Realizing that high expectations for student achievement are a major factor in academic success, the following learning expectancies have been identified in key content areas. These expectancies for student achievement were developed based on California State Curriculum Frameworks and the Glendale Unified School District Curriculum Guides. They indicate the general expectations for student achievement at the conclusion of each grade. It is emphasized that individual students progress at different rates, even though they are at the same grade level and are the same age. Some students may be working on classroom activities leading up to these expectancies. Others may have mastered these expectancies and may be working on enrichment activities. The expectancies are provided as a guide to help parents serve as true partners in the educational process.
LANGUAGE ARTS Students will: Demonstrate courtesy and respect as a listener. Listen attentively for information. Read for enjoyment, information, and insight. Comprehend main idea, predict events, draw logical conclusions. Distinguish between real and make-believe, cause and effect. Write daily in journal/log and share orally. Use the writing process - pre-writing, writing, responding, revising, editing, and publishing. Develop decoding skills at the intermediate level. Correctly spell high frequency words. Self-select books for pleasure reading from the library. Refine skills of manuscript handwriting and reduce size of letters in relation to ruled paper. Continue to demonstrate proper use and care of a computer. Use a variety of media and communication technologies. Use appropriate study skills. Use personal organization and management skills.
ENGLISH LANGUAGE DEVELOPMENT For Second Language Students. Students exiting the Early Production stage will: Understand directions and stories. Speak using simple phrases and sentence fragments. Recognize frequently used words on sight. Develop decoding skills at the readiness level. Use vocabulary words in specific topic areas as they occur integrated across the curriculum rather than in isolation. Use prewriting techniques with emphasis on meaning, not grammatical correctness. Students exiting the Speech Emergence stage will: Understand directions and stories. Be able to retell stories in their own words. Converse with teachers and students on both social and academic topics. Decode using beginning level phonics, but may need additional time to demonstrate reading comprehension skills. Comprehend stories that are generated through a language experience approach. Continue to expand vocabulary and use it orally and in writing for social and academic purposes. Write complete, simple sentences which communicate clearly. Students exiting the Intermediate Fluency/Transition stage will: Participate in appropriate group discussion. Speak in coherent sentences with native-like fluency. Demonstrate ability to read and interpret a variety of reading material. Uses the writing process - pre-writing, writing, responding, revising, editing, and publishing. Be placed in the unmodified English Language Arts program, no more than one year below current grade level, based on District placement criteria.
MATHEMATICS Students will: Count and write numerals through 999. Identify ones, tens, and hundreds in whole numbers with three digits. Find the sum of two or more whole numbers of no more than two digits, with or without regrouping. Identify halves thirds or fourths of an object. Identify ordinal position up to 20th. Write mathematical sentences using operational symbols and symbols < or >. Identify the operation which should be used to solve a given story problem. Identify in a picture of two or more objects, which is longer/shorter using non-standard units of measurement. Measure time by using traditional/digital clocks to the quarter hour and a calendar. Identify a specific shape such as a square, circle, rectangle, or triangle and shapes which are congruent. Identify the extension of a given pattern of numbers of objects. Classify and sort objects according to one or more attributes. Identify the different parts of the calculator.
HISTORY/SOCIAL STUDIES Students will: Focus on the theme "People Make a Difference." Appreciate cultural diversity. Develop social skills for teamwork in a cooperative learning setting. Understand how people depend on one another; appreciate people who supply our needs. Examine the relationship between geography, climate, and food production. Sequence the process and interdependence of people getting goods from their origin to market and home. Understand that people need to be responsible in economic, family, and citizenship roles. Compare cultures and how people from then have made a difference. Appreciate America's freedom, heroes, and democratic principles. Use maps and globes to develop map reading skills.
SCIENCE Ecology (annually) Students will: Communicate that waste can cause pollution (e.g., car exhaust. Insecticides, paint cans). Develop a model of how human actions can positively or negatively affect the earth. Categorize and illustrate the differences in ecosystems (desert vs. ocean). Classify living and non-living items and explain their impact on waste. Patterns of change (1994-95, 98-99) Students will: Design a demonstration that shows how energy causes change. Compare seasonal changes with the changing position of the earth. Illustrate, order, and explain a water cycle. Communicate the pattern of the food chain and its affect on a specific animal. Systems and Interactions (1995-96, 99-00) Students will: Combine 2 or more substances to create a new substance or to show how they interact (e.g., soap and water; oil and water). Perform an experiment to show how work is made easier with machinery and explain why. Design and explain a closed circuit. Design an experiment that demonstrates the difference sound makes as it passes through a solid, a liquid, a gas. Explain. Illustrate that light is made of color. Show by demonstration that light travels in straight lines. Observe and categorize objects in space. Explain how objects are held on earth. Identify land features and predict changes when given a specific force. Create and explain a model which illustrates the effect the water cycle has on weather. Explain and show an interaction between humans and another living thing which benefits the world. Explain how a food chain is a system and how it uses energy. Matter (1996-97) Students will: Categorize the different types of matter that comprise the earth and explain how they are constantly changing. Communicate that matter can change from one state to another. Explain how living things grow and change. Energy (1997-98) Students will: Explain ways living things gain energy from their environment. Observe and categorize forms of energy. Compare uses of energy. Categorize sources of energy as renewable or non-renewable.
HEALTH/SUBSTANCE ABUSE PREVENTION Students will: Explain and practice personal habits which maintain health and prevent disease. Recognize that certain products contain drugs. Demonstrate safe behavior when crossing streets, riding bikes, using tools and toys, and handling pets. Describe the need for teamwork, sharing responsibilities, as well as for tolerance and fairness. Use self-discipline in the classroom and on the playground. Develop ways to resolve conflicts. Identify and describe the consequences of not behaving as a good citizen.
VISUAL AND PERORMING ARTS Students will: Experience a variety of musical activities: singing, playing instruments, movements, and listening. Develop an awareness of famous composers and artists. Experience activities using various media such as crayon, felt tip marker, paint, charcoal, pencil, chalk, tissue, and construction paper. Participate in appropriate music, dance, and drama activities. PHYSICAL EDUCATION Students will: Develop physical control through balance and jumping-and- landing. Demonstrate balance in order to enjoy games and dance activities. Demonstrate ball movement through throwing, bouncing, catching and rolling skills. Use short and long jump ropes with some proficiency. Use their bodies to express a thought, felling, idea, and learn to move to a rhythm.
COMPUTER SCIENCE Students will: Use simulation, problem solving, reference, drills, and practice software across the curriculum. Discuss and practice proper computer ethics.
STUDENTS WHO ACHIEVE AT THEIR OPTIMAL POTENTIAL EACH DAY: Glendale Unified School District states as one of its objectives in its strategic plan, Glendale Schools 2000, that all students will achieve at their optimal potential each day. In order for students to achieve this objective, Glendale parents, teachers, and administrators, working together on a Glendale Schools 2000 Action Team, developed a description of the behavior of students who are achieving their potential each day. The behavioral indicators of students who perform at their optimal potential each day include the following characteristics: Demonstrate the ability to get along with others. Demonstrate self- confidence and self-esteem. Demonstrate an age-appropriate attention span. Communicate appropriately with adults and peers. Show sound judgment. Demonstrate perseverance. Are goal-oriented. Demonstrate a sense of responsibility. Demonstrate a positive attitude. Understand proper health habits. Follow directions. Can problem solve. Demonstrate flexibility. Demonstrate proficiency in seeking and processing information from a variety of sources. (Rev. 7/96)
Please label lunches, sweaters, jackets, and other possessions.
Absence notes should arrive at school with your child on the first day he / she returns. It should state the child's name, dates of absence, reason, and parent signature.
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