SD Content Standards Correlation

Students will read at increasing levels of complexity for a variety of purposes.

Indicator 2: Students will evaluate patterns of organizations, literary elements, and literary devices within various texts.

4. identify patterns of rhyming words, e.g., poems, songs.

4. identify patterns of rhyming words and repeated phrases in various texts.

1. identify rhythm, rhyme, and alliteration in poetry and prose.

Indicator 3: Students will interpret and respond to a diversity of works representative of a variety of cultures and time periods.

Grade Level Standards

Kindergarten

1. describe how books, stories, poems reflect things people do.
2. note similarities and differences found in various stories and poems.
3. identify the characteristics of a variety of simple genres, e.g., fairy tales, poems.

3. explore a variety of worthy literary and narrative works, e.g., Caldecott books, picture books.

4. compare/contrast stories and poems by different authors.

Goal 2 – WRITING

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

2. use the writing process to create short stories, paragraphs, and poems.
3. begin sentences with capital letters and use ending punctuation in final copies.
4. use descriptive words when writing about people, places, things, and events.

1. distinguish between complete and incomplete sentences.
2. use correct grammar in a variety of sentence structures.
3. use appropriate vocabulary and descriptive words in written work.
4. use correct spelling of frequently used words in final copies.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

3. use pictures and words to tell a story.

3. use pictures and text to tell a story.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

1. identify how words are used for rhyme and repetition.
2. explore how authors organize and sequence writing, e.g., itsy bitsy spider.

2. determine how words are used to create sounds, e.g., buzz of the bee.
3. examine how authors organize thoughts and ideas.

1. use descriptive detail and a variety of sentence types.
5. use technology to share writing with others.

Indicator 4: Students will write to clarify and enhance understanding of information.

1. gather information from pictures, books, and videos to enhance writing.
4. retell or restate what has been heard or seen.

1. write to organize information and ideas.
3. use writing to demonstrate understanding of various topics in science, social studies, and mathematics.

1. use information from various texts to support conclusions drawn.
3. write to explain key concepts and relationships with other concepts in various subject areas.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

1. follow various one and two step directions.
2. take turns in conversations and group situations.
3. use appropriate volume and tone of voice when responding to others.

1. follow two or three step oral directions.
2. recognize and demonstrate the importance of focusing on the speaker when listening.
3. use appropriate volume and tone of voice when responding to others.
4. summarize what others say with courtesy and respect.

1. follow three and four step oral directions.
2. summarize main points presented with courtesy and respect when responding to others.
3. observe and note the gestures and facial expressions used by the speaker.
4. use appropriate words and expressions when responding to the actions or statements of others.

Indicator 2: Students will interpret and evaluate ideas/information from various oral/visual sources.

1. recognize the difference between true and false information.
2. identify various sources of factual information.

1. distinguish between true and false information.
2. explore ways to find factual information, e.g. encyclopedias, CD-ROM, Discovery Channel.

2. describe the impact of true and false information.
3. find and use different types of information, e.g., CD-ROM, audio-cassettes, Internet.

Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information.

1. retell an experience in logical sequence.
3. use words to describe/name numbers, colors, size, shape, location, people, places, things, and actions.

1. tell/retell stories in a logical order or sequence.

1. report on various topics using appropriate facts and details.

Back to Top

Students will use the language of algebra to explore, describe, represent, and analyze number expressions and relations that represent variable quantities.

Indicator 1: Analyze procedures to transform algebraic expressions.

1. compare collections of objects to determine more, less, and equal.
2. recognize and create a variety of sets and patterns using symbols and objects.

1. use the concepts of equal to, greater than, and less than to compare numbers and sets.
2. extend a variety of patterns and generalize relationships using symbols and objects.

Indicator 3: Analyze and describe situations that involve one or more variables.

1. use informal methods to solve everyday problems.
2. explore and model possible addition and subtraction combinations for a given number.

1. use informal methods to solve everyday problems requiring more than one operation.
2. given a set of objects, determine all the ways to divide a set of objects into equal groups.
3. determine all possible addition and subtraction combinations for a given number.

1. use informal methods to solve everyday problems requiring open sentences with one unknown.

Students will use the language of geometry to discover, analyze, and communicate geometric concepts, properties, and relationships.

Indicator 2: Analyze geometric figures from a variety of perspectives.

3. determine ways in which shapes can be divided into equal pieces.

Goal 3 - MEASUREMENT

Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.

Indicator 1: Use various units of measure within a system of measurement.

3. explore length, weight, and volume of objects using standard and non-standard units.
4. order a group of objects using measurable attributes.

2. use specific units of measure to explore length, weight, volume, and temperature.
4. compare and order a group of objects by measurable attributes.

Second Grade

4. select an appropriate standard or non-standard unit to measure various objects and substances.

Indicator 2: Apply measurement concepts in practical applications.

1. explore various tools used in measurement.
2. compare objects or events using direct comparison according to a given attribute, e.g., length (longer/shorter), height (taller, shorter), volume (holds more/ holds less).

1. identify various tools used to solve measurement problems.
2. read scales of length, weight, and temperature for measurement.

1. use appropriate tools and units of measure to solve problems.
2. use scales of weight and volume within a measurement system.

Students will develop and use number sense to investigate the characteristics of numbers in a variety of forms and modes of operation.

Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems.

1. count and group numbers, objects, and simple events.
2. recognize patterns from counting by number groups, using concrete objects and a calculator, e.g., 2s, 5s, 10s.
3. represent numbers through the use of physical models, word names, and symbols.

1. count by number groups, e.g., 2s, 3s, 5s, 10s.
2. count numbers in a given set and write the corresponding numeral.
4. classify and model numbers as odd or even.

4. explain concept of even and odd numbers.

Indicator 2: Apply number operations with real numbers and other number systems.

3. demonstrate and describe that a whole is composed of fractional parts using things encountered in daily experiences.

3. use fraction models to identify parts of a whole and parts of a group.

3. use models to explore addition and subtraction of fractions.

Indicator 3: Develop conjectures, predictions, or estimations to solve problems and verify or justify the results.

2. estimate answers to problems using comparative words, e.g., greater, fewer, more, less.

2. explain or justify estimates to everyday quantity problems, e.g., how many jelly beans may be in the jar.

2. estimate sums and differences of whole numbers and determine if a given estimate is correct.

Indicator 4: Analyze the concept of value, magnitude, and relative magnitude of real numbers.

1. explore place value by grouping objects by tens and ones.
3. use relationship vocabulary to describe value and magnitude of objects, e.g., bigger, smaller, more, less, same, equal.

1. use words, models, and expanded notation to represent two-digit numbers.
2. order and compare whole numbers up to 100.
3. compare and order common fractions using concrete materials, e.g., one-fourth to one-half of a cookie.

1. use words, models, and expanded notation to represent numbers with two or more digits
4. understand relative size or whole numbers.

Students will discover, analyze, extend, and create patterns, relations, or functions to model mathematical ideas in a variety of forms.

Indicator 1: Analyze and describe the properties and behaviors of relations, functions, and their inverses.

1. sort and classify objects according to similar attributes, e.g., size, shape, or color.
2. identify common attributes found in different groupings.

1. sort and classify objects according to one or more attributes, e.g., color, size, shape or thickness.
2. identify like and unlike attributes of objects in a given group.

1. determine common attributes in a given group and identify those objects that do not belong.
2. use data to explain relationships, e.g., plants grow taller with more hours of sunlight.

Students will apply statistical methods to analyze data and explore probability for making decisions and predictions.

Indicator 1: Use various statistical models to gather data, study problems, and draw conclusions.

1. describe ways to sort and/or group given sets of objects or data.
2. collect and record information using tallies, picture graphs, or other strategies.
3. describe and compare observable quantities of collected data, e.g., the flavor of ice cream most people liked.

1. gather and record data from various sources or situations including surveys and simple experiments.
2. organize data into tally charts, picture graphs, and bar graphs.
3. describe represented data in terms of most often, least often, and range.

1. represent data sets in more than one way, e.g., charts, line graphs, bar graphs.

Back to Top

Students will understand the emergence and development of civilizations and cultures over time and place.

Indicator 1: Analyze the chronology of various historical eras to determine connections and cause/effect relationships.

1. describe examples of past events in legends and historical accounts, such as stories of Johnny Appleseed, Betsy Ross, Squanto, and George Washington Carver.

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place and region.

2. use a map and map symbols to recognize directions, continents, and poles.
3. use map symbols to recognize land, water, roads, and cities.
4. locate areas referenced in historically based legends and stories.
5. compare the globe and a map as models of the earth.

1. construct a simple map using a map key and symbols.
2. use the globe to identify cardinal directions, the four oceans, the United States, South Dakota, and the local community.

2. will use the globe to label the equator and continents.
4. recognize that location can be found through the use of map grids.

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

2. explain the differences between goods and services and how people are both buyers and sellers of goods and services.
3. explain that limits on resources require people to make choices about producing and consuming goods and services.

1. explain the interdependence of producers and consumers in a market economy by describing factors that have influenced consumer demand; and ways that producers have used natural resources, human resources, and capital resources to produce goods and services in the past and present.

Back to Top

Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.

Indicator 1: Understand the nature, values, and application of scientific knowledge.

1. actively participate in science activities.
2. observe and ask questions about the world around them. (example: Where does rain come from?)

1. recognize that people contribute to scientific knowledge.
2. ask questions and explore the world around them.
3. use investigations in science to produce knowledge.

1. understand that scientific inquiry has produced much knowledge about the world and that much is still unknown.
3. use investigations in science to answer different questions.

Indicator 2: Demonstrate understanding and use a variety of processes for scientific investigations.

1. use their senses and simple instruments to make observations. (example: magnifying glasses, balance scales)
2. safely conduct simple experiments to answer questions.
3. use non-standard units of measurement to compare objects.
4. use scientific thinking skills. (example: observing, communicating, and comparing)

1. enhance observations by using senses and simple instruments to identify differences in properties.
2. measure length, mass, and volume using nonstandard and standard units when appropriate.
3. conduct simple experiments safely to answer questions about familiar objects and events.
4. use scientific thinking skills. (example: observing, communicating, classifying comparing)

2. measure length, volume, mass and temperature in appropriate units.
3. make predictions based on observations rather than random guesses.
4. conduct simple experiments safely to answer questions.
6. use scientific thinking skills. (example: observing, communicating, classifying, comparing, predicting)

Indicator 1: Describe structures and properties of matter in various states and forms.

1. use sensory descriptors to describe objects. (example: sweet, sour, rough, smooth)
2. explore objects in terms of physical attributes.
3. find similarities and differences of various objects.

1. observe and describe how objects in the world vary greatly in their properties.
2. compare relative mass of objects. (example: which object is heavier, lighter)

2. classify objects by their physical properties.

Indicator 2: Describe physical and chemical changes in matter.

1. experiment with water to determine how common materials interact with it. example: floating, sinking, dissolving)

Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

1. sort living from non-living things.
2. describe the basic needs of living organisms.
3. recognize similarities and differences in diverse species.
4. compare size, shape and structure of living things. (example: grasses to trees, birds to mammals)
5. describe changes that are part of common life cycles. (example: seed to flower to fruit to seed)

1. describe life needs of green plants. (example: minerals, air, water, light, and a place to grow)
2. classify plants according to parts. (example: seeds, roots, stems, fruit)
3. analyze plants according to characteristics. (example: edible/nonedible, flowering/nonflowering.

1. describe similarities and differences of plants.
5. describe how plants go through a series of orderly changes in their life cycle. (example: flowering plants undergo many changes from the formation of a flower to the development of the fruit)

Indicator 3: Analyze how organisms are linked to one another and the environment.

5. explain what happens when factors are eliminated from plant growth. (example: no water, sunshine)

2. describe how green plants produce oxygen and food, provide useful products, and benefits in the environment.

Students will analyze the composition, formative processes, and history of the universe, solar system and Earth.

Indicator 1: Analyze the various structures and processes of the Earth system.

3. describe the relationship of seasonal changes and weather to the activities and life processes of plants and animals.

3. describe how weather and seasonal changes affect plants, animals, and their surroundings.

Back to Top

Indicator 2: Students will evaluate the use of patterns of organizations, literary elements, and literary devices within various texts.

2. recognize the use of formal and figurative language in text.

3. identify and define the presence of figurative language and rhyme scheme in literary works, e.g., simile, metaphor, exaggeration.

Fifth Grade

Indicator 4: Students will access, synthesize, and evaluate information from a variety of sources.

2. use reference tools to locate information, e.g., dictionaries, maps and globes encyclopedias, periodicals, Internet.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

1. use vocabulary appropriate for the content.
2. use grammar concepts and spelling patterns in writing, e.g., verb forms, singular/plural nouns, compounds, blends.
3. edit final copies for capitalization and punctuation, e.g., proper nouns, end marks, commas.
4. revise writing for clarity and focus on central ideas.
5. use complete sentences in writing.

1. choose descriptive words that are content appropriate and provide clarity and focus for the reader.
2. use grammar concepts in writing, e.g., verb forms, possessives.
4. use technology for revising and editing, e.g., spell/grammar check.
5. revise selected drafts by adding, deleting, combining, and rearranging sentences.

1. select words that are expressive, content appropriate, and precise to provide clarity and focus for the reader.
2. use grammar concepts in writing, e.g., adjectives, adverbs.
4. use technology for revising and editing, e.g., word searches, thesaurus, outlining packages, spell/grammar check.
5. revise manuscripts to improve effectiveness, e.g., sentence structure, complete sentences.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

2. write reports which address key questions, issues, or situations.

3. write specific expository texts which speculate on the cause and effect of various situations.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

1. model the use of descriptive words and patterns to stimulate reader interest, e.g., rhymes, repetition.
3. examine the organization of different types of writing, e.g., short stories, plays, poems.
6. use the writing process to improve written work.

6. apply various stages of the writing process, e.g., brainstorming, drafting, revising, editing, publishing.

6. use various stages of the writing process, e.g., brainstorming, drafting, revising, editing, publishing.

4. write to explain what is known about selected topics in various content areas.

4. write to explain ideas presented or discussed in various content areas.

5. write in response to ideas, thoughts, and information presented in various content areas.

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

1. listen and respond thoughtfully and respectfully to others.

2. listen attentively by making eye contact and facing the speaker.

1. respond courteously and respectfully to the ideas and thoughts of others.
2. listen and share responses in group learning activities.

1. understand the appropriateness of various listening behaviors in different social situations, e.g., plays, concerts, lectures, talking with friends.
2. listen, draw conclusions, and share responses in subject-related group learning activities.

2. present ideas and check for listener response in various situations, e.g., class discussions, small groups, panels.

3. use appropriate structures for conveying information, e.g., cause and effect, similarity and differences, posing and answering questions.

2. deliver presentations that describe a situation and establish connections between cause and effect.
3. make informative reports that clarify and support ideas with evidence and examples.

Indicator 2: Students will use the appropriate language and style for a variety of social, occupational, formal, and informal situations.

1. use formal or informal language appropriate to the audience and purpose.

4. speak clearly using appropriate pronunciation, rate, and diction.

1. determine the use of formal or informal language appropriate to the situation.
5. explore the appropriate rhythm and pace to emphasize key ideas.

4. use precise, descriptive language when speaking, e.g., active verbs.
5. choose the appropriate volume, inflection, rhythm, and pace to emphasize key ideas and areas of importance.

Indicator 3: Students will use various presentation strategies to enhance oral communication, e.g., non-verbal techniques, visual aids, physical setting/environments.

1. identify how non-verbal cues convey meaning, e.g., body language, gesture, facial expression, eye contact.

1. emphasize meaning in conversations, discussions, and oral presentations by use of non-verbal cues, e.g., gestures, facial expressions.

1. engage the audience with appropriate body language, eye contact and gestures.

Back to Top

Indicator 2: Apply measurement concepts in practical applications.

1. use and justify estimations in problems with whole numbers, fractions, decimals, money.
2. identify the appropriate arithmetic operations in multi-step problem situations.

Students will understand the interrelationships of people, places, and the environment.

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

1. integrate the study of communities through map work by identifying, locating, and using map title, map key, compass rose, lines and borders, roads and routes, and objects and symbols.

2. define regions as categorized by geographic location.
4. recognize that longitude and latitude constitute a map grid used in absolute locations.

1. apply longitude and latitude to find absolute locations on a map.

Students will understand the impact of economics on the development of societies and on current and emerging national and international situations.

Indicator 2: Analyze the role of various economic systems in the social, political, and economic development of societies.

1. explain goods and services available in the students’ community and how changing modes of transportation and communication impact their distribution.

Back to Top

Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.

Indicator 1: Understand the nature, values, and application of scientific knowledge.

2. explore characteristics of scientific ways of thinking.
3. understand that science involves asking and answering questions and comparing the results to what is already known.

2. identify characteristics of scientific ways of thinking.
4. explore the scientific process as identifying a problem, developing a hypothesis, experimenting, collecting data, drawing conclusions.

1. use investigations in science to serve different purposes. (example: comparing results)
2. identify and model characteristics of scientific thinking.
3. explain how scientific theory, hypothesis generation, and experimentation are interrelated.

Indicator 2: Demonstrate understanding and use a variety of processes for scientific investigations.

1. make specific predictions and observations concerning a situation or phenomenon.
2. gather, chart, and graph data.
3. use appropriate standard and metric measures to collect, record, and report data.
4. communicate results of scientific experiments.
5. recognize variables in the outcome of events.

1. develop questions to formulate hypotheses and use data to make predictions.
2. make distinctions among predictions, observations, and conclusions.
3. use appropriate standard and metric measures to collect, record, and report data in graphical representations.
4. recognize numerical data that are contradictory or unusual in experimental results.

1. formulate hypotheses based on cause and effect relationships and use observed patterns to make predictions.
2. make predictions, utilize observations, and draw conclusions.
3. define variables that must be held constant in a specific experimental situation.
4. collect, record and report data using the appropriate graphical representation. (example: graphs, charts, and diagrams)

Students will use appropriate scientific models to describe and quantify the nature and interactions of matter and energy.

Indicator 1: Describe structures and properties of matter in various states and forms.

1. describe physical properties of objects.
2. relate composition to physical properties.

Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

1. identify the basic structures and functions of plants.

1. understand basic structures and functions in common plants. (example: leaves, stems, roots, flowers)

1. describe basic process of photosynthesis in plants.
3. differentiate between vascular and nonvascular plants.

Indicator 2: Analyze various patterns and products of natural and induced biological change.

1. describe behavioral and structural adaptations plants and animals make to survive in a given environment.

2. describe parts and basic life processes involved with reproduction in plants. example: pollination, stamen, pistil, sepal, embryo, spore, seed)

Students will analyze the composition, formative processes, and history of the universe, solar system, and Earth.

Indicator 1: Understand the various structures and processes of the Earth system.

1. describe the major components of soil, its origin, and its importance to plants and animals.

4. describe the causes for Earth’s seasons.

Back to Top

Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them.

Indicator 2: Apply measurement concepts in practical applications.

4. apply units or combinations of units for various measurement situations.

1. use the most appropriate tool to measure mass, area, and angle in customary and metric systems.

1. use the most appropriate tool to measure volume in customary and metric systems.

Students will develop and use number sense to investigate the characteristics of numbers in a variety of forms and modes of operation.

Indicator 2: Apply number operations with real numbers and other number systems.

1. solve problems involving arithmetic operations with fractions and mixed numbers.

2. add, subtract, multiply, and divide rational numbers.

Back to Top

Students will understand the interrelationships of people, places, and the environment.

Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

1. study the basics of climate in order to understand the physical settings of this region by locating the different climate zones (North and South Temperate zones, the Torrid Zone, and the North and South Frigid zones).

Indicator 3: Analyze the impact of Earth’s natural processes, patterns, and cycles on various regions of the United States and the world.

1. explain how earth/sun relationships shape climate and vegetation patterns; and produce day and night, time zones, seasons, and major climatic variations.

Back to Top

Students will explore, evaluate, and communicate personal and scientific investigations to understand the nature of science.

Indicator 1: Understand the nature, value, and application of scientific knowledge.

1. explain how scientific knowledge and processes have evolved over time.
2. base conclusions on scientific evidence obtained from a variety of sources.

4. investigate uses of hypotheses in science. (example: evaluating relevance of data, determining data to be obtained, interpreting old and new data directly, identifying the need for new information)
5. evaluate the conclusions to scientific investigations.

Eighth Grade

5. analyze uses of hypotheses in scientific investigations. (example: evaluating relevance of data, determining data to be obtained, and interpreting old and new data, identifying the need for further information)

Students will use appropriate scientific models to describe and quantify the nature and interactions of matter and energy.

Indicator 2: Describe various physical and chemical changes in matter.

2. investigate and describe how matter can change.

Students will describe structures and attributes of living things, processes of life, and interaction with each other and the environment.

Indicator 1: Understand the fundamental structures, functions, and mechanisms found in living things.

3. identify basic parts of plant and animal cells. (example: nucleus, cytoplasm, chloroplast, cell membrane, cell wall)

Indicator 3: Analyze how organisms are linked to one another and the environment.

3. describe the roles of producers, consumers and decomposers in a system.

3. explain different relationships among living organisms. (example: competition, symbiosis, producer/ consumer/ decomposer, predator/prey)
4. investigate interactions among populations in a biological community. (example: relationships among producers, consumers, and decomposers in food chains and food webs)

1. describe the physical and chemical processes of photosynthesis and its importance to plant and animal life.

Back to Top