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Trimester 1 

 

N.ME.01.01 Count to 110 by 1’s, 2’s, 5’s, and 10’s, starting from any number in the sequence; count to 500 by 100’s and 10’s; use ordinals to identify position in a sequence, e.g., 1st 2nd 3^rd.

N.ME.01.02 Read and write numbers to 110 and relate them to the quantities they represent.

N.ME.01.03 Order numbers to 110; compare using phrases such as “same as”, “more than”,“greater than”, “fewer than”; use = symbol.  Arrange small sets of numbers in increasing or decreasing order, e.g., write the following from smallest to largest: 21, 16, 35, 8.

N.ME.01.04 Identify one more than, one less than, 10 more than, and 10 less than for any number up to 100.

N.ME.01.05 Understand that a number to the right of another number on the number line is bigger and that a number to the left is smaller.

N.ME.01.06 Count backward by 1’s starting from any number between 1 and 100.

N.ME.01.07 Compose and decompose numbers through 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.*

N.ME.01.08 List number facts (partners inside of numbers) for 2 through 10,   e.g.,  8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4;  10 = 8 + 2 = 2 + 8.

N.MR.01.09 Compare two or more sets in terms of the difference in number of elements.

N.MR.01.10 Model addition and subtraction for numbers through 30 for a given contextual  situation using objects or pictures; explain in words; record using numbers and symbols; solve.*

N.MR.01.11 Understand the inverse relationship between addition and subtraction,   e.g., subtraction “undoes” addition: if 3 + 5 = 8, we know that 8 - 3 = 5 and 8 - 5 = 3; recognize that some problems involving combining, “taking away,” or comparing can be solved by either operation.

N.FL.01.12 Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.

N.MR.01.13 Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: ¦ + 2 = 7 and 10 - ¦ = 6.

N.FL.01.14 Add three one-digit numbers.

N.FL.01.15 Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.

N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no formal algorithm.

D.RE.01.01 Collect and organize data to use in pictographs.

D.RE.01.03 Make pictographs of given data using both horizontal and vertical forms of graphs; scale should be in units of one and include symbolic representations, e.g., J represents one child.

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Trimester 2 

N.ME.01.07 Compose and decompose numbers through 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.*

N.ME.01.08 List number facts (partners inside of numbers) for 2 through 10,   e.g.,  8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4;  10 = 8 + 2 = 2 + 8.

N.MR.01.09 Compare two or more sets in terms of the difference in number of elements.

N.MR.01.10 Model addition and subtraction for numbers through 30 for a given contextual  situation using objects or pictures; explain in words; record using numbers and symbols; solve.*

N.MR.01.11 Understand the inverse relationship between addition and subtraction,   e.g., subtraction “undoes” addition: if 3 + 5 = 8, we know that 8 - 3 = 5 and 8 - 5 = 3;  recognize that some problems involving combining, “taking away,” or comparing can be solved by either operation.

N.FL.01.12 Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.

N.MR.01.13 Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: ¦ + 2 = 7 and 10 - ¦ = 6

N.FL.01.14 Add three one-digit numbers.

N.FL.01.15 Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.

N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no formal algorithm.

G.GS.01.01 Create common two-dimensional and three-dimensional shapes, and describe their physical and geometric attributes, such as color and shape.

G.LO.01.02 Describe relative position of objects on a plane and in space, using words such as above, below, behind, in front of.

G.SR.01.03 Create and describe patterns, such as repeating patterns and growing patterns using number, shape, and size.

G.SR.01.04 Distinguish between repeating and growing patterns

G.SR.01.05 Predict the next element in a simple repeating pattern.

G.SR.01.06 Describe ways to get to the next element in simple repeating patterns.

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Trimester 3

N.ME.01.07 Compose and decompose numbers through 30, including using bundles of tens and units, e.g., recognize 24 as 2 tens and 4 ones, 10 and 10 and 4, 20 and 4, and 24 ones.*

N.ME.01.08 List number facts (partners inside of numbers) for 2 through 10,   e.g.,  8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4;  10 = 8 + 2 = 2 + 8.

N.MR.01.09 Compare two or more sets in terms of the difference in number of elements.

N.MR.01.10 Model addition and subtraction for numbers through 30 for a given contextual  situation using objects or pictures; explain in words; record using numbers and symbols; solve.*

N.MR.01.11 Understand the inverse relationship between addition and subtraction,   e.g., subtraction “undoes” addition: if 3 + 5 = 8, we know that 8 - 3 = 5 and 8 - 5 = 3;  recognize that some problems involving combining, “taking away,” or comparing can be solved by either operation.

N.FL.01.12 Know all the addition facts up to 10 + 10, and solve the related subtraction problems fluently.

N.MR.01.13 Apply knowledge of fact families to solve simple open sentences for addition and subtraction, such as: ¦ + 2 = 7 and 10 - ¦ = 6

N.FL.01.14 Add three one-digit numbers.

N.FL.01.15 Calculate mentally sums and differences involving: a two-digit number and a one-digit number without regrouping; a two-digit number and a multiple of 10.

N.FL.01.16 Compute sums and differences through 30 using number facts and strategies, but no formal algorithm.

M.UN.01.01 Measure the lengths of objects in non-standard units, e.g., pencil lengths, shoe lengths, to the nearest whole unit.

M.UN.01.02 Compare measured lengths using the words shorter, shortest, longer, longest, taller, tallest, etc.

M.UN.01.03 Tell time on a twelve-hour clock face to the hour and half-hour.

M.UN.01.04 Identify the different denominations of coins and bills.

M.UN.01.05 Match one coin or bill of one denomination to an equivalent set of coins/bills of other denominations, e.g., 1 quarter = 2 dimes and 1 nickel.

M.UN.01.06 Tell the amount of money: in cents up to $1, in dollars up to $100.  Use the symbols $ and ¢.

M.PS.01.07 Add and subtract money in dollars only or in cents only.

M.PS.01.08 Solve one-step word problems using addition and subtraction of length, money and time, including “how much more/less”, without mixing units.

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Trimester 1 

 

R.WS.01.01 demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.01.02 recognize that words are composed of sounds blended together and carry meaning.

R.WS.01.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.01.05 automatically recognize frequently encountered words in and out of words that can be read fluently increasing steadily across the school year.

R.WS.01.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.01.07 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.

R.WS.01.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.01.10 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.MT.01.04 self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.

R.AT.01.01 be enthusiastic about reading and learning how to read.

W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families.

W.AT.01.01 Students will be enthusiastic about writing and learning to write.

S.DS.01.03 respond to multiple text types by reflecting, making meaning, and making connections.

L.CN.01.01 understand, restate and follow two-step directions.

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Trimester 2

R.WS.01.04 use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh

R.WS.01.05 automatically recognize frequently encountered words in and out of words that can be read fluently increasing steadily across the school year.

R.WS.01.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.01.07 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.

R.WS.01.10 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

R.FL.01.01 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context

R.NT.01.01 recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02 identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.

R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04 identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.NT.01.05 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.IT.01.01 identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines.

R.IT.01.03 explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.

R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.MT.01.02 self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

R.AT.01.02 do substantial reading and writing on their own during free time in school and at home.

W.GN.01.01 write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.

W.GN.01.03 write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.

W.PR.04.03 Students will draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.

W.PR.01.04 attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.

W.SP.01.01 in the context of writing, correctly spell frequently encountered one-syllable words from common word families.

W.HW.01.01 legibly write upper and lower case manuscript letters.

S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).

S.CN.01.05 understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.

S.DS.01.01 engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions.

 L.CN.01.01 understand, restate and follow two-step directions.

 

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It is best to log into the website first before accessing the standards below. Clicking the link directly below will open Nettreker in a new window. Once you have signed in, return to this page and access the standards below.

 

Click this link first to get started and logged into Nettreker, the online standards guide for parents and teachers.

 

Please use the following sign on information when accessing this link.

 

User name:  gardencityschools

   Password:  gardencityschools

 

Trimester 3 

R.WS.01.05 automatically recognize frequently encountered words in and out of words that can be read fluently increasing steadily across the school year.

R.WS.01.06 make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.01.07 use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.

R.WS.01.08 use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.

R.WS.01.09 know the meanings of words encountered frequently in grade-level reading and oral language contexts.

R.WS.01.10 in context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. 

R.FL.01.01 automatically recognize and fluently read identified grade-level high frequency words encountered in or out of context

R.FL.01.02 use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis

R.FL.01.03 read aloud unfamiliar text with a minimum of 90% accuracy in word recognition at an independent reading level.

R.NT.01.01 recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02 identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.

R.NT.01.03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04 identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.IT.01.01 identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines.

R.IT.01.02 discuss informational text patterns including descriptive, sequential, and enumerative.

R.IT.01.03 explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.

R.IT.01.04 respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

R.CM.01.01 make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.

R.CM.01.04 apply significant knowledge from grade-level science, social studies, and mathematics texts.

R.MT.01.01 self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.

R.MT.01.02 self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

R.MT.01.03 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

R.MT.01.04 self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.

R.CS.01.01 develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.

W.GN.01.04 use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.

S.CN.01.01 use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., because, if, after, and inflected endings).

S.CN.01.02 explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.

S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.

S.CN.01.04 present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.

S.CN.01.05 understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.

S.DS.01.02 tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.

S.DS.01.04 plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.

L.CN.01.01 understand, restate and follow two-step directions.