Alaska Grade Level Expectations
This unit was written with 3rd grade in mind, but can easily be adapted for other grades. Standards Addressed for 2nd grade, and GLEs for grades 3 and 4 are included here.
Science | Reading | Writing | Math
Science
Science: 1st and 2nd GLEs |
Investigation |
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Science as Inquiry and Process |
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SA Students develop an understanding of the processes and applications of scientific inquiry. |
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SA1 Students develop an understanding of the processes of science used to investigate problems, design and conduct repeatable scientific investigations, and defend scientific arguments |
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SA2 Students develop an understanding that the processes of science require integrity, logical reasoning, skepticism, openness, communication, and peer review. |
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SA3 Students develop an understanding that culture, local knowledge, history, and interaction with the environment contribute to the development of scientific knowledge, and that local applications provide opportunity for understanding scientific concepts and global issues. |
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Concepts of Physical Science |
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SB2 Students develop an understanding that energy appears in different forms, can be transformed from one form to another, can be transferred or moved from one places or system to another, may be unavailable for use, and is ultimately conserved. |
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Concepts of Life Science |
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SC Students develop an understanding of the concepts, models, theories, facts, evidence, systems, and processes of life science. |
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SC2 Students develop an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms. |
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SC3 Students develop an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy. |
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Concepts of Earth Science |
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SD Students develop an understanding of the concepts, processes, theories, models, evidence, and systems of earth and space sciences. |
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SD1 Students develop an understanding of Earth’s geochemical cycles. |
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SD2 Students develop an understanding of the origins, ongoing processes, and forces that shape the structure, composition, and physical history of the Earth. |
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History and Nature of Science |
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SG Students develop an understanding of the history and nature of science. |
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SG4 Students develop an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base. |
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Science: GLEs for Grade 3 |
Investigation |
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The student demonstrates an understanding of the processes of science by: |
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The student develops an understanding of the processes of science by: |
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The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by: |
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The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by: |
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The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: |
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The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection and biological evolution by: |
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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: |
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The student demonstrates an understanding of geochemical cycles by: |
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The student demonstrates an understanding of the forces that shape the Earth by: |
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The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by: |
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The student demonstrates an understanding that advancements in science depend on curiosity, creativity, imagination, and a broad knowledge base by: |
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Science: GLEs for Grade 4 |
Investigation |
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The student demonstrates an understanding of the processes of science by: [4] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.* |
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The student develops an understanding of the processes of science by: |
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The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by: |
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The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by: |
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The student demonstrates an understanding of the interactions between matter and energy and the effects of these interactions on systems by: |
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The student demonstrates an understanding of how science explains changes in life forms over time, including genetics, heredity, the process of natural selection, and biological evolution by: |
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The student demonstrates an understanding of the structure, function, behavior, development, life cycles, and diversity of living organisms by: |
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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: |
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The student demonstrates an understanding that all organisms are linked to each other and their physical environments through the transfer and transformation of matter and energy by: |
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The student demonstrates an understanding of the bases of the advancement of scientific knowledge by: |
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Reading
Reading: Grade 3 GLEs |
Investigation |
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[3] 1.4.1 The student restates/summarizes information by retelling or dramatizing a story after reading it (L) |
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[3] 1.4.2 The student restates/summarizes information byrestating information after reading a text or identifying accurate restatements |
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[3] 1.5.1 The student demonstrates an understanding of main idea by identifying the main idea or central concept in various types of texts |
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[3] 1.6.1 The student follows written directions by completing a simple (1–-2 step)task by following written directions (L) |
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[3] 1.10.1 The student connects themes by making connections between a text and personal experiences…., experiences of others |
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[3] 1.10.2 The student connects themes by locating details in text to illustrate relevant connections to personal experience, experience of others, or other texts |
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Reading: Grade 4 GLEs |
Investigation |
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[4] 2.4.1 The student restates/summarizes information by retelling a story in correct sequence or identifying the correct sequence of events in a story (L) |
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[4] 2.4.2 The student restates/summarizes information by restating and summarizing information after reading a text or identifying accurate restatements and summaries |
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[4] 2.5.1 The student demonstrates an understanding of main idea by identifying the main idea or central concept in various types of texts* |
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[4] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details |
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[4] 2.5.3 The student demonstrates an understanding of main idea by identifying or describing related experiences to support understanding of a main idea (L) |
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[4] 2.10.1 The student connects themes by identifying author’s message, theme, or purpose (e.g., helping others brings great rewards) |
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[4] 2.10.2 The student connects themes by identifying themes in texts and making relevant connections to personal experiences, experiences of others, or other texts |
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Reading: Grade 5 GLEs |
Investigation |
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[5] 2.4.1 The student restates/summarizes information by restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text |
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[5] 2.5.1 The student demonstrates an understanding of main idea by identifying the main idea or central concept in various types of texts* |
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5] 2.5.2 The student demonstrates an understanding of main idea by locating information in narrative and informational text to answer questions related to main ideas or key details* |
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[5] 2.5.3 The student demonstrates an understanding of main idea by identifying or describing related experiences and events to support understanding of a main idea (e.g., what event in history is similar to this one) (L) |
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[5] 2.10.1 The student connects themes by identifying author’s message, theme, or purpose, stated or implied |
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[5] 2.10.2 The student connects themes by identifying themes in texts and making relevant connections to personal experiences, experiences of others, or other texts* |
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Writing
Writing: Grade 3 GLEs |
Investigation |
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3] 1.1.1 The student writes about a topic by writing complete sentences with a subject and a predicate |
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[3] 1.1.2 The student writes about a topic by writing a paragraph on a single topic with two or more supporting details |
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[3] 1.1.3 The student writes about a topic by writing a story or composition |
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[3] 1.2.1 The student writes for a variety of purposes and audiences by choosing the appropriate organizational structure to match a purpose and audience (e.g., letters and notes, recounts, stories, and poems) (L) |
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[3] 1.2.2 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., journals, pictures supported by text or poetry) (L) |
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[3] 1.3.1 The student writes and edits using conventions of Standard English by writing a variety of complete, simple sentences (i.e., statement, question, exclamation) |
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[3] 1.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high-frequency words) (L) |
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[3] 1.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in punctuation at the end of sentences and capitalization (i.e., beginning of sentences and proper nouns) |
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[3] 1.3.4 The student writes and edits using conventions of Standard English by rewriting handwritten work to improve legibility, if necessary, when producing final drafts (L) |
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[3] 1.4.1 The student revises writing by rearranging and/or adding supporting details to improve clarity. |
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[3] 1.4.2 The student revises writing by giving/receiving appropriate feedback about written work (L) |
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[3] 1.5.1 The student documents sources by listing sources or authors and titles of books and other materials when used as references in written work (L) |
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Writing: Grade 4 GLEs |
Investigation |
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[4] 2.1.1 The student writes about a topic by writing a paragraph that maintains a focused idea and includes details that support the main idea |
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4] 2.1.2 The student writes about a topic by organizing ideas logically (L) |
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4] 2.1.3 The student writes about a topic by writing a story or composition with a beginning and middle and ending with a concluding statement (L) |
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[4] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., personal letters, recounts, descriptions or observations) |
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4] 2.2.3 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., writer’s notebook, memoirs, poetry, plays, or lyrics) (L) |
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[4] 2.3.1 The student writes and edits using conventions of Standard English by writing a variety of simple and complex sentences including the conjunctions and, or, but, or because |
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[4] 2.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words and contractions) (L) |
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[4] 2.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas in series) and capitalization (i.e., book titles, beginning of sentences, and proper nouns) |
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[4] 2.3.4 The student writes and edits using conventions of Standard English by identifying and/or correcting usage mistakes in subject/verb agreement (L) |
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[4] 2.4.1 The student revises writing by rearranging and/or adding details to improve focus and to support main ideas |
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[4] 2.4.2 The student revises writing by giving/receiving appropriate feedback and using established criteria to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or rubrics) (L) |
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[4] 2.5.1 The student documents sources by giving credit for others’ information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) |
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Writing: Grade 5 GLEs |
Investigation |
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[5] 2.1.1 The student writes about a topic by writing more than one paragraph stating and maintaining a focused idea and including details that support the main idea of each paragraph |
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[5] 2.1.2 The student writes about a topic by using paragraph form: indents or uses paragraph breaks (L) |
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[5] 2.1.3 The student writes about a topic by organizing ideas logically to establish clear relationships within and between paragraphs (e.g., using transition words or phrases that reveal order or chronology) (L) |
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[5] 2.1.4 The student writes about a topic by writing a concluding statement |
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[5] 2.2.2 The student writes for a variety of purposes and audiences by writing in a variety of nonfiction forms using appropriate information and structure (i.e., step by- step directions, descriptions, observations, or report writing) |
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[5] 2.2.3 The student writes for a variety of purposes and audiences by using expressive language when responding to literature or producing text (e.g., writer’s notebook, memoirs, poetry, plays, or lyrics)* (L) |
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[5] 2.3.1 The student writes and edits using conventions of Standard English by varying the beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning of writing (L) |
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[5] 2.3.2 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words, homophones, and contractions) |
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[5] 2.3.3 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in punctuation (i.e., end of sentences, commas in dates, salutations and closings in letters, and commas in a series) and capitalization* |
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[5] 2.3.4 The student writes and edits using conventions of Standard English by identifying and/or correcting mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, and possessives) (L) |
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[5] 2.4.1 The student revises writing by rearranging and/or adding details to improve focus, to support main ideas, and to make sequence clear |
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[5] 2.4.2 The student revises writing by giving/receiving appropriate feedback and using established criteria to review own and others’ written work (e.g., peer conferences, checklists, scoring guides, or rubrics)* (L) |
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[5] 2.5.1 The student documents sources bygiving credit for others’ ideas, images, and information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist) (L) |
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Math
Math: Grade 3 GLEs |
Investigation |
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[3] S&P-1 The student demonstrates an ability to classify and organize data by [designing an Investigationand collecting, recording L], organizing, displaying, or explaining the classification of data in real-world problems using bar graphs, and [Venn diagrams L] |
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[3] N-1 The student demonstrates conceptual understanding of whole numbers to one thousand by reading, writing, ordering, or [counting L] (M1.1.1) |
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[3] N-3 The student demonstrates conceptual understanding of whole numbers to one thousand by using appropriate representations of ordinal or cardinal numbers (M1.1.4) |
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[3] MEA-4 The student demonstrates understanding of measurable attributes by selecting an appropriate unit of English, metric, or non-standard measurement to estimate length, time, weight, or temperature |
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[3] MEA-6 The student demonstrates ability to use measurement techniques ……….in real-world contexts by measuring length to the nearest half-inch. |
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Math: Grade 4 GLEs |
Investigation |
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[4] S&P-1 The student demonstrates an ability to classify and organize data by [designing an Investigationand collecting L], organizing or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, or diagrams with whole numbers up to 25 |
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[4] N-1 The student demonstrates conceptual understanding of whole numbers to ten thousands by reading, writing, ordering, or [counting L] |
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[4] MEA-4 The student demonstrates understanding of measurable attributes by selecting an appropriate unit of metric measurement to estimate length, weight, or temperature |
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[4] MEA-5 The student demonstrates ability to use measurement techniques ……….in real-world contexts by measuring length to the nearest half-inch [or centimeter L] |
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Math: Grade 5 GLEs |
Investigation |
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[5] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigationand collecting L], organizing, or displaying, using appropriate scale, data in real-world problems, using bar graphs, tables, charts, diagrams, or line graphs with whole numbers up to 50 |
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[5] N-1 The student demonstrates conceptual understanding of whole numbers to millions by reading, writing, ordering, or [counting L] |
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[5] MEA-4 The student demonstrates ability to use measurement techniques by measuring temperature or weight using appropriate tools (L) |
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[5] MEA-8 The student demonstrates ability to use measurement techniques by measuring length to the nearest 1⁄4 inch or centimeter |
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