IRON SPRINGS ELEMENTARY
GUARANTEED AND VIABLE CURRICULUM (GVC)
“One of the most significant factors that impacts student achievement is that teachers commit to implementing a guaranteed and viable curriculum to ensure no matter who teaches a given class, the curriculum will address certain essential content (Marzano, 2003).” “To improve student achievement, educators must determine the guaranteed and viable curriculum that are most essential because they possess the qualities of endurance, leverage, and readiness for success at the next level. (Reeves, 2002, p. 54).” Iron Springs and Iron County School District follow the PLC process in determining school and district GVCs. Teams of teachers should guarantee that each student in their grade becomes proficient in all of the district’s GVCs, through quality teaching and intervention. In addition, if teams of teachers want to add school GVCs to their goals for the year they should. Before the first day of school, teams of teachers should complete the GVC Goal Setting Form and turn it into administration. Teachers should communicate all GVCs and goals to stakeholders on a regular basis.
Kindergarten GVCs (District)
- K.RF.1.d I can recognize and name all uppercase and lowercase letters of the alphabet.
- K.RF.2 I can demonstrate understanding of spoken words, syllables, and sounds (phonemes)
- K.RF.3.a & b I can demonstrate basic knowledge of one-to-one letter sound correspondences by producing many of the most primary sounds of each consonant, and the short and long sounds for the five major vowels.
- K.RF.3.c I will be able to read common high-frequency words by sight.
- L.K.2: I will be able to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- K.CC.1 I can count to 100 by ones and 10s.
- K.CC.3 I will be able to write numbers from 0-20. Represent a number of objects with a written numeral 0-20.
- K.OA.2 Solve addition and subtraction word problems within 10 (e.g. Use objects or drawings to represent the problem.)
- K.NBT.1 Compose and Decompose numbers from 11 – 19 into ten ones and further ones.
- K.G.1-3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
1st Grade GVCs (District)
- 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). – Consonant digraphs – Blends – long/short vowel sounds – Vowel teams a_e, o_e, u_e, i_e – R-controlled vowel teams -ar, -er, -or – Adjacent vowels ae, oe, ee b. Decode regularly spelled one-syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.
- 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- 1.W.1, 1.W.2, 1.W.3 Write opinion, informative, and narrative pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- 1.OA.1 Use addition and subtraction within 20 to solve equations and word problems by adding to, taking apart, and comparing, with unknowns in all positions. By the end of Grade 1, demonstrate fluency for addition and subtraction within 10. (refer to 1.OA.6)
- 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
- 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
2nd Grade GVCs (District)
- RF.2.4 – Read with sufficient accuracy and fluency to support comprehension.
- RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words. f.Recognize and read grade-appropriate irregularly spelled words.
- W.2.1- Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
- W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
- W.2.3 -Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
- L.2.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- 2.NBT.1- Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- Math 2.NBT.7 : Students will be able to add and subtract within 1,000 using strategies based on place value.
- 2.OA.2.b. By the end of Grade 2, know from memory all sums of two one-digit numbers.
- I can solve 2 and 3 digits addition and subtraction problems with and without regrouping
- 2.MD.8 – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
3rd Grade GVCs (District)
- RF.3.4Students will read with sufficient accuracy and fluency to support comprehension.
- RI.2 Determine the main idea of an informational text; recount the key details and explain how they support the main idea.
- RL9, RI9 Compare and contrast the most important points and key details presented in two texts on the same topic (theme/setting/plot in literature, main idea, details in informational)
- W.3.1 Write a well organized opinion paragraph while supporting a point of view with evidence from a text.
- W.3.2 Write an informative/explanatory paragraph to examine a topic and convey ideas and information clearly.
- 3.OA.3 Students will learn various strategies to solve multiplication word problems that require the use of multiplication facts within 100.
- 3OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (For example, knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8). By the end of Grade 3, know from memory all products of two one-digit numbers.
- 3.OA.6 Students will understand division and how it is related to multiplication.
- 3.nf.1, 3.nf.2. Understand and demonstrate that a fraction is created by dividing a whole into parts. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
- 3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
- 3.OA.8 Solve two-step word problems using the four operations. Know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations). (Limit to problems posed with whole numbers and having whole number answers.) Represent two-step problems using equations with a letter standing for the unknown quantity. Create accurate equations to match word problems. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding
4th Grade GVCs (District)
- RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
- RI 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
- RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
- RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- 4.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented.
- 4.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.
- 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
- 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
- 4. NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
- 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
- 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
5th Grade GVCs (District)
- RL5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RL5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes
- W2: Write informative/explanatory texts to examine a topic and convey ideas and info clearly.
- RI5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
- 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
- 5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two- digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
- 5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. In this standard, dividing decimals is limited to a whole number dividend with a decimal divisor or a decimal dividend with a whole number divisor. Compare the value of the quotient on the basis of the values of the dividend and divisor.
- 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
- 5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.