Alaska Sea Grant

Alaska Grade Level Expectations

Unit 5 of the Alaska Seas and Watersheds Curriculum, Humans and the Ocean, addresses the following GLEs.

Science | Reading | Writing | Math

Science

Science: GLEs for Grade 5

Investigation

1

2

3

4

5

The student demonstrates an understanding of the processes of science by:
[5] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring, and communicating.

 

 

 

x

 

The student demonstrates an understanding of the processes of science by:
[5] SA1.2 using quantitative and qualitative observations to create their own inferences and predictions.

 

 

x

x

 

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[5] SA3.1 identifying the limiting factors (e.g., weather, human influence, species interactions) that determine which plants and/or animals survive.

x

 

 

 

 

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:
[5] SE1.1 identifying a community problem or issue and describing the information needed to develop a scientific solution. (L)*

x

 

x

x

x

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[5] SE2.1 investigating a problem or project over a specified period of time and identifying the tools and processes used in that project. (L)*

x

x

x

x

x

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[5] SE2.2 comparing multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L)

x

 

 

x

 

The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by:
[5] SE3.1 describing the various effects of an innovation (e.g., snow machines, airplanes, immunizations) on the safety, health, and environment of the local community. (L)

 

x

 

x

x

 

Science: GLEs for Grade 3

Investigation

1

2

3

4

5

The student demonstrates an understanding of the processes of science by:
[3] SA1.1 asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.

 

 

 

x

 

The student develops an understanding of the processes of science by:
[3] SA1.2 observing and describing their world to answer simple questions.

 

 

 

x

 

The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by:
[3] SA2.1 answering, “how do you know?” questions with reasonable answers.

 

 

x

 

 

The student demonstrates an understanding that interactions with the environment provide an opportunity for understanding scientific concepts by:
[3] SA3.1 observing local conditions that determine which plants and/or animals survive. (L)

x

 

 

 

 

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:
[3] SE1.1 identifying local problems and discussing solutions. (L)

x

 

x

x

x

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[3] SE2.1 identifying local tools and materials used in everyday life (L)

x

x

x

x

x

The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by:
[4] SE3.1 listing the positive and negative effects of a scientific discovery

 

x

 

x

x

 

Science: GLEs for Grade 4

Investigation

1

2

3

4

5

The student develops an understanding of the processes of science by:
[4] SA1.2 observing, measuring and collecting data from explorations and using this information to classify, predict, and communicate.

 

 

 

x

 

The student demonstrates an understanding of the processes of science by:
[4] SA1.2 observing, measuring, and collecting data from explorations and using this information to classify, predict, and communicate.

 

 

 

x

 

The student will demonstrate an understanding of the attitudes and approaches to scientific inquiry by:
[4] SA2.1 supporting their ideas with observations and peer review. (L)*

 

 

x

 

 

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:
[4] SC3.1 identifying examples of living and non-living things and the relationship between them (e.g., living things need water, herbivores need plants).

x

 

 

 

 

The student demonstrates an understanding of how to integrate scientific knowledge and technology to address problems by:
[4] SE1.1 recognizing that tools (e.g., spear, hammer, hand lens, kayak, computer) and processes (e.g., drying fish, sewing, photography) are an important part of human cultures

x

 

x

x

x

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[4] SE2.1 identifying the function of a variety of tools (e.g., spear, hammer, hand lens, kayak, computer)

x

x

x

x

x

The student demonstrates an understanding that solving problems involves different ways of thinking, perspectives, and curiosity by:
[4] SE2.2 identifying multiple explanations (e.g., oral traditions, folklore, scientific theory) of everyday events (e.g., weather, seasonal changes). (L)*

x

 

 

x

 

The student demonstrates an understanding of how scientific discoveries and technological innovations affect our lives and society by:
[4] SE3.1 listing the positive and negative effects of a scientific discovery

 

x

 

x

x

The student demonstrates an understanding of the bases of the advancement of scientific knowledge by:
[4] SG2.1 recognizing the need for repeated measurements.

 

 

 

 

 

Reading

Reading: Grade 5 GLEs

Investigation

1

2

3

4

5

[5] 2.2.1 The student comprehends literal or inferred meaning from text by locating information explicitly stated in narrative and informational text to answer literal comprehension questions*

x

       

5] 2.2.2 The student comprehends literal or inferred meaning from text by self-monitoring comprehension by formulating questions while reading or rereading (e.g., for clarification, confirmation, correction)*(L)

x

       

[5] 2.2.3 The student comprehends literal or inferred meaning from text by making inferences (e.g., predicts logical outcomes, such as how would the story have been different if ____, deduces missing outcome or information, such as where a story takes place, if not directly stated)

x

x

x

   

[5] 2.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented explicitly in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[5] 2.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print* (L)

x

x

     

[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

x

       

[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*

   

x

   

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*

x

 

x

   

[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)

x

 

x

   

[5] 2.11.1 The student makes connections between cultural influences/ events by identifying cultural influences in texts (e.g., dialects, customs, traditions, geography) (L)

x

       

 

Reading: Grade 3 GLEs

Investigation

1

2

3

4

5

[3] 1.2.1 The student comprehends literal or inferred meaning from text by  locating information explicitly stated in narrative and informational text to answer literal-comprehension questions

x

       

[3] 1.2.2 The student comprehends literal or inferred meaning from text by  self-monitoring comprehension by making predictions or formulating questions while reading (L)

x

       

[3] 1.2.3. The student comprehends literal or inferred meaning from text by making simple inferences (e.g., predicts logical outcomes)

x

x

x

   

[3] 1.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[3] 1.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print (L)

x

x

     

[3] 1.4.1 The student restates/summarizes information by retelling or dramatizing a story  after reading it (L)

x

       

[3] 1.4.2 The student restates/summarizes information byrestating information after reading a text or identifying accurate restatements

x

       

[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

   

x

   

[3] 1.10.1 The student connects themes by making connections between a text and personal experiences…., experiences of others

x

       

[3] 1.11.1 Identifying cultural influences in  texts (e.g., dialects, customs, traditions) (L)

x

       

 

Reading: Grade 4 GLEs

Investigation

1

2

3

4

5

[4] 2.2.1 The student comprehends literal or inferred meaning from text by locating information explicitly stated in narrative and informational text to answer literal comprehension questions*

x

       

[4] 2.2.2 The student comprehends literal or inferred meaning from text by self-monitoring comprehension by formulating questions while reading or rereading (e.g., for clarification, confirmation, correction) (L)

x

       

[4] 2.2.3. The student comprehends literal or inferred meaning from text by making simple inferences(e.g., predicts logical outcomes,deduces missing information, suchas where a story takes place, if not directly stated)

x

x

x

   

[4] 2.2.4 The student comprehends literal or inferred meaning from text by drawing conclusions based on information presented in the text (e.g., cause and effect, character motivation)*

x

x

x

   

[4] 2.3.1 The student reads text aloud by reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print* (L)

x

x

     

[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)

x

       

[4] 2.4.2 The student restates/summarizes information by restating and summarizing information after reading a text or identifying accurate restatements and summaries

x

       

[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*

   

x

   

[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

x

 

x

   

[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)

x

 

x

   

[4] 2.11.1 The student makes connections between cultural influences/ events by identifying cultural influences in texts (e.g., dialects, customs, traditions)* (L)

x

       

Writing

Writing: Grade 5 GLEs

Investigation

1

2

3

4

5

[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

   

x

   

[5] 2.1.2 The student writes about a topic by using paragraph form: indents or uses paragraph breaks (L)

   

x

   

[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)

   

x

   

[5] 2.1.4 The student writes about a topic by writing a concluding statement

   

x

   

[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)

x

x

x

   

[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)

   

x

   

[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)

   

x

   

[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*

   

x

   

[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)

   

x

   

[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

   

x

   

[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)

   

x

   

[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)

   

x

   

[5] 2.6.1 The student uses resources by looking up spelling or definitions of words in dictionaries

   

x

   

 

Writing: Grade 3 GLEs

Investigation

1

2

3

4

5

3] 1.1.1 The student writes about a topic by writing complete sentences with a subject and a predicate

   

x

   

[3] 1.1.2 The student writes about a topic by writing a paragraph on a single topic with two or more supporting details

   

x

   

[3] 1.1.3 The student writes about a topic by writing a story or composition

   

x

   

[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)

x

x

x

   

[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)

   

x

   

[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)

   

x

   

[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)

   

x

   

[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)

   

x

   

[3] 1.4.1 The student revises writing by rearranging and/or adding supporting details to improve clarity.

   

x

   

[3] 1.4.2 The student revises writing by giving/receiving appropriate feedback about written work (L)

   

x

   

[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)

   

x

   

 

Writing: Grade 4 GLEs

Investigation

1

2

3

4

5

[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

   

x

   

4] 2.1.2 The student writes about a topic by organizing ideas logically (L)

   

x

   

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)

   

x

   

[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)

x

x

x

   

[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

   

x

   

[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)

   

x

   

[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)

   

x

   

[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)

   

x

   

[4] 2.4.1 The student revises writing by rearranging and/or adding details to improve focus and to support main ideas

   

x

   

[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)

   

x

   

[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)

   

x

   

[4] 2.6.1 The student uses resources by looking up spelling or definitions of words in dictionaries (L)

   

x

   

[4] 2.6.2 The student uses resources by using a thesaurus to find synonyms for common words (L)

   

x

   

Math

Math: Grade 5 GLEs

Investigation

1

2

3

4

5

[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

 

x

(x)

x

 

[5] S&P-2 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; drawing or justifying conclusions) by using information from variety of displays (tables, bar graphs, line graphs, or Venn diagrams)

 

(x)

x

   

[5] S&P-3 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, evaluating; drawing or justifying conclusions) by using mode, median, or range with up to 10 pieces of data with a value of 10 or less each

 

(x)

x

   

[5] N-1 The student demonstrates conceptual understanding of whole numbers to millions by reading, writing, ordering, or [counting L]

 

x

 

x

 

[5] PS-1 The student demonstrates an ability to problem solve by selecting and applying an appropriate strategy (e.g., tables, charts, lists, or graphs; guess and check; extended patterns; making a model) to solve a variety of problems and verify the results (M7.2.2)

       

x

5] PS-2 The student demonstrates an ability to problem solve by explaining and verifying results of an original problem and applying what was learned to new situations (M7.2.3)

       

x

 

Math: Grade 3 GLEs

Investigation

1

2

3

4

5

[3] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigation and collecting, recording L], organizing, displaying, or explaining the classification of data in real-world problems using bar graphs, and [Venn diagrams L]

 

x

(x)

x

 

[3] S&P-2 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, or justifying conclusions) by using information from a variety of displays (tallies, tables, pictographs, bar graphs, or [Venn diagrams L]

 

(x)

x

   

[3] S&P-3 The student demonstrates an ability to analyze data (comparing, explaining, interpreting, or justifying conclusions) by using the terms “maximum” or “minimum”

 

(x)

x

   

[3] N-1 The student demonstrates conceptual understanding of whole numbers to one thousand by reading, writing, ordering, or [counting L] (M1.1.1)

 

x

 

x

 

[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)

 

x

 

x

 

 

Math: Grade 4 GLEs

Investigation

1

2

3

4

5

[4] S&P-1 The student demonstrates an ability to classify and organize data by [designing an investigation and 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

 

x

(x)

x

 

4] S&P-2 The student demonstrates an ability to classify and organize data by using information from a variety of displays (tables, bar graphs, or Venn diagrams)

 

(x)

x

   

[4] S&P-3 The student demonstrates an ability to classify and organize data by using mode or range with up to 5 pieces of data with a value of 10 or less each

 

(x)

x

   

[4] N-1 The student demonstrates conceptual understanding of whole numbers to ten thousands by reading, writing, ordering, or [counting L]

 

x

 

x

 

[4] PS-5 The student demonstrates the ability to apply mathematical skills and processes across the content strands by using real-world contexts such as social studies, friends, and school

       

x

(L) Some GLEs have been identified as Local. They are for local assessments and will not be on a state assessment.
* PSGLEs repeated with no changes across grade levels are marked with asterisks.

 

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