John
banking, Locke, on the (drafted
scientific
etc.) development by James
conclusions and
• Describe of Madison,
design solutions

168
Alexander • Describe the the • Evaluate the
Hamilton, and principles of legislativ effects of the
John Jay) federalism, dual e branch Supreme
sovereignty, • Discuss Court’s
separation of Article II interpretations
powers, checks of the of the
and balances, Constituti Constitution in
and the nature on as it Marbury v.
and purpose of relates to Madison and
majority rule the the role of John
• Explain the role executive Marshall in the
of such leaders as branch judicial review
James Madison, • Discus • Understand that

George Article III the Bill of Rights

Washington, of the limits
Roger Sherman, Constituti the
and James on as it powers of
Wilson in the relates to the
writing and the federal
ratification of the judicial governme
Constitution branch nt and
• Evaluate the major • Explain the
state
debates that process through governme
occurred which the nts
during the Constitution can be • Discuss the

development of amended meaning and

the Constitution • Explain importance of
and their ultimate the each of the
outcomes processe rights
• Describe the s of guaranteed
functions and selection under the Bill of
responsibilities and Right and how
of a free press confirma each is secured
• Analyze the tion of (e.g., freedom
unique roles and Supreme of religion,
responsibilities of Court speech, press,
the three justices assembly,
branches of • Summarize petition,
government as landmark privacy)
estab- lished U.S. • Discuss

by the U.S. Supreme the

Constitution Court historical
• Discuss interpretati role of
Article I ons of the religion
of the Constitutio and
Constituti n and its religious
on as it amendmen diversity
relates to ts • Identify and

169
 explain the origins,
purpose, and
differing views of the
framers of the
Constitution on the
issue of the
separation of church
and state
• Understand the
changing
interpretations of the
Bill of Rights over
time, including
interpretations

170
 Eighth Grade

171
 of the basic advantages direct the the state in the
freedoms and behaviors of legislative
(religion, speech, disadvanta others branch of the
press, • Identify national
ges of
petition, and
federal, co- situations government
assembly)
federal, and that reflect • Analyze the
• Explain the
unitary power origin,
controversies
systems of without development
that have
governmen authority , and role of
resulted over
t.
changing • Use reasonable political
• Describe for
interpretations criteria for parties
at least two
of civil rights, selecting
countries
including those people for
the
in Brown v. positions of
conditions
Board of authority and
that gave
Education for evaluating
rise to
• Compare the
tyrannies rules and laws
processes of
during • Analyze benefits
lawmaking at and costs of
certain
each of the authority
periods
three levels of • Give
(e.g., Italy,
government, examples of
Japan, Haiti,
including the
Nigeria, governmental
role of lobbying
Cambodia) powers (such
and the media
• Identify the as the power
• Explain how the
successes of to tax, declare
different
relatively new war, and issue
philosophies and
structures of democracies drivers licenses)
feudalism, in Africa, Asia, that are
mercantilism, and Latin distributed
socialism, America between the
fascism, state and
communism, Civics
national
• Define and
monarchies, governments
parliamentary distinguish • Research,
systems, and between
evaluate,
constitutional private life
and debate
liberal and civic
the proper
democracies life
influence scope and
• Distinguish
economic limits of
between authority
policies, social and power authority
welfare policies, • Identify • Identify current

and human rights institutions representatives

practices with the from voting
• Discuss the districts within
authority to

172
• Identify the privacy diplomatically, needs, wants,
impact of in a free including and goals of
interest society treaties, trade, individuals,
groups on • Analyze the humanitarian families, and
the political benefits and costs aid, and military societies and
of privacy
process intervention their economic
•
• Identify the • List and roles as
Describ
influence of describe exchanger,
e the
the media in nongovernme consumer,
juvenile,
forming public ntal investor, saver,
civil,
opinion international producer, and
and
• Discuss the organizations, citizen
criminal
history of the such as the • Understand the
court
nomination World Bank, relationship
systems between cost
process for • Amnesty
presidential Describ International,
candidates, the e the and the
increasing trial International
importance of process, Red Cross
primaries in includin • Describe the

general purpose of the

g the
United Nations
elections, and selectio
the impact the n and Economics
Electoral responsi • Understand the
College has on bilities concept of
the outcome of of jurors “scarcity” and
presidential • Consider fair how it affects
elections practices for supply and
• Identify the
gathering costs
rights, information and • Identify
privileges, and making the role of
responsibilities decisions consumer
associated with • Research, s,
U.S. citizenship, evaluate, and producers
including debate a ,
voting, holding given issue of inventors,
office, jury duty, justice and
or military, • Identify nations entrepren
community, or that play a eurs
public service significant role in
• Examine
• U.S. foreign policy
interrelationship
Underst • Define foreign
s among and
and the policy and
between
importa describe ways
standards,
nce of nations interact

173
Nobel Learning Curriculum Reference Guide

174
 and different kinds and and
benefits countries and at values of the
when different times goods that conc
there is an • Understand the the United ept
exchange role of the U.S. States of
of goods government in imports inter
or services relationship to from other est
• Analyze the our nation’s countries rates
effects of economy and predict • Understand

marginal • Identify the the effect that income is

change on an role of a determined by
economy by incentives recession in the the market
completing a play in United States on value of the
marginal moving an the economies of productive
analysis economy these countries resources or
• Understand forward • Define markets services an
the need for • Give examples
• Explain how individual
market prices are either sells or
various of monetary
determined
methods of and provides
• Explain the law
• Understand how
distribution nonmonetary of demand
to determine
of goods and incentives • Identify ways
productivity
services • Identify the sellers compete • Explain the
• Describe the benefits of a free •
trade economy relationship
distribution Unde
• between
methods rstan
Eval productivity of
used for a d the
uate labor and
variety of effect
past standard of
goods and of
and living
services comp
pres etitio
• Identify and
ent n
describe the
exa amon
various
mple g
economic
s of buyer
systems: market
trade s
economy,
barri • Understand how
command
ers various
economy, and
• Understand institutions
traditional
the help individuals
economy and groups to
relationship
• Compare the meet their goals
of economies
advantages and •
of various
disadvantages Begi
countries
of economic n to
• Analyze
systems used in und
data on the
erst

175
 • • Understand including location
Ident how “wants services •

ify and demands” provided by Describ

areas create governments, e and
of opportunities educational compar
fede for institutions, or e the
ral entrepreneurs health and four
reve • Identify the welfare types of
nue key steps agencies business
and involved in • ownersh
fede setting up an Des ip
ral entrepreneuria crib • Evaluate types of

expe e the business

l venture
ownerships to
ndit • Differentiate thre
determine which
ures between an idea e
is best in a given
• and an opportunity met situation
Understa • Recognize
hod •
nd that different kinds of
s Identif
opportunities
the use y and
• Evaluate the value
governm d to descr
of an opportunity
ent pays moti ibe
• Define aspects
for goods vate the
of
and buy steps
entrepreneurial
services ers of the
ventures and
that • Analyze questions decisi
explain the
benefit for potential on-
importance of
many buyers
each maki
• Define Gross • Describe seven
• Select and analyze ng
Domestic Product different sales
an entrepreneurial tools proce
(GDP)
opportunity • Determine what ss
• Analyze the
• Understand the
relationship is needed to start a • Understand the
concept of “market business role technology
between GDP
niche” • Examine plays in today’s
and
• Describe how to
unemployment different
evaluate a market
• Understand methods of
niche
the • Understand obtaining
relationship that the start up
between term resources
increase of “buyers” and compare
income and refers to and contrast
inflation consumers the options
• Understand the
or any active
Entrepreneurship relationship
user of a
• Define the
product between a
characteristics of
an entrepreneur or service, business and its

176
 Eighth Grade

177
 business • Define and functions
Y
environments practice goal • Use multiple
• Define key setting spreadsheets
• Describe the
terms that B and graphs to
functions of a
relate to the organize,
manager a
buying and • Identify two
calculate, and
selling of a techniques to s display data in
product or evaluate suppliers i content areas
service •
including pivot
• Understand how Differen c
tables
to pay and track tiate • Identify,
expenditures between
O discuss, and
• Calculate
fixed and use
profit when variable p
terms/concept
given expense e s of
accounts s
r menu/toolbar
payable and • Understand
in word
accounts pricing and break- a
even analysis processing
receivable t
• Examine
documents
records
• Uses proper
• Identify the the i
three impact keyboarding
o
requirements for of techniques to
a contract n improve
competi
• Differentiate accuracy, speed,
tion and s
between a • Describe and general
govern
legally binding strategies for efficiency in
ment on
contract and an identifying, computer
new
agreement solving, and operation
actions
• Examine issues • Type 35 WPM
• Develop a preventing
related to minors • Use word
strategic routine
and contracts
entrepreneurship hardware and processing as a
• Discuss specific
plan tool for writing,
issues of business software
ethics problems that editing, and
• Identify
T publishing
occur during
differences E everyday paragraphs,
between owning stories, and
C technology use
and • Identify, discuss, assignments
operating H and use the
a N spreadsheet tools
business • Create

and O
spreadsheet
working L s to perform
for O calculations
someone using
else G
multiple

178
 • Set tab margins ose a to protect digital
• Use graphing techn computers, information
calculator ologi networks, and (e.g.,
• Import and
cal information Internet,
export data
soluti from viruses, mobile
T on to vandalism, and phone,
e a intrusion wireless,
c societ • Identify and LANs)
h al discuss • Recognize,
n discuss, and
o issue appropriate
• establish
l technology
o Recogniz ethical
tools (virus
g e, discuss, guideline
software) to
y and use s for use
protect
appropria of
a computers,
te personal
n networks, and
d behavior and
information
related to copyright
from
S computer ed media
vandalism and
o
s, intrusion
c Technology and
i networks, • Demonstrate Creativity
e and digital appropriate • Recognize,
t information use of discuss, and
y
(e.g., security, copyrighted use multimedia
• Debate the
privacy, materials in terms/
positive and
passwords, word concepts (e.g.,
negative
personal processing navigation
effects of
information), documents buttons,
technologic
and identify used for transitions,
al advances
possible content links/hyperlinks
• Trace the
consequences projects/assig , animation)
historical
development of the of unethical nments • Identify guidelines
Internet behavior • Demonstrate for media (e.g.,
• Evaluate • Discuss how knowledge of personal
technology’s impact copyright laws Copyright and Fair
on the environment Use Guidelines
protect
• Evaluate • Model and
ownership of
the use of explain the
intellectual
technolo importance of
property and
gy to ethical,
discuss
solve a responsible,
consequences
societal and safe
of misuse
issue • Recognize and behavior
•
discuss when using
Prop
methods used networked

179
Nobel Learning Curriculum Reference Guide

180
 information, tool to area settings
images, complete a assignmen • Discuss, plan,

content, learning task ts as a and develop

simple
language) class
Technology and databases in
to consider
Research Te content areas to
in
• Refine ch enter/edit,
developing
search nol collect, organize,
multimedia
strategies og and display
projects
when using y content data as a
• Recognize,
online an class
discuss, and
databases d • Create
create rubrics
• Defend the Pr spreadsheets
to evaluate
selection of a obl and select
elements (e.g.,
specific em graphs to best
content,
technology Sol represent data
organization,
tool to vin and cites
appropriateness
complete a g sources of data
of materials,
learning task an • Use spreadsheet
citations) of
• Analyze and d data and graphs
multimedia
evaluate De to make
projects/produc
information cisi predictions, solve
ts
in content on problems, and
• Create a
areas and M make decisions in
PowerPoint that
cites sources aki content areas as
includes slide
• Locate, select, ng a class/group
transitions, organize, and • Identify • Create graphic
imported present
and organizer to
background, and content area
discuss demonstrate
imported audio information from
databa steps of conflict
and video clips the Internet for
ses resolution
• Identify a specific
used to
and discuss purpose and
collect
the use of audience, citing
and
multimedia sources
organiz
tools to • Prepare a rubric
e
report to use as a
informa
content guide to select
tion
area and evaluate
• Recognize and
informatio digital resources discuss how
n and information spreadsheets
• Defend the for content are used to
selection of a and calculate and
specific usefulness graph data in a
technology in content variety of

181
 • Create a s providers about
e
variety • Understand the personal health
of s Heimlich maneuver status and
and basic
graphic s concerns
C
organize • Understand • Understand how
P
rs to health risks for R certain fads affect
address personal age health, e.g., body
group t
specific piercing,
• Understand own e
tasks tattooing, and
health status c
artificial
• Understand h
P n fingernails
automobiles,
i • Understand the
E alcohol, and
q relationship
/ handguns are u
between the
the three e
W s amount and
factors
E • Understand frequency that a
associated with
potential harmful
L the majority of
personal health substance is
fatal and
L consequences of consumed and
serious injuries
N • Understand global its effect on
environmental behavior
E the potential
problems • Identify
for health
S • Understand resources for
risks in a
S how personal assistance with
variety of
behavior goals problems
situations
• Understand and strategies involving
P contribute to alcohol,
the
h environmental tobacco
importance
improvement products, and
y of practicing
• Understand other
sun safety in
s why the substances
various
• Understand
i situations evaluation of
• the accuracy typical
c
Underst and significance experiences and
a and how of media feelings of
l media reports of persons who
can health and attempt to quit
model medical tobacco use
W both research is • Understand

e positive important the special

and • Understand the risks
l
negative importance of associated
l health communicating with alcohol
n behavior with health care use and
vehicles

182
 • Understand
the potential
social,
emotional,
familial,
physical, and
legal impact
of harmful
substances on
oneself

Social/Emotional
Wellness

183
 Eighth Grade

184
• of recognizing settings cooperatively with
Understan and seeking • Understand the a group to achieve
d the help for self- importance of group goals in
importanc destructive diverse culture, competitive as
e of thoughts and ethnicity, and well as
systematic behaviors gender during cooperative
short-term • Understand the physical activity settings
and long- importance of • Understand • Understand the

term identifying the the influence importance of

health signs of suicide of differences displaying
goal and developing a on sensitivity to the
achieveme plan for seeking participation feelings of
nt plans help in physical others during
•
• Understand the activities physical
Understan • Understand activities
importance of
d the the
developing and
importance importance
maintaining
of of working
confidential
identifying cooperatively
relationships
positive • Understand with peers of
ways to differing
constructive
cope with skills
and risky means
stress • Understand
of expressing
•
independence the
Understan
• Understand the importance
d the
importance of of solving
importanc
seeking help from problems in
e of
family, schools, physical
accepting
and community activity
responsibil
resources for settings by
ity for own
unhealthy analyzing
behaviors
relationships causes and
• Understand the
• Understand potential
importance of
the role of solutions
employing a
sports, • Understand the
variety of
games, and importance of
structured
dance in analyzing potential
thinking
modern consequences when
processes to
culture confronted with a
solve problems
• Understand behavior choice in a
and make
behaviors that are physical activity
decisions
supportive and setting
• Understand
inclusive in • Understand the
the
physical activity importance of
importance
working

185
 • different related activity goals
Understan cultural fitness test and monitoring
d the perceptions and progress toward
importance impact self- achieve goals
of esteem and fitness •

engaging body image scores at Understa

in fair play • Understand an nd the
and how to acceptable value and
sportsmans balance level importanc
hip calorie intake • e of
behaviors with caloric Understa regular
during expenditure nd physical
physical to maintain, resting, activity
activity gain, or exercise, • Understand

reduce weight and the

Nutrition • recovery relationship
•
Underst heart between
Understa
and rates healthy
nd the
media • Understand lifestyle and
role of the
and peer the “feeling
dietary
pressure relationship good”
guideline
s for between • Perform
s for
unhealth physical a variety
American
y weight activity, of
s in
control nutrition, and contem
promotin
through adequate porary
g health
•
eating rest/sleep and
Underst disorder and weight popular
and s, fad management dances
barriers dieting, • Understand •

excessiv the Demo

to own
e importance nstrat
healthful
exercise, of monitoring e
eating
and and squar
patterns
smoking evaluating the e,
and
benefits of folk,
describe
Fitness various and
strategie • Understand
physical social
s for
the principles activities dance
overco
of • Understand skills
ming
cardiovascular the • Create
these
and strength importance of original
barriers
training establishing dances
•
• Complete using the
Understan personal
a health physical elements
d how

186
found
in
recreat
ional
dance

187
Nobel Learning Curriculum Reference Guide

188
• Demonstrate i importance of line (static
competence t the social and and active)
in advanced i cultural • Identify

skills needed c significance of and explain

for team or a various the effects
dual games l movement of
and sports form structure
• Demonstrate e and
competence l ART function in
in advanced e Artistic Perception works of
skills needed m • Identify,
art
for individual • Define and
e define, and
physical n analyze use more
activity t different complex art
• Create and s artistic vocabulary to
perform materials, describe,
sequential o processes, analyze,
movement f and compare, and
routines techniques categorize
•
• Review and
works of art
m
Underst •
o expand his/her
and the Describ
v understanding
importa e the
e of the art
nce of world
m elements and
applying he/she
e principles of
offensive lives in
n design (e.g.,
and using
t uses shading in
defensiv artistic
a still life to
e terms
s create a three
strategie • Identify
k dimensional
s and
i feeling)
• discuss
• Create and use
U l various art
l a value scale to
n media
s distinguish the
d and art
• Understand the range of colors
e forms
importance of and shades
r
• Discuss Creative Expression
s knowing and
applying rules expressive • Produce
t
and safe qualities of different
a
the art compositions
n practices in a
using a variety
variety of elements, for
d of processes,
physical example
media, and
activities color (warm
c techniques as
• Understand the and cool) and
r well as a range

189
of subject matter, • Create original tools and
ideas, and artworks that artworks materials
symbols demonstrat in
that successfully photogra Historical and
e an
Cultural Context
communicate understandi phy,
• Explore and
their individuality, ng of art computer
discuss how
experiences, elements, art, or
history,
values, insights, principles, video
culture, and
opinions, structures, • Interpret reality
visual arts
emotions, and and and fantasy in
stories influence each
functions original artwork
other and are
and analyze that requires
a reflection of
their conscious
times, places,
effectivenes decision making
and cultures
s in as well as
• Examine and
communicat connections to discuss the role of
ing their other subject the
ideas areas arts in
• Learn •
reflecting life
various Expan including
techniques d needs,
and knowle values, and
process dge for beliefs
for working organiz • Examine the art

with each ing and from various

material creatin cultures, past
• Use a variety g art and present, to
•
of media and understand how
Devel
techniques in art functioned in
op
an expressive communities in
strateg
manner those places and
ies for
• Apply examples times
imagin
from the works • Identify and
ing discuss major
of other artists
and works of art from
for inspiration
imple a variety of
and technique
mentin different artists
• Create art that
g and ethnic
shows objects
images groups around
or
• Discuss, the world
surroundings as
develop, and • Examine and
the student
apply the discuss artwork
would like them
concept of created as a
to be
safety as it statement
• Create
relates to art including

190
 pieces that
reflect a social
comment, a
protest of social
conditions, or
beliefs and
values

Aesthetic Valuing
• Identify skills

used in making
judgments
about works of
art and
distinguish
between a
preference and a
judgment

191
 Eighth Grade

192
• Construct w ideas and aspects of life
and use sets o emotions • Assess the
• Judge
of criteria for r criteria to
making k the work pursue
judgments as to its visual arts as
about art success a profession
i
Apply the both • Interpret and
• n
four steps of technicall analyze
art criticism y and in connections,
t
to make either similarities, and
e
judgments commun differences
r
about their icating between the
m
own artwork an idea visual arts and
s
and the or other
work of emotion disciplines
o
others: or •
f
• fulfilling Demonstrat
a
a e various
D r
practical ways the art
e t
purpose elements
s e • Develop and design
c
l
r criteria for principles
i e
interpreting interrelate
b m
meaning and within all
e e
applies criteria arts
n
t to their own disciplines
h t
artwork to • Compare and
e s
determine its contrast
success characteristics of
w a • Identify multiple visual arts within
o n
r purposes and a particular
k d meanings of art
historical period
•
Connections and or style with
A p ideas, issues, or
Applications
n r • Reflect on themes in other
a i disciplines
how the
l n • Apply various
knowledge
y c technologies
and skills
z i in order to
learned in
e p affect visual
visual arts
l arts and
applies to
t e other
their future
h s disciplines
• Assess the
e • Interpret the ways art
work in terms of enhances all MUSIC

193
 Ear Training proficiency •Sing a varied
Beat Pattern repertoire of music
• Demonstrate • Read notes and
• Demonstrate
knowledge of rests with accuracy
proficiency in in 2/4, 3/4, Technology and
the basic Instruments
identifying 4/4, 3/8, and 6/8
principles of time signatures • Play one
increasingly
meter, rhythm, • Use standard instrument
complex beat
tonality, musical accurately and
patterns
intervals, notations to independently
through verbal
chords, and record own (alone and in
response and
harmonic musical ideas small
performance
progression ensembles)
compositions
• Play a simple Song Singing • Play by ear
• Compose and
melody or • Demonstrate
arrange a piece simple
accompaniment by
the ability to melodies
demonstrating ear
sing and and
how the elements • Investigate
perform with accompani
of music are used forms, styles,
confidence ments on a
to achieve unity sounds, and
songs of harmonic
and variety, genre
increasing instrument
tension and through
difficulty, • Identify and
release, and listening,
alone and play various
balance discussing,
• Use a variety
with others genres and
writing,
(including styles of
of sound and performing
small music,
sources for
Music Reading ensembles), including
composing
• Sight read in rhythm, on those from
pieces with
melodies in pitch, with different
specified
both the good breath cultures, with
guidelines
treble and control, clear appropriate
bass clefs tone quality, expression
• and • Improvise simple
Demonstrat appropriate harmonic
e the ability expression accompaniments
to identify, • Sing songs of
Movement to Music
define, increasing
• Choreograph and
write/draw difficulty, perform a group
musical including piece
symbols, harmonies • Identify and
terms, and (music in two participate in dance
characters and three and
(e.g., staffs, parts) with
notes, rests, confidence
staccato, • Sing solo with

legato, piano forte, expression and

etc.) with technical technical accuracy

194
Nobel Learning Curriculum Reference Guide

195
 movement to that explains nts entertainment
music using personal • Explore, • Engage in

various genres preferences compare, and spontaneous

and styles of as well as describe and directed
selected musical connections small and large
pieces, elements between group
including • Offer music and discussions in
those from constructive other Spanish
other cultures suggestions disciplines • Discuss and

and periods for (e.g., rhythm describe, in

improvemen in music and detail, events
Performance t on the poetry, in the past
Etiquette
composition patterns in and present
• Direct and
s of others music and • Restate and
produce a complete
• Describe the math,
skit/musical multistep oral
historical historical
piece alone or directions
significance of events, and
in a group • Provide reasons
music in movements for opinions, orally
with
various chronicled and in writing
confidence
•
cultures through • Negotiate a
• music) compromise
Demon
Descri • Investigate the
strate
be function, role,
appropr
specific and
iate
musical characteristics
behavio
events of music in
r as a
using various time
perform
approp periods and
er and
riate cultures
as an
termin
audienc
ology SPANISH
e
• Describe
member Oral Language
the basic
• Generate and
Music Appreciation events of
respond to
and Connections a musical
questions,
• Devise and composit
phrases, and
apply a ion
sentences using
sophisticate including
appropriate new
d set of change
and previously
criteria for of
taught
evaluating tempo,
vocabulary about
music dynamics
relevant topics
performance , meter,
such as sports,
s, their own and
traveling, and
and others, instrume

196
 • Use • Read grade further their Structure
forma appropriate knowledge of • Use the form

l and materials with other and function of

infor fluency, disciplines words in
mal accuracy, and through the phrases,
com understanding Spanish sentences, and
mand • Preview, language (e.g., more complex
s predict, demonstrate an writing, such as
appr retell, awareness of paragraphs, to
opria summar the differences communicate
tely ize, and between literal effectively
when respond and figurative • Note that

givin to writing through English words

that closely
g literatur Spanish
resemble
direct e literature)
Spanish
ions • Acquire
words can
• Create and
Writing information and have
perform coherent • Write for a
viewpoints different
oral speeches in variety of meanings
through
a variety of purposes • Note that English
Spanish
formats such as in including word order is more
an informal resources (e.g., fixed than
information, compare the
debate Spanish word
explanation, accuracy of order
Reading description, information • Discuss the fact
• narration (e.g., reported in an that inanimate
Rea write the objects have
age-
d embassy of a appropriate
or Spanish country Spanish news
liste and learn what article with
n documents are known facts;
to a needed to enter use a map
vari the country) from a Spanish
ety • Complete a
book to locate
of variety of rainforests and
gra forms (e.g., volcanoes; read
de complete a want ads in
app visa his/her city
rop application newspaper;
riat form from a and find out
e Spanish what jobs
Spa government require the
nish country) knowledge of
mat
Spanish)
eria Connections
ls • Reinforce and
Language Use and

197
 Eighth Grade

198
 gender in irregular Spanish s
Spanish verbs, culture u
• c
incomplete present in the
Di h
verbs) United
sc • Express States; a
us actions with the discuss the s
s present attitudes
ho progressive p
towards
w • Use i
demonstratives bullfighting; ñ
sp compare
correctly a
ell sound t
in Cultural differences in a
g Awareness s
the Spanish ]
•
is of Spain and
Examin )
ch Latin •
an e
America; Demonst
ge relation
discuss the rate an
d ships
importance understa
to betwee
of nding of
m n
“compadres” the role
ai langua
[the adult of
nt ge and
relationship stereotyp
ai culture
established ing in
• Compare
n when a child creating
so Spanish
is born and prejudice
un cultures with
the role of s and
d others and
godparent is discuss
• Use “faltar” to their own,
assumed]) what
tell what he/she including
• Understand he/she
wants perspectives,
• Identify the can do to
practices,
importance of prevent
and use and products
practices and it
conjunct (e.g., •
ions to products
compare Recogniz
connect within a
urban and e the
two culture (e.g.,
rural life in contributi
phrases research
Spanish ons made
• Identify and
traditional
speaking by
use a variety Spanish
countries and people of
of verbs in instruments
within the various
present and and their
United cultures
past tenses origins, create
States;
(such as “papel
discuss STUDY SKILLS
common picado”
aspects of
regular and [paper Research and
current
decorations Resources

199
• Gather and topic into major from the persua
analyze and minor perspective of de
data for components the validity, reader
research based on reliability, and s
topics from criteria usability of the • Use specific

interviews • Analyze information strategies

and field critical • to clear up
surveys relationship Utiliz confusing
• Effectively use s between ea parts of a
note taking and among “likel text (e.g.,
strategies elements y reread the
when of a infor text,
scanning research mant consult
various topic ” to another
sources of • Use a obtai source, ask
written computer n for help)
information catalog to infor • Understand

• Separate gather mati and analyze

information information for on stories and
gathered for a abou
research topics expository texts
research
• Use t a from the
magazines, specif perspective of
newspapers, ic the attitudes
dictionaries, topic and values of
• Use
schedules, and the time period
journals to photographs, in which they
gather short videos, or were written
information for sketches to • Accurately

complex collect field identify author’s

data for a purpose
research
• Apply the
topics research
project reading
• Make
• Generate process and
limited but
probing strategies to
effective
questions to content
use of
be answered related
primary
while reading passages that
sources
• Identify are of
when
and moderate
researchin
analyze length,
g topics
specific developmental
• Effectively
devices ly appropriate
consider the
an with regard to
importance of
author is complexity of
primary sources
using to topic(s) and

200
 hierarchical
structure (e.g.,
chronology,
problem/solution),
and conceptually
appropriate (in
terms of number of
concepts,
familiarity, level of
abstraction)
• Understand the

defining features
and structure of
content area texts
at this
developmental
level
• Understand the

defining features
and structure of
primary source
historical
documents at this
developmental
level
• Apply the reading

process and
strategies to
editorials and news
stories that are
developmentally
appropriate with
regard to the
complexity of a
topic(s), the
hierarchical structure
(e.g., chronology,

201
Nobel Learning Curriculum Reference Guide

202
 Consistently •
problem/solutio directions and •

n), and whether the familiarity reflect on what Independe

it is of concepts and has been learned ntly use
conceptually vocabulary after reading in technology
appropriate (in • Apply the order to tools and
terms of reading determine personal
number of processes and meaning and electronic
concepts, strategies to explore meaning study
familiarity, level bus routes and • Represent devices
of abstraction) catalogs abstract such as a
• Understand the • Use the information spell
defining table of (e.g., concepts, checker
•
features and contents generalizations)
Understan
structure of to locate as explicit
d and
editorials at this page mental pictures
apply the
developmental numbers used specifically
use of
level and to aid in
complex
• Understand the chapters comprehension
• Use a highlighter
symbols
defining within
to track important and
features and novels
information operations
structure of and
• Consistently on a
news stories at chapter
rely on best calculator
this texts
style of • Understand the
developmental importance of and
Applications personal
level apply the
• Use learning (e.g.,
• Apply the
strategies visual,
reading process
such as auditory,
and strategies
annotating, kinesthetic)
to directions or
paraphrasin to help
procedures
g, and ensure
(e.g., for school
summarizin classroom
activities,
g to success
camping or
organize • Demonstrate
scouting
notes competence
guides, recipes,
• Use complex in using
games,
outlines as a different
hobbies) that prewriting activity information
are • Independently
sources,
developmentall use study including
y appropriate guides as a those of a
with regard to means for technical
the number of chunking nature, to
categories of lengthy accomplish
information or information specific tasks

203
 editing classroom binder techni
process to system to ques
written manage for self
materials classwork and correc
prior to extraneous tion
finalization paperwork and
• Effectively and • Control reflect
consistently use homework ion
index cards as a assignments by • Apply time

study tool employing a manageme

• Use daily system of nt and
mnemo checks and preplannin
nics or balances g
word and reflects on the strategies
associat need for to achieve
improvements
ion to success and
• Use a student
memori meet
planner to track
ze academic
assignments and
importa and
long-term
nt items personal
projects
• Develop goals
• Perform daily
and rely on • Use self-
self-checks to
a focus regulation
ensure
statement techniques on
orderliness of
in order to a consistent
assignments
determine basis to
• Develop
the core maintain a
quality
elements of independent consistent level
a chapter work skills that of
within a will be used in self-control, work
novel or their present and output, and
future daily life quality of work
text
• Consistently

Work Habits apply project

• Effectively use planning skills
grade and personal
appropriate goal setting
word skills
processing • Hand in

tools to assignments
correctly in a timely
improve work
manner
production •
and quality Consis
• Successfully
tently
employ a apply

204
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