A K-5 Curriculum for Students in the Post-Carbon Era

Sarah Rios

Jaime Campos

Will education be important in the post-carbon era?

What will need to be taught?

What skills need to be acquired?

We hope to provide one alternative for educating students, after the fall of empire.

A special thanks to:

Guy McPherson for editing, giving advice, and opening our eyes.

Carol Fugagli for opening her home to us, editing, and being our parent perspective.

Hawk Fugagli for being the model student in the post carbon era and letting us dive into

the perspective of a child.

Doug for being the epitome of post-carbon living education and allowing us to join his

class.

We must accept finite disappointment, but never lose infinite hope.

-- Martin Luther King, Jr.

TABLE OF CONTENTS: Page

Introduction 3

Bodily-Kinesthetic Intelligence 5

Interpersonal Intelligence 14

Intrapersonal Intelligence 19

Linguistic Intelligence 22

Mathematical/Logical Intelligence 64

Musical Intelligence 107

Naturalistic Intelligence 119

Spatial Intelligence 125

Glossaries 130

Linguistic 131

Mathematical/Logical 149

Musical 180

As the economy begins its downward spiral and as the price of a gallon of gasoline continues to rollercoaster, the impending doom of America, even life as we know it, is approaching. Our education system is in shambles, food prices are ever increasing, and our hopes for an oil-driven tomorrow are no more. Not even the face of hope, Barack Obama, can halt what is bound to happen. With everything moving its course, it is only a matter of time before the idea of great nations becomes that of mere villages. Each unit of people will have to sustain themselves as their own entity. Food will be grown locally and oil-based products will no longer be available on a shelf or at the pump. With this comes a need for those who are ready and recognize the problem to switch gears from being a consumer to being a survivalist. Only with a strong community, one comprised of individuals who barter goods and share a common cause, can any of us have a shimmer of hope.

Yet, with such an inevitable ending to the story that is the industrial era of this world, people do not or will not realize the problems that lie ahead. Time and time again people publish books and articles about the bubble that is about to burst. Time and time again there are signs that the foundation of our current lives are crumbling. Our governments make this seem like a simple scratch and try to cover it with a band-aid, but they don’t realize that this crack is expanding and that a Grand Canyon-sized problem is about to emerge. For those who do realize and are open to the idea of a post-carbon future, there is hope. People around the world are building small communities that will live off the land and do not rely on things we all take advantage of, including flowing electricity, grocery stores, and water coming out the tap. For this minority of people there maybe a future with a silver lining, but it will not be a Hollywood ending.

For the future of our world there are several factors that will still be as important as they are now. Obviously the acquisition of food, water, and shelter will be necessary but so will the education of future generations. For them education will ensure a brighter tomorrow. Yet education will not be the kind that was made to simply make robots to continue the American dream. Instead it will be about educating the young to survive, to know the basic skills that will get them through tomorrow. For most people, there won’t be a need for calculus or organic chemistry, instead basic long division and simple science will suffice. Schooling will involve a movement away from technology and will include only the essentials.

Thus, what follows is a basic outline of the general topics and subtopics necessary for children in the post-carbon era. Though this is an extensive list based on current, edited scholarly standards[1] it by no means is an exhaustive list. Interpretation will be based on the knowledge of the parent or “teacher” of the child or children. Also, this is simply an outline to be followed for what is currently known as kindergarten, first, second, third, fourth, and fifth grades. Traditionally these grade levels included children that were 5-6, 6-7, 7-8, 8-9, 9-10, and 10-11 years old. Though this outline, or the technical term curriculum, only covers these ages and grade levels, it is by no means a solid boundary. Children can be taught plenty before and after. It is simply our belief that these ages hold the fundamental principles of a solid education because afterward a student will need to become a member of a hard-working society. It is our hope that before this post-carbon future happens we can include sample lessons to ease the education of the concepts covered in this curriculum. In addition, an underlying goal is to promote the spirit of inquiry. For now we wish you the best and hope that your future is bright.

Though we base our curriculum off previously established standards, we organized this curriculum based on the ideas set forth by Howard Gardner’s concept of multiple intelligences. Subject areas such as math, reading, writing, music, physical education, and science had preexisting standards that we adapted to fit the ideals of a post-carbon era. These existing standards correlated well to Gardner’s multiple intelligences of mathematical/logical, linguistic, musical, and bodily-kinesthetic. Others, such as interpersonal, intrapersonal, naturalistic, and visual/spatial had no preexisting standards that could be adapted and thus were created from scratch to suit the needs we felt important for that intelligence.

Howard Gardner’s ideas of intelligences emerged from cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner[2]. According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Gardner stated that these essential differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner further argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means."

For our purposes each learning style is mentioned in detail prior to each section, but a short description of them follows:

· Bodily-Kinesthetic Intelligence deals with the physical experience

· Interpersonal Intelligence deals with the social experience

· Intrapersonal Intelligence deals with empathy and reflection of self

· Linguistic Intelligence deals with the use of words and language

· Mathematical/Logical Intelligence deals with numbers and logic

· Musical Intelligence deals with music

· Naturalist Intelligence which deals with an experience in the natural world

· Spatial Intelligence which deals with the manipulation of objects in space

Bodily-Kinesthetic Intelligence

"School is indeed a training for later life not because it teaches the 3 Rs (more or less), but because it instills the essential cultural nightmare fear of failure, envy of success, and absurdity."

- From Jules Henry's 1963 book, Culture Against Man

Howard Gardner felt that for some there is a natural sense of what their bodies can do and how they can react in physically demanding situations. In education, there are ways to work with students who possess this intelligence by allowing for a manipulation of objects or movements in class to demonstrate a piece of information. Most commonly, physical education has aimed towards educating all students in control of their bodies and manipulation of objects with their bodies. Not all students have strengths in this area but a basic knowledge base is necessary for healthy living. The following is an adaptation of standards for physical education and we feel they still possess important skills necessary for the post-carbon era.

KINDERGARTEN

Standard 1

Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills.
Students know and are able to do the following:

• Demonstrate progress toward the mature form of selected manipulative, locomotor and nonlocomotor skills.

1. demonstrate a variety of manipulative skills (e.g., strike, throw, dribble, kick, roll, catch, trap, punt and volley)

2. demonstrate locomotor skills (e.g., walk, run, hop, jump, skip, slide, gallop, and leap)

3. demonstrate a variety of nonlocomotor skills (e.g., bend, turn, twist, balance, stretch, push, pull, rock and sway)

• Demonstrate mature form in walking and running.

1. same as concept
• Identify fundamental movement patterns (e.g., skip, strike).

1. recognize movement patterns of manipulative, locomotor, and nonlocomotor skills
• Identify a beginning movement vocabulary (e.g., personal space, high/low levels, fast/slow speeds,

light/heavy weights, balance, twist).

1. demonstrate an understanding of movement concepts in physical activity (space awareness, body awareness, qualities of movement, and relationships)

• Describe appropriate concepts to performance (e.g., change direction while running).

1. perform movement concepts in physical activity

· space awareness: personal space, direction, level, pathways, planes

· body awareness: shapes, balance, body weight transfer, flight

· qualities of movement: time, speed, force, flow

· relationships: among body parts, objects and people with people

Standard 2

Students comprehend basic physical activity principles and concepts that enable them to make decisions, solve problems and to become self-directed lifelong learners who are informed physical activity consumers.
Students know and are able to do the following:

• Identify that physical activity is necessary to build good physical fitness.

1. explain that physical fitness is the ability to work and play with energy to spare

2. identify feelings that result from participation in fitness activities

• Identify that there are different parts of physical fitness.

1. explain that warm-up activity and cool-down are essential parts of a fitness activity

• Identify the different parts of physical fitness.

1. demonstrate aerobic, muscular strength, muscular endurance and flexibility activities

Standard 3

Students exhibit a physically active lifestyle.
Students know and are able to do the following:

• Engage in moderate to vigorous physical activity.

1. participate regularly in moderate to vigorous physical activity

2. participate in gross motor activity of a moderate to vigorous nature
• Select and participate in activities that require some physical exertion during personal choice times.

1. explain how some physical exertion is good for personal well-being

2. participate in a wide variety of activities outside of physical education class
• Identify likes and dislikes connected with participation in physical activity.

1. explain how exercise is good for one’s health

Standard 4

Students achieve and maintain a health-enhancing level of physical fitness.

Students know and are able to do the following:

• Sustain moderate to vigorous physical activity for short periods of time.

1. same as concept
• Identify the physiological signs (e.g., fast heart rate, increased breathing) of moderate physical activity.

1. recognize that moderate physical activity increases heart rate and breathing rate

Standard 5

Students develop self-initiated behaviors that promote effective personal and social interactions in physical activity settings.

Students know and are able to do the following:

• Apply, with teacher reinforcement, classrooms rules and procedures and safe practices.

1. follow identified rules and procedures

2. work in a group setting without interfering with others

3. handle and care for equipment safely and responsibly

• Share space and equipment with others.

1. take turns using a piece of equipment

2. participate in physical activity, respecting others’ personal space

Standard 6

Students demonstrate understanding and respect for differences among people in physical activity settings.

Students know and are able to do the following:

• Interact positively with students in class regardless of personal differences (e.g., race, gender, disability).

1. participate with peers without regard to personal differences (e.g., race, gender, ability)

• Demonstrate cooperation with others in group tasks.

1. demonstrate willingness to participate in all group activities

2. explain how sharing with others can lead to positive feelings (e.g., acceptance, belonging to the group)

Standard 7

Students develop behavioral skills (self-management skills) essential to maintaining a physically active lifestyle.

Students know and are able to do the following:

• Engage in physical activities

1. explain that activity is good for one’s health

2. identify feelings that result from participation in physical activities

3. participate in a variety of activities that require varying degrees of physical exertion

(e.g., large group games, aerobic activities, fine motor)

• Try new movement activities and skills.

1. participate in a wide variety of physical activities

FIRST TO THIRD GRADE

Standard 1

Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills.
Students know and are able to do the following:
NOTE: All levels are built upon previous levels.

• Demonstrate mature form in all locomotor patterns and selected manipulative and nonlocomotor skills.

1. perform all eight locomotor skills with mature form (walk, run, hop, jump, skip, slide, gallop and leap)

2. perform movement skills to a rhythm

• Adapt a skill area (e.g., dribbling, passing, dance sequence) to the demands of a game-like situation.

1. demonstrate the ability to adapt movement skills to changing environmental conditions and expectations (e.g., partner needs for force production, tossing a ball to a moving partner, rising and sinking while twisting, using different rhythms)

2. combine a variety of physical activities (e.g., various travel patterns in relation to music,

locomotor and nonlocomotor combinations

• Demonstrate beginning skills of a few specialized movement forms.

1. dribble and pass a variety of objects to self and around stationary objects (hands, feet

and equipment)

2. throw and kick using mature form

3. strike a ball repeatedly with hand or object

4. toss and catch a ball alone or with a partner
• Combine movement skills in applied settings.

1. demonstrate control in traveling activities, weight bearing and balance activities on a

variety of body parts

2. demonstrate skills of chasing, fleeing, dodging to avoid others
• Apply critical elements to improve personal performance in fundamental and selected specialized

movement skills.

1. demonstrate critical elements of a fundamental skill (e.g., throwing, kicking, striking)

2. use concepts of space, effort, and relationships that vary the quality of movement
• Use critical elements of fundamental and specialized movement skills to provide feedback to

others.

1. use feedback to improve personal performance

2. recognize the critical elements of a fundamental movement or skill performed by a fellow student and provide feedback to that student

• Apply concepts that impact the quality of increasingly complex movement performance (e.g., maintaining a wide base of support in a balance activity).

1. understand that appropriate practice improves performance (e.g., a ball must be passed in front of a moving player; the lower the center of gravity, the more stable an object)

Standard 2

NOTE: All levels are built upon previous levels.

• Identify several activities related to each component of health-related physical fitness.

1. identify the components of health-related physical fitness (e.g., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition)

2. identify and demonstrate several activities related to each component of physical fitness

• Explain that muscles produce movement and begin to identify muscles.

1. name and locate large muscle groups

2. demonstrate activities that utilize specific muscle groups
• Demonstrate how to perform physical fitness tests.

1. demonstrate correct form when performing physical fitness activities

Standard 3

Students exhibit a physically active lifestyle.
Students know and are able to do the following:
NOTE: All levels are built upon previous levels.

• Select and participate regularly in physical activities for the purpose of improving skill and health.

1. participate regularly in physical activity for the purpose of improving skill performance

2. participate regularly in physical activity for the purpose of developing a healthy lifestyle

• Identify the benefits derived from regular physical activity.

1. describe health benefits that result from regular and appropriate participation in physical activity

2. identify benefits of at least one activity they regularly participate in

• Identify several moderate to vigorous physical activities that provide personal pleasure.

1. same as concept

Standard 4

Students achieve and maintain a health-enhancing level of physical fitness.
Students know and are able to do the following:
NOTE: All levels are built upon previous levels.

• Accomplish the following

1. identify the components of health-related physical fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition)

2. identify and demonstrate several activities related to each component of physical fitness

• Participate regularly in physical activity for the purpose of improving physical fitness (goal setting).

1. engage in appropriate physical activity that results in the improvement of health-related

physical fitness

Standard 5

Students develop self-initiated behaviors that promote effective personal and social interactions in physical activity settings.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Follow, with few reminders, activity-specific rules, procedures and etiquette.

1. respond positively to an occasional reminder about a rule/infraction

2. use expected behaviors in physical activity settings

• Utilize safety principles in activity situations.

1. stop activity immediately at the signal to do so

2. demonstrate and use equipment safely and responsibly

3. use the rules of physical education on the playground
• Work cooperatively and productively with a partner or small group.

1. use respect during all physical activity

2. work cooperatively with another to complete an assigned task
• Work independently and on-task for short periods of time.

1. demonstrate specific teacher-directed skills until a signal is given to end task

2. demonstrate the ability to share equipment with other students before repeating a turn
• Interact with peers while participating in group activities.

1. treat others with respect during physical activity

2. resolve conflicts in socially acceptable ways

Standard 6

Students demonstrate understanding and respect for differences among people in physical activity settings.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Participate in multicultural physical activities.

1. identify one’s own cultural/ethnic roots

2. apply variations in activities and games enjoyed in classmates’ homes and

Neighborhood

• Explain the attributes that individuals with differences can bring to group activities.

1. display consideration of others’ abilities in physical activity settings

• Describe differences and similarities among the activities of a variety of national, cultural and ethnic backgrounds.

1. share with peers an activity, dance or game in which he/she has participated with family

or friends

Standard 7

Students develop behavioral skills (self-management skills) essential to maintaining a physically active lifestyle.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Practice activities to increase skill and fitness competence (goal setting).

1. select activities that are personally challenging and rewarding

2. explain how repeated practice will lead to skill and fitness success

3. explain how gained competence provides increased enjoyment in movement and fitness

Activities

FOURTH TO FIFTH GRADE

Standard 1

Students demonstrate proficiency and the achievement of higher order cognitive skills necessary to enhance motor skills.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Demonstrate competence in a variety of movement forms.

1. throw, catch, strike and kick using mature form in a variety of physical activity settings

2. dribble and pass a variety of objects to a stationary target/receiver (e.g., hands, feet, equipment)

3. balance with control on a variety of objects

4. transfer weight from feet to hand at fast and slow speeds, using large extensions (e.g., mule kick, handstand, cartwheel)

5. travel, changing speeds and directions, in response to a variety of rhythms

• Apply more advanced movement and game strategies.

1. use basic offensive and defensive strategies in small group games

• Identify the critical elements of more advanced movement skills.

1. identify the critical elements of a basic movement made by a fellow student and provide feedback to that student

• Identify the characteristics of highly skilled performance in a few movement forms.

1. identify the characteristics of a highly skilled performer in a few movement forms

• Apply more advanced discipline-specific knowledge (e.g., conditioning and fitness in a selected sport).

1. demonstrate specialized movement skills

Standard 2

NOTE: All levels are built upon previous levels.

• Describe the relationship between a healthy lifestyle and feeling good.

1. give examples of the benefits derived from regular physical activity

2. identify several moderate to vigorous physical activities that provide personal pleasure

• Apply basic principles of training to improve physical fitness.

1. engage in appropriate activity that results in the development of muscular strength and endurance

2. apply the concepts that impact the quality of physical fitness

• Describe physiological indicators of exercise during and after physical activity.

1. demonstrate ability to calculate heart rate

2. monitor intensity of exercise (e.g., heart rate, respiration, body temperature)

Standard 3

Students exhibit a physically active lifestyle.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Participate regularly in health-enhancing physical activities to accomplish personal health goals.

1. participate regularly in a physical activity that develops a healthy lifestyle

2. describe health benefits that result from regular and appropriate participation in

physical activity

• Participate in a variety of physical activities of personal interest.

1. identify at least one enjoyable activity he/she participates in daily (formal or informal)

2. identify opportunities for more formal participation in physical activities in the

community

3. design games, gymnastics and dance sequences based on personal interests

Standard 4

Students achieve and maintain a health-enhancing level of physical fitness.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Accomplish the following:

1. engage in appropriate activities that result in the development of muscular strength and endurance, flexibility, appropriate body composition, and aerobic endurance

• Apply basic principles of training to improve or maintain health-related physical fitness.

1. participate in moderate to vigorous physical activities at least four days per week

2. accumulate 30-60 minutes of moderate activity per day at least four days per week

3. maintain continuous aerobic activity for a specified time and activity (e.g., 10 minutes or more)

4. demonstrate how to balance food intake with physical activity

Standard 5

Students develop self-initiated behaviors that promote effective personal and social interactions in physical activity settings.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Explain the influence of peer pressure in physical activity settings.

1. explain the difference between acts of courage and reckless acts

2. demonstrate responsibility when teaching or learning an activity with a partner or small

group
• Identify potential consequences when confronted with a behavior choice.

1. act in a safe manner during physical activity

• Cooperate with a group to achieve group goals in competitive as well as cooperative settings.

1. work independently and on task for partner, small or large group activities

2. participate in establishing rules and procedures that are safe and effective for specific

activities

• Identify the social benefits of participation in physical activity.

1. explain the difference between compliance and noncompliance of game rules and demonstrate compliance

2. identify one’s own performance problems without blaming others

Standard 6

Students demonstrate understanding and respect for differences among people in physical activity settings.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Explain the role of sports, games and dance in modern culture.

1. explain the validity of games and activities reflecting one’s own and others’ heritage

• Identify behaviors that are supportive and inclusive in physical activity settings.

1. demonstrate fairness in games and activities

2. demonstrate acceptance of the skills and abilities of others through verbal and

nonverbal behavior

• Participate in physical activities with others regardless of diversity and ability.

1. identify the attributes that individual differences can bring to group activities

Standard 7

Students develop behavioral skills (self-management skills) essential to maintaining a physically active lifestyle.
Students know and are able to do the following:

NOTE: All levels are built upon previous levels.

• Establish personal physical activity goals.

1. explain how appropriate practice improves performance

2. use information from internal (self-evaluation) and external sources to set physical

activity goals to improve performances

• Explore a variety of new physical activities for personal interest.

1. identify opportunities for participation in physical activity in the school

• Participate in new and challenging activities.

1. participate in a variety of physical activities, both in and out of school, based upon individual interests and capabilities

Interpersonal Intelligence

"We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forgo the privilege of a liberal education and fit themselves to perform specific difficult
manual tasks."

- President Woodrow Wilson, in a speech to businessmen

Howard Gardner included the idea of an interpersonal intelligence into his theories in order to include those students who have the knack for understanding others and interacting with them. It was his thought that there are people who are skilled at assessing emotions, desires, intentions, and motivations of others that around them. Often a person with strong interpersonal skills is able to communicate verbally effectively, analyze situations from different perspectives, create relationships with others that are positive, and be able to resolve conflicts among a group of people.

In a post carbon era, these skills would be essential in maintaining a level of empathy to others in order to promote a good life in difficult times. In addition, team work and the skills associated to a good team will be main factors in ensuring proper function of a community. What follows are categories we feel will be important in educating children in regards to the interpersonal intelligence.

Team Work: These skills will attempt to teach students to work together with others as one unit towards a goal.

Empathy: The ability to feel compassion to those around them and, as an extension, to realize and connect the emotions others are feeling to a situation in that person’s life.

Building Relationships: The ability to recognize the importance of having others in ones lives and working towards building and maintaining these relationships.

KINDERGARTEN

Team Work:

1. Knows what a team is

2. Understands that the basic set up of a team is several people working together

3. Is able to identify the leader of a team

Empathy:

1. Identify healthy ways to handle feelings.

2. Is able to identify the basic emotions others may have (for example, “mom is happy”).

Building Relationships:

1. Recognize adults in familiar environments.

2. Cooperate in games with familiar adults.

3. Seek attention of familiar adults.

4. Recognize members of immediate family.

5. Communicate with members of immediate family.

6. Name members of immediate family

7. Show awareness of family roles (for example, parents, siblings, extended family).

FIRST GRADE

Team Work:

1. Can take on the role of leader and follower

2. Can set goals or incorporate ideas when making a goal for the group

3. Is able to identify progress in a group project or goal

Empathy:

1. Once a family members feeling is identified can recognize what results in the opposite feeling (for example, if mom is sad and hugs make her happy, give her a hug).

2. Is able to be sensitive to others feelings

Building Relationships:

1. Use cooperative play responses with peers.

2. Play alone contentedly, but like to be near adults.

3. Initiate own play activities.

4. Differentiate among types of relationships (for example, friends, family, classmates, community

members).

SECOND GRADE

Team Work:

1. Identify various ways to resolve conflict using positive behavior.

2. Knows how to voice a disapproval with a leaders idea in such a way that will not result in conflict.

Empathy:

1. Interact appropriately with peers and other children (for example, helps others, shows concern, is friendly, shares with others).

Building Relationships:

1. Initiate and continue interaction play or activities with peers.

2. Wait for interaction with adults or peers.

3. Wait for turn to play with adult present.

4. Wait with peers without adult present.

5. Interact appropriately with various familiar adults (for example, tells the adult about a new discovery, responds appropriately to greeting from another adult).

THIRD GRADE

Team Work:

1. Initiate positive actions to resolve conflict (for example, identifies the conflict, deals with feelings).

2. Use words and brief discussions to resolve conflicts (for example, gives friends choices, uses words to express feelings).

Empathy:

1. Use appropriate behaviors and words to deal with anger (for example, stops and thinks, leaves the immediate location, gets assistance).

Building Relationships:

1. Enter into appropriate activities with unfamiliar peers or adults.

2. Identify the skills needed to be a responsible friend and family member (for example, doing chores and helping others).

3. Demonstrate various ways of communicating care and consideration of others (for example, sharing and saying “please” and “thank you”).

4. Conduct self during interactions in ways that are appropriate for the relationship (for example, does not hug strangers, listens attentively to a instructor).

5. Use actions of others as social cues (for example, waits to start eating until all have been served, lets others go first when waiting in line).

FOURTH GRADE

Team Work:

1. Interact acceptably with others within the course of social, occupational, and community living.

2. Use discussion and compromise to resolve conflicts (for example, pros and cons of plan to

resolve problem, cause of conflict, and different points of view).

Empathy:

1. Knows when it is appropriate to be solemn (for example, during a death or funeral).

Building Relationships:

1. Initiate interactions with family, friends, peers, and adults (for example, says “Hello,” introduces self, asks another’s name, explains hobbies and interests).

2. Use appropriate techniques to invite someone to join a group (for example, asks if person wants to play).

3. Identify the importance of demonstrating consideration of others in physical activity settings.

4. Use appropriate language to conduct social interactions including greetings, apologies, and introductions.

FIFTH GRADE

Team Work:

1. Use appropriate interpersonal communication skills when working in a group (for example, checks for understanding, expresses opinions, takes turns, accepts criticisms, gives feedback).

2. Seek help and use suggestions when unable to resolve conflicts (for example, when afraid, when angry, when peer won’t cooperate, when adult help is needed).

Empathy:

1. Identify what makes a positive relationship with another person (for example, being friendly, making each other laugh, complimenting each other).

2. Identify what makes a harmful relationship with another person (for example, physically hurting the other, not sharing with others, arguing with each other).

Building Relationships:

1. Use behaviors that represent active listening (for example, looks at person while speaking, responds to questions, is attentive while another is speaking).

2. Use appropriate nonverbal communications to relay messages to others (for example, body language, winking, waving).

3. Respond appropriately to humor (for example, laughs at jokes, tells jokes, avoids humor that hurts others).

Intrapersonal Intelligence

"Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.... The great purpose of school can be
realized better in dark, airless, ugly places .... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the natural world."

- William Torrey Harrison, commissioner of education in the U.S. between 1889 and 1906 (in
his 1906 book The Philosophy of Education):

Howard Gardner defined the Intrapersonal Intelligence as “the capacity to understand oneself, to appreciate one's feelings, fears and motivations”.

There are no established curriculums for this intelligence, and here we describe a basic outline of the essentials to help your student develop healthy methods of dealing with personal problems and learning to do self-evaluation and introspection.

Methods like yoga can be also used to teach introspection and a physical way of focusing the mind and the body. Looking for someone in your community who can teach yoga to you and your students would be an excellent activity for your child to learn how to focus their mind and body.

Meditation: Here students will learn to take time from their day to sit in a quiet peaceful place that is most comfortable to the child and sit in silence and learn to reflect on their thoughts and feelings. In doing so, students will be able to understand what is truly important in their lives and look past the situations that make them upset or sad.

Journal Writing: Here students will develop their writing skills and discover means of expressing themselves and documenting their feelings. These entries may begin as pictures and later progress to written entries. This encourages students to write down their thoughts in order to provoke self-reflection and institute a place where they can confide their feelings without risk of punishment.

Observation: Here students will learn to observe different situations and draw conclusions about their place in the family, community and world.

KINDERGARTEN AND FIRST GRADE

Meditation:

1. Introduce learning how to sit still while listening to calming music or even sitting in silence for a prescribed length of time. Making this exercise a weekly occurrence.

2. Having the student chose a calm and comforting place to have the weekly meditation sessions (can be outdoors or indoors).

3. Allowing the child to identify their favorite place

4. Encouraging the child to go to their favorite place when they are sad, angry, or want time to themselves

Journal Writing:

1. Have student create his or her own journal out of items they find around them (for example, rocks, sticks, etc).

2. Have them draw or write in their journal to express their feelings about what makes them happy, sad, irritated, hopeful, etc.

Observation:

1. Ask your student to define who they think they are in terms of their family and community. These can be discussed verbally with an adult.

2. Students can express their answers and observations through drawings, songs, dance or whatever form is appropriate.

SECOND TO THIRD GRADE

Meditation:

1. Continue to encourage meditation and begin to increase it to 2-3 times a week.

Journal Writing:

1. Students should begin to use a combination of drawings and sentences to express their feeling.

2. Students should be encouraged to begin writing short narratives or stories to describe their daily lives.

Observation:

1. Continue to have the students think about their place in the community

2. Have them describe what they feel are their roles and responsibilities within their families and communities

FOURTH TO FIFTH GRADE

Meditation:

1. Continue to encourage meditation and begin to increase it to 3-4 times a week.

2. If the student becomes accustomed to the meditation the student can be encouraged to incorporate it as part of their daily routine

Journal Writing:

1. Students should be writing journal entries on a daily basis

2. Students should continue to write short narratives or stories to describe their daily lives.

Observation:

1. Continue to have the students think about their place in the community

2. Have them describe what they feel are their roles and responsibilities within their families and communities

Linguistic Intelligence

"In our dreams ... people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character development] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple ... we will organize children ... and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way."

- Rockefeller Education Board, a major advocate of compulsory public education, in a 1906
statement:

The linguistic intelligence is among Howard Gardners original six intelligences and incompasses spoken and written language, the ability to learn languages and the ability to use language to accomplish a goal. The ability to communicate, read, and write will still be important skills to have during a post carbon era.. The curriculum for the Linguistic Intelligence is divided into three different sections: Writing, Reading, and Language Arts. The following curriculum was adapted from the TUSD Standards.

* See glossery for bolded terms

KINDERGARTEN

Writing Process

Research has established the major steps of the writing process. These steps are identified in the five concepts, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.

Writing Elements
This section focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Writing Applications
Writing skills particular to the applications listed here may be taught across the curriculum, although some applications may lend themselves more readily to specific content areas. It is imperative that students write in all content areas in order to increase their communication skills, and ultimately to improve their understanding of content area concepts. When appropriate, other content standards are referenced to show interdisciplinary connections.

Writing Process:

Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

1. Generate ideas through class discussion.

2. Draw a picture about ideas generated through class discussion.

Drafting

• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

1. Communicate by drawing, telling, or writing for a purpose.

2. Create a group draft, scripted by the teacher.

Revising

• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

1. Reread original draft scripted by teacher or individual.

2. Add additional details with prompting.

Editing
• Editing includes proofreading and correcting the draft for conventions.

1. Review the draft for errors in conventions, with prompting.

Publishing
• Publishing involves formatting and presenting a final product for the intended audience.

1. Share a finished piece of writing.

Writing Elements:
Ideas and Content

• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

1. Use pictures that convey meaning.

2. Use pictures with imitative text (writing that mimics another piece), letters, or

recognizable words to convey meaning.

3. Use labels, captions, or picture descriptors to expand meaning.

Organization

• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

1. Show a clear sense of coordination between text and pictures (e.g., a reader can readily see that they go together).

2. Consistently write left to right and top to bottom.

3. Space appropriately between words with some degree of accuracy.

Voice

• Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

1. Create pictures or text with distinctive personal style and originality.

Word Choice

• Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

1. Select labels, captions, or descriptors to enhance pictures.

2. Use words, labels, or short phrases that clearly go with picture text.

Sentence Fluency

• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
1. Attempt simple sentences (some may be fragments).

Conventions

• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

1. Write the 26 letters of the alphabet in:
a. lower case
b. upper case

2. Distinguish between upper and lower case letters.

3. Use capital letters to begin “important” words, although may be inconsistent or

experimental.

4. Use spaces between words.

5. Write left to right and top to bottom.

6. Use punctuation in writing, although may be inconsistent or experimental.

7. Use knowledge of letter sound relationship to spell simple words with some consonants and few vowels (e.g., I lik t d nts. – I like to draw knights.)

8. Use resources (word wall) to spell correctly.

9. Write own name on personal work.

Writing Applications:
Expressive

• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

1. Create narratives by drawing and dictating.

2. Participate in writing simple poetry, rhymes, songs, or chants.

Expository

• Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

1. Participate in creating expository texts (e.g., labels, lists, observations, journals, summaries) through drawing or writing.

Functional

• Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
1. Participate in writing a variety of functional text (e.g., classroom rules, letters,

experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).

2. Participate in writing communications, with teacher as scribe, including:

a. friendly letters

b. thank-you notes

Literary Response

• Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.

1. Participate in a group discussion, based on a literature selection, that identifies the:

a. character(s)

b. setting

c. sequence of events

2. Participate in a group discussion in response to a given piece of literature that connects:

a. text to self (personal connection)

b. text to world (social connection)

c. text to text (compare within multiple texts)

Research

• Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.

1. Participate in creating a simple class report where the teacher is the scribe.

FIRST GRADE

Writing Process:

Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).

2. Draw a picture or storyboard about ideas generated.

3. Organize ideas using simple webs, maps, or lists.

4. Discuss the purpose for a writing piece.

5. Discuss who the intended audience of a writing piece will be.

Drafting

• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

1. Write a draft (e.g., story, caption, letter, observations, message).

Revising

• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

1. Reread original draft for clarity.

2. Add additional details with prompting.

Editing
• Editing includes proofreading and correcting the draft for conventions.

1. Review the draft for errors in conventions, with prompting.

Publishing
• Publishing involves formatting and presenting a final product for the intended audience.

1. Rewrite and illustrate selected pieces of writing for sharing with intended audience.

2. Write legibly.

Writing Elements:
Ideas and Content

• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

1. Write stand-alone text that expresses a clear message.

2. Incorporate details in pictures and text.

Organization

• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together

1. Demonstrate sequencing or patterning in written text or storyboards.

2. Show a sense of beginning (e.g., This is a story of…, One day…, My favorite food…).

3. Write multiple sentences in an order that supports a main idea or story.

Voice

• Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

1. Create pictures and text that is expressive, individualistic, engaging, and lively.

Word Choice

1. Select words that convey a clear, general meaning.

2. Use a variety of words, even if not spelled correctly, to convey the intended message.

3. Use expressive or descriptive phrases and short sentences, beyond one- or two-word

labels.

Sentence Fluency

• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
1. Write simple sentences.

Conventions

• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

1. Incorporate conventions into own text, including:

a. spacing between words

b. spacing between lines

c. consistent left-right and up-down orientation

d. placement of title

2. Use capital letters correctly for:

a. the pronoun I

b. the beginning of a sentence

c. names

3. Punctuate endings of sentences using:

a. periods

b. question marks

c. exclamation points

4. Spell high-frequency words (These are the most common words in English, ranked in frequency order. correctly.)

5. Use common spelling patterns (i.e., onset and rimes, word families, and simple CVC

words (Consonant Vowel Consonant)) to spell words correctly.

6. Use basic phonetic spelling of unfamiliar words to create readable text.

7. Use resources (e.g., word wall, dictionaries) to spell correctly.

8. Use subject /verb agreement in simple sentences.

9. Use the following parts of speech correctly in simple sentences:

a. nouns

b. action verbs

10. Write own name on personal work.

Writing Applications:
Expressive
• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

1. Write a narrative that includes:

a. a main idea based on real or imagined events

b. character(s)

c. a sequence of events

2. Participate in writing simple poetry, rhymes, songs, or chants.

Expository

• Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

1. Create expository texts (e.g., labels, lists, observations, journals) through drawing and/or writing.

2. Participate in creating simple summaries from informational texts, graphs, tables, or maps.

Functional

• Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.
1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes,

notes/messages, labels, directions, posters, graphs/tables).

2. Participate in writing communications, with teacher as scribe, including

a. friendly letters

b. thank-you notes

Literary Response

1. Write a response to a literature selection that identifies the:

a. character(s)

b. setting

c. sequence of events

d. main idea

2. Participate in a group response to a given piece of literature that connects:

a. text to self (personal connection)

b. text to world (social connection)

c. text to text (compare within multiple texts)

Research

1. Write a simple report with a title and three facts, using informational sources.

SECOND GRADE

Writing Process

Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).

2. Determine the purpose (e.g., to entertain, to inform, to communicate) of a writing piece.

3. Determine the intended audience of a writing piece.

4. Maintain a record (e.g., list, picture, journal, folder, notebook) of writing ideas.

Drafting

• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

1. Write a draft with supporting details.

2. Organize details into a logical sequence.

Revising

• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what
you want it to say?)

1. Reread original draft for clarity.

2. Add additional relevant details for audience understanding.

3. Evaluate the draft for use of one or more writing elements, with the assistance of teacher, peer, checklist, or rubric.

Editing
• Editing includes proofreading and correcting the draft for conventions.

1. Review the draft for errors in conventions.

2. Use simple resources (e.g., word walls, primary dictionaries) to correct conventions.

Publishing
• Publishing involves formatting and presenting a final product for the intended audience.

1. Rewrite and illustrate selected pieces of writing for sharing with intended audience.

2. Write legibly.

Writing Elements
Ideas and Content

• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

1. Write stand-alone text that expresses a clear message.

2. Incorporate relevant details that give the text interest.

Organization

• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

1. Organize content in a selected format (e.g., friendly letter, narrative, expository text).

2. Use beginning and concluding statements (other than simply “The End”) in text.

3. Use signal words (e.g., first, second, third; 1, 2, 3) to indicate the order of events or

ideas.

4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.

5. Write multiple sentences that support a topic.

Voice

• Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal,
depending on the audience and purpose.

1. Show awareness of the audience through word choice and style.

2. Write text that is expressive, individualistic, engaging, and lively.

Word Choice

1. Select words that convey the intended meaning and create a picture in the reader’s

mind.

2. Use a variety of words, even if not spelled correctly, to convey the intended message.

3. Use expressive or descriptive phrases and short sentences, beyond one- or two-word

labels.

Sentence Fluency

• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
1. Write simple sentences.

2. Write sentences that flow together and sound natural when read aloud.

3. Use a variety of sentence beginnings and lengths

Conventions

• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

1. Use capital letters for:

a. the pronoun I

b. the beginning of a sentence

c. proper nouns (i.e., names, days, months)

2. Punctuate endings of sentences using:

a. periods

b. question marks

c. exclamation points

3. Use commas to punctuate:

a. items in a series

b. greetings and closings of letters

c. dates

4. Use a colon to punctuate time.

5. Use apostrophes to correctly punctuate contractions.

6. Spell high frequency words correctly.

7. Use common spelling patterns/ generalizations, including:

a. word families

b. simple CVC words

c. regular plurals

d. simple prefixes

e. simple suffixes

8. Use phonetic spelling and syllabication to create readable text.

9. Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly.

10. Use the following parts of speech correctly in simple sentences:

a. nouns

b. action verbs

c. personal pronouns

d. adjectives

11. Use subject/verb agreement in simple sentences.

12. Write own name on personal work.

Writing Applications

Expressive

• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

1. Write a narrative that includes:

a. a main idea based on real or imagined events

b. character(s)

c. a sequence of events

2. Write simple poetry, rhymes, or chants.

Expository

1. Write expository texts (e.g., labels, lists, observations, journals).

2. Participate in creating simple summaries from informational texts, graphs, tables, or maps.

Functional

1. Write a variety of functional text (e.g., classroom rules, letters, experiments, recipes, notes/messages, labels, directions, posters, graphs/tables).

2. Write communications, including:

a. friendly letters

b. thank-you notes

Literary Response

1. Write a response to a literature selection identifies the:

a. character(s)

b. setting

c. sequence of events

d. main idea

e. problem/solution

2. Write a response to a literature selection that connects:

a. text to self (personal connection)

b. text to world (social connection)

c. text to text (compare within multiple texts)

Research

1. Locate and use informational sources to write a simple report that includes:

a. a title

b. a main idea

c. supporting details

THIRD GRADE

Writing Process

Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material).

2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a

writing piece.

3. Determine the intended audience of a writing piece.

4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.

5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.

6. Use time-management strategies, when appropriate, to produce a writing product within a set time period.

Drafting

• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.

2. Organize writing into a logical sequence that is clear to the audience.

Revising

• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency.

2. Add details to the draft to more effectively accomplish the purpose.

3. Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.

4. Use a combination of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.

5. Modify word choice appropriate to the application in order to enhance the writing.

6. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

7. Use resources and reference materials to select more precise vocabulary.

Editing
• Editing includes proofreading and correcting the draft for conventions.

1. Identify punctuation, spelling, and grammar and usage errors in the draft..Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

2. Apply proofreading marks to indicate errors in conventions, although may be

inconsistent or experimental.

3. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the

draft.

Publishing
• Publishing involves formatting and presenting a final product for the intended audience.

1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.

2. Share the writing with the intended audience.

3. Use margins and spacing to enhance the final product.

4. Write legibly.

Writing Elements
Ideas and Content

• Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

1. Express ideas that are clear and directly related to the topic.

2. Provide content and selected details that are well-suited to audience and purpose.

3. Use relevant details to provide adequate support for the ideas.

Organization

• Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

1. Organize content in a selected format. (e.g., friendly letter, narrative, expository text).

2. Create a beginning that captures the reader’s interest.

3. Place details appropriately to support the main idea.

4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because)

to connect ideas.

5. Create an ending that provides a sense of resolution or closure.

6. Construct a paragraph that groups sentences around a topic.

Voice

• Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

1. Show awareness of the audience through word choice and style.

2. Convey a sense of originality, sincerity, liveliness, or humor appropriate to topic and

type of writing.

Word Choice

1. Use a variety of specific and accurate words that effectively convey the intended

message.

2. Use descriptive words and phrases that energize the writing.

3. Apply vocabulary and/or terminology appropriate to the type of writing.

4. Use literal and figurative language in a variety of ways (e.g., imitating, creating new words, rhyming), although may be inconsistent or experimental.

Sentence Fluency

• Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.
1. Write simple and compound sentences.

2. Write sentences that flow together and sound natural when read aloud.

3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.

Conventions

• Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

1. Use capital letters for:

a. proper nouns (i.e., names, days, months)

b. titles

c. names of places

d. abbreviations

e. literary titles (i.e., book, story, poem)

2. Punctuate endings of sentences using:

a. periods

b. question marks

c. exclamation points

3. Use commas to punctuate:

a. items in a series

b. greetings and closings of letters

c. dates

4. Use quotation marks to punctuate dialogue, although may be inconsistent or

experimental.

5. Use a colon to punctuate time.

6. Use apostrophes to punctuate:

a. contractions

b. singular possessive

7. Spell high-frequency words correctly.

8. Use common spelling patterns/generalizations to spell words correctly, including:

a. word families

b. regular plurals

c. r-controlled

d. diphthong

e. consonant digraphs

f. CVC words

g. CCVC words

h. CVCC words

i. affixes

9. Spell simple homonyms correctly in context.

10. Use resources (e.g., dictionaries, word walls) to spell correctly.

11. Use the following parts of speech correctly in simple sentences:

a. nouns

a. action verbs

b. personal pronouns

c. adjectives

12. Use subject/verb agreement in simple sentences.

Writing Applications
Expressive

• Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

1. Write a narrative based on imagined or real events, observations, or memories that

includes:

a. characters

b. setting

c. plot

d. sensory details

e. clear language

f. logical sequence of events

2. Write in a variety of expressive forms (e.g., poetry, skit) that may employ:

a. figurative language

b. rhythm

c. dialogue

d. characterization

e. a plot

f. appropriate format

Expository

1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

2. Write an expository paragraph that contains:

a. a topic sentence

b. supporting details

c. relevant information

3. Write in a variety of expository forms (e.g., summary, newspaper article, reflective paper, log, journal).

Functional

a. thank-you notes

b. friendly letters

c. formal letters

d. messages

e. invitations

2. Address an envelope for correspondence that includes:

a. an appropriate return address

b. an appropriate recipient address

Persuasive

• Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

1. Write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.

Literary Response

1. Write a reflection to a literature selection (e.g., journal entry, book review).

2. Write a book report or review that may identify the:

a. main idea

b. character(s)

c. setting

d. sequence of events

e. problem/solution

3. Write a response to a literature selection that connects:

a. text to self (personal connection)

b. text to world (social connection)

c. text to text (compare within multiple texts)

Research

1. Paraphrase information from at least one source (e.g., Internet, reference materials).

2. Organize notes in a meaningful sequence.

3. Write an informational report that includes main ideas and relevant details.

FOURTH GRADE

Writing Process

Prewriting

• Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material).

2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an intended writing piece.

3. Determine the intended audience of a writing piece.

4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.

5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.

6. Use time-management strategies, when appropriate, to produce a writing product within a set time period.

Drafting

• Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.

2. Organize writing into a logical sequence that is clear to the audience.

Revising

• Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?