Scope and Sequence

2018-2019

The primary purpose of assessment and

evaluation is to provide feedback in order to
improve student learning.
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.

To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and
rigorous assessment.

These programmes encourage students across the world to become active,

compassionate and lifelong learners who understand that other people, with their
differences, can also be right.

Korea Foreign School Mission Statement

Korea Foreign School enables students to achieve academic excellence while being
encouraged to be global leaders who promote global peace through equity, innovation,
diversity, integrity, community, care for the environment and self-respect.

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 Rationale

The purpose of this document is provide an overview of the scope and sequences we use to guide
our teaching and learning at KFS.

Scope and Sequence Structure

The KFS Scope and Sequence is organized with the following structure:

The KFS Scope and sequence documents mirror a

similar organizational structure to that of the IBPYP
Scope and Sequence documents.

Strand names, descriptions, conceptual

understandings, and related concepts are chosen from
the applicable PYP scope and sequence documents for
that subject, with the exception of the ELL Speaking and
Listening descriptions, which are take from the ACFTL
documents.

Objectives and criteria from the Common Core, AERO,

NGSS, PYP, and ACTFL were measured against PYP
Scope and Sequence documents and placed into
appropriate strands to create a clear framework for
building conceptual understanding within the
curriculum.

Objectives and Performance Criteria Overview

Korea Foreign School utilizes standards and benchmarks from the following educational
organizations as a guide to planning, teaching, and assessing in order to provide a vertically
aligned curriculum that provides our students with a rich conceptually based curriculum.

Literacy & Math:​ ​The Common Core State Standards

“The Common Core is a set of high-quality academic standards in mathematics and English
language arts/literacy (ELA). These learning goals outline what a student should know and be able
to do at the end of each grade. The standards were created to ensure that all students graduate
from high school with the skills and knowledge necessary to succeed in college, career, and life,
regardless of where they live.

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The Common Core is informed by the highest, most effective standards from states across the
United States and countries around the world. The standards define the knowledge and skills
students should gain throughout their K-12 education in order to graduate high school prepared
to succeed in entry-level careers, introductory academic college courses, and workforce training
programs” (​About).

Science: T
​ he Next Generation Science Standards

“The Next Generation Science Standards (NGSS) are K–12 science content standards [which] set
the expectations for what students should know and be able to do. A high-quality science
education means that students will develop an in-depth understanding of content and develop
key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve
them throughout their educational and professional lives. The NGSS were developed by states to
improve science education for all students. These standards give local educators the flexibility to
design classroom learning experiences that stimulate students’ interests in science and prepares
them for college, careers, and citizenship” (Next Generation).

Social Studies: ​American Education Reaches Out (AERO) Common Core Plus

“AERO is a project supported by the U.S. State Department’s Office of Overseas Schools
(A/OPR/OS) and the Overseas Schools Advisory Council to assist schools in developing and
implementing standards-based curricula. AERO provides a framework for curriculum consistency
across grades K-12 and for stability of curriculum in overseas schools. This effort is in alignment
with research-based trends in the development of curriculum worldwide” (​About AERO​).
“The following guidance on unit development is intended to assist teachers in developing rich
units that help students understand both the concepts in the AERO Social Studies standards and
benchmarks and the specific cultural/anthropological, economic, geographic, historical, political,
and sociological content from different historical periods and global regions” (AERO).

International Baccalaureate Scope and Sequence

Arts
“Arts engage students in creative processes through which they explore and experiment in a
continual cycle of action and reflection. Such creative processes are seen by the PYP as the driving
force in learning through inquiry. From an early age, students have the opportunity to develop
genuine interests, to give careful consideration to their work and to become self-critical and
reflective. Reflecting on and evaluating their own work and the work of others is vital, and
empowers students to take intellectual risks. Exposure to and experience with arts opens doors to
questions about life and learning. The process of making and appreciating arts is gratifying and
will encourage students to continue creating throughout their lives. Two common strands have
been identified that apply across the different art forms and define the critical artistic processes.
These intrinsically connected strands are concept-driven and have been designed to interact with
each other, working together to support the overall development of the students” (Arts).

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PSPE
“​Physical education in a PYP school should be more than just student participation in sports and
games. Its purpose should be to develop a combination of transferable skills promoting physical,
intellectual, emotional and social development; to encourage present and future choices that
contribute to long-term healthy living; and to understand the cultural significance of physical
activities for individuals and communities. Therefore, in the PYP, there should be specific
opportunities for learning about movement and through movement in a range of contexts.

In this document, the development of overall well-being is defined through three common strands
that have relevance to all teachers: identity, active living and interactions. These strands are
concept driven and have been designed to interact with each other, working together to support
the overall development of students” (Personal).

Language Acquisition
“The ability to communicate in a variety of modes in more than one language is essential to the
concept of an international education that promotes multilingualism and intercultural
understanding, both of which are central to the IB’s mission.[...] To assist in achieving these
broader goals, this guide provides both teachers and students with clear aims
and objectives for language acquisition” (Language).

English Language Learning: ​American Council on the Teaching of Foreign

Languages

“The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National
Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of
Foreign Languages (ACTFL) guide:
● Language learners to identify and set learning goals and chart their progress towards
language and intercultural proficiency;
● Educators to write communication learning targets for curriculum, unit and lesson plans;
● Stakeholders to clarify how well learners at different stages can communicate”
(​NCSSFL-ACTFL).

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 Grade 1
Scope and Sequence
2018-2019

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 Grade One Literacy Scope and Sequence
Oral Language
Oral language encompasses all aspects of
listening and speaking—skills that are essential
for ongoing language development, for learning
and for relating to others. Listening requires
active and conscious attention in order to make
sense of what is heard. Purposeful talk enables
learners to articulate thoughts as they construct
and reconstruct meaning to understand the
world around them. Oral language involves
recognizing and using certain types of language
according to the audience and purposes
Viewing and Presenting
The receptive processes (viewing) and expressive
processes (presenting) are connected and allow
for reciprocal growth in understanding; neither
process has meaning except in relation to the
other. These processes involve interpreting,
using and constructing visuals and multimedia in
a variety of situations and for a range of
purposes and audiences. Visual texts may be
paper, electronic or live, observable forms of
communication that are consciously constructed
to convey meaning and immediately engage
viewers, allowing them instant access to data.
Learning to interpret this data, and to
understand and use different media, are
invaluable life skills.
Written Language: Writing
Writing allows us to organize and communicate
thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with
communicating meaning and intention. Over
time, writing involves developing a variety of
structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation,
voice) and applying them with increasing skill and
effectiveness.

Conceptual Understandings Conceptual Understandings Conceptual Understandings

People listen and speak to share thoughts and
feelings.
People ask questions to learn from others.
Everyone has the right to speak and be listened
to.
The pictures, images, and symbols in our Writing conveys meaning.
environment have meaning. People write to tell about their experiences,
We can enjoy and learn from visual language. ideas, and feelings.
Everyone can express themselves in writing.

Related Concepts Related Concepts Related Concepts

Communication, language, influence, ideas, Interpretation, messages, influence, images, Written text, opinion, narrative, informational,
interpretation, purpose, summary, collaboration, illustrations, pictures, media, visual text, persuasion, grammar, structure, organization,
voice, listening, speaking research, symbols, text features, tone, meaning, sequence, research, themes, process, creativity,
audience purpose, style
​ L.1.1​ Participate in collaborative conversations
S SL.1.2 ​Ask and answer questions about key W.1.1​ Write opinion pieces in which they
with diverse partners about ​grade 1 topics and details in information presented through other introduce the topic or name the book they are
texts​ with peers and adults in small and larger media. writing about, state an opinion, supply a reason
groups. for the opinion, and provide some sense of
SL.1.5​ Add drawings or other visual displays to
SL.1.2​ Ask and answer questions about key
details in a text read aloud or information
presented orally..
SL.1.3​ Ask and answer questions about what a
speaker says in order to gather additional
information or clarify something that is not
understood.
SL.1.4​ Describe people, places, things, and
events with relevant details, expressing ideas
and feelings clearly.
SL.1.6​ Produce complete sentences when
appropriate to task and situation. (See grade 1
Language standards 1 and 3 ​here​ for specific
expectations.)
L.1.1​ Demonstrate command of the
conventions of standard English grammar and
usage when speaking.
L.1.5​ ​[In speaking and listening]​ With guidance
and support from adults, demonstrate
understanding of word relationships and
nuances in word meanings.
RF.1.4​ Read with sufficient accuracy and fluency
to support comprehension.
descriptions when appropriate to clarify ideas,
thoughts, and feelings.
RL.1.7​ Use illustrations and details in a story to
describe its characters, setting, or events.
RI.1.5​ Know and use various text features (e.g.,
headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or
information in a text.
RI.1.6​ Distinguish between information
provided by pictures or other illustrations and
information provided by the words in a text.
RI.1.7​ Use the illustrations and details in a text
to describe its key ideas.
closure.
W.1.2​ Write informative/ explanatory texts in
which they name a topic, supply some facts
about the topic, and provide some sense of
closure.
W.1.3​ Write narratives in which they recount
two or more appropriately sequenced events,
include some details regarding what happened,
use temporal words to signal event order, and
provide some sense of closure.
L.1.1​ Demonstrate command of the
conventions of standard English grammar and
usage when writing.
L.1.2​ Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
 Written Language: Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself.
As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.
Conceptual Understandings
Illustrations convey meaning.
Print conveys meaning.
Stories can tell about imagined worlds.
Printed information can tell about the real world.

Related Concepts
Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print
RF.1.1​ Demonstrate understanding of the
organization and basic features of print.
RF.1.3 ​Know and apply grade-level phonics and
word analysis skills in decoding words.
RF.1.4​ Read with sufficient accuracy and fluency
to support comprehension.
RL.1.1​ Ask and answer questions about key
details in a text.
RL.1.2​ Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
RL.1.3​ Describe characters, settings, and major
events in a story, using key details.
RL.1.4​ Identify words and phrases in stories or
poems that suggest feelings or appeal to the
senses.
RL.1.5​ Explain major differences between books
that tell stories and books that give information,
drawing on a wide reading of a range of text
types.
RL.1.6​ Identify who is telling the story at various
points in a text.
RL.1.9​ Compare and contrast the adventures
and experiences of characters in stories.
RL.1.10​ With prompting and support, read
prose and poetry of appropriate complexity for
grade 1.
RI.1.1 ​Ask and answer questions about key
details in a text.
RI.1.2​ Identify the main topic and retell key
details of a text.
RI.1.3​ Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
RI.1.8​ Identify the reasons an author gives to
support points in a text.
RI.1.9​ Identify basic similarities in and
differences between two texts on the same
topic (e.g., in illustrations, descriptions, or
procedures).
L.1.4​ Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on ​grade 1 reading and content​,
choosing flexibly from an array of strategies.
L.1.5​ [In reading] ith guidance and support from
adults, demonstrate understanding of word
relationships and nuances in word meanings.

Data Handling
Data handling allows us to
make a summary of what we
know about the world and to
make inferences about what
we do not know.
● Data can be collected,
organized, represented and
summarized in a variety of
ways to highlight similarities,
differences and trends; the
chosen format should
illustrate the information
without bias or distortion.
● Probability can be
expressed qualitatively by
using terms such as
“unlikely”, “certain” or
“impossible”. It can be
expressed quantitatively on
a numerical scale.
Conceptual Understandings Conceptual Understandings Conceptual Understandings Conceptual Understandings Conceptual Understandings
Information can be
expressed as organized and
structured data.
Objects and events can be
organized in different ways.
Grade One Math Scope and Sequence
Measurement
To measure is to attach a
number to a quantity using a
chosen unit. Since the
attributes being measured
are continuous, ways must
be found to deal with
quantities that fall between
numbers. It is important to
know how accurate a
measurement needs to be
or can ever be.
Standard units allow us to
have a common language to
identify, compare, order,
and sequence objects and
events
We use tools to measure the
attributes of objects and
events
Shape and Space
The regions, paths and
boundaries of natural space
can be described by shape.
An understanding of the
interrelationships of shape
allows us to interpret,
understand and appreciate
our two-dimensional (2D)
and three-dimensional (3D)
world.
Shapes can be described
and organized according to
their properties
Some shapes are made up
of parts that repeat in some
way
Specific vocabulary can be
used to describe an object’s
position in space
Pattern and Function
To identify pattern is to
begin to understand how
mathematics applies to the
world in which we live. The
repetitive features of
patterns can be identified
and described as
generalized rules called
“functions”. This builds a
foundation for the later
study of algebra.
Whole numbers exhibit
patterns and relationships
that can be observed and
described.
Patterns can be represented
using numbers and other
symbols.
Number
Our number system is a
language for describing
quantities and the
relationships between
quantities. For example, the
value attributed to a digit
depends on its place within
a base system.
Numbers are used to
interpret information, make
decisions and solve
problems. For example, the
operations of addition,
subtraction, multiplication
and division are related to
one another and are used to
process information in order
to solve problems. The
degree of precision needed
in calculating depends on
how the result will be used.
The base 10 place value
system is used to represent
numbers and number
relationships
The operations of addition,
subtraction, multiplication
and division are related to
each other and are used to
process information to solve
problems
 Estimation allows us to
measure with different
levels of accuracy.
Events can be ordered and
sequenced
Related Concepts Related Concepts
Data, organization, interpret, Unit, measure, time,
represent, categorize, sort, compare, order, length,
information. mass, capacity, estimate,
tool, sequence
1.MD.4​: Organize, 1.MD.1​: Order three objects
represent, and interpret by length; compare the
data with up to three lengths of two objects
categories; ask and answer indirectly by using a third
questions about the total object.
number of data points, how
many in each category, and 1.MD.2​: Express the length
how many more or less are of an object as a whole
in one category than in number of length units, by
another. laying multiple copies of a
shorter object (the length
unit) end to end;
understand that the length
measurement of an object
is the number of same-size
length units that span it
with no gaps or overlaps.
1.MD.3​: Tell and write time
in hours and half-hours
using analog and digital
clocks.
Related Concepts
Geometry, shape, space,
direction, position, 2D, 3D,
parts to whole, properties,
symmetry
1​.G.1​: Distinguish between
defining attributes versus
non-defining attributes;
build and draw shapes to
possess defining attributes.
1.G.2​: Compose
two-dimensional shapes or
three-dimensional shapes
to create a composite
shape, and compose new
shapes from the composite
shape.
1.G.3​: Partition circles and
rectangles into two and
four equal shares, describe
the shares using the words
halves​, ​fourths​, and ​quarters​,
and use the phrases ​half of​,
fourth of​, and ​quarter of​.
Describe the whole as two
of, or four of the shares.
Understand for these
Related Concepts
Odd, even, skip count,
pattern, symbol,
relationship, functions,
represent
1.OA.4​:​ Understand
subtraction as an
unknown-addend problem
1.OA.5:​ Relate counting to
addition and subtraction
1.​OA.7:​ Understand the
meaning of the equal sign,
and determine if equations
involving addition and
subtraction are true or
false.
1.NBT.2​: Understand that
the two digits of a two-digit
number represent amounts
of tens and ones.
1.NBT.5​: Given a two-digit
number, mentally find 10
more or 10 less than the
number, without having to
Number operations can be
modelled in a variety of
ways.
There are many mental
methods that can be applied
for exact and approximate
computations.
Related Concepts
Fractions, base-ten, value,
addition, subtraction,
multiplication, division,
estimate, strategy, number
facts, mental math,
operations
1.OA.1​: Use addition and
subtraction within 20 to
solve word problems
1.OA.2​: Solve word
problems that call for
addition of three whole
numbers whose sum is less
than or equal to 20
1.OA.3​: Apply properties of
operations as strategies to
add and subtract.
1.OA.6:​ Add and subtract
within 20, demonstrating
fluency for addition and
subtraction within 10.
1.OA.8​: Determine the
unknown whole number in
an addition or subtraction
equation relating three
whole numbers.
M.P2.1​ Understand that
calendars can be used to
determine the date, and to
identify and sequence days
of the week and months of
the year
M.P2.2​ Understand that
events in daily routines can
be described and
sequenced
examples that count; explain the 1.NBT.1​: Count to 120,
decomposing into more reasoning used. starting at any number less
equal shares creates than 120. In this range,
smaller shares. 1.NBT.6​: Subtract multiples read and write numerals
of 10 in the range 10-90 and represent a number of
SS.P2.1​ Represent ideas from multiples of 10 in the objects with a written
about the real world using range 10-90 numeral.
geometric vocabulary and
symbols, for example, 1.NBT.3​: Compare two
through oral description, two-digit numbers based
drawing, modeling, or on meanings of the tens
labeling. and ones digits, recording
the results of comparisons
SS.P2.2​ Interpret and with the symbols >, =, and
create simple directions, <.
describing paths, regions,
positions, and boundaries 1.NBT.4​: Add within 100,
of their immediate including adding a two-digit
environment number and a one-digit
number, and adding a
two-digit number and a
multiple of 10

Human Systems and
Economic Activities
The study of how and why
people construct
organizations and systems;
the ways in which people
connect locally and globally;
the distribution of power
and authority.
Related concepts
communications, conflict,
cooperation, education,
employment, freedom,
governments, justice,
legislation, production,
transportation, truth
2.2.b​ Identify and describe
factors that contribute to
cooperation and factors
that may cause conflict.
6.2.c​ Describe rights and
responsibilities of the
individual in relation to his
or her social group,
including the characteristics
of good citizens
6.2.d​ Identify qualities that
leaders need in order to
meet their responsibilities.
Grade One Social Studies Scope and Sequence
Social Organization
and Culture
The study of people,
communities, cultures and
societies; the ways in which
individuals, groups and
societies interact with each
other.
Related concepts
artifacts, authority,
citizenship, communication,
conflict, diversity, family,
identity, networks, prejudice,
religion, rights, roles,
traditions
4.2.b ​Describe how people
in different types of
institutions and
organizations (e.g. families,
schools, local religious
communities, clubs, etc.)
interact with each other.
5.2.d​ Recognize culturally
and contextually
appropriate and
inappropriate social
behavior and the impact of
making choices about
behavior.
Continuity and Change
Through Time
The study of the
relationships between
people and events through
time; the past, its influences
on the present and its
implications for the future;
people who have shaped the
future through their actions.
Related concepts
chronology, civilizations,
conflict, discovery,
exploration, history,
innovation, migration,
progress, revolution
1.2.b ​Differentiate between
people, places, and events
in the past, present and
future.
Human and Natural
Environments
The study of the distinctive
features that give a place its
identity; how people adapt
to and alter their
environment; how people
experience and represent
place; the impact of natural
disasters on people and the
built environment.
Related concepts
amenities, borders (natural,
social and political),
dependence, geography,
impact, landscape, locality,
ownership, population,
regions, settlements
3.2.a ​Describe ways in
which people depend on
the physical environment.
4.2.c ​Describe how people
from different cultures
interact with the
environment, such as the
use of resources, shelter
and transportation.
Resources and the
Environment
The interaction between
people and the
environment; the study of
how humans allocate and
manage resources; the
positive and negative effects
of this management; the
impact of scientific and
technological developments
on the environment.
Related concepts
conservation, consumption,
distribution, ecology, energy,
interdependence, pollution,
poverty, sustainability,
wealth
7.2.b​ Describe roles
resources play in our daily
lives.
8.2.b ​Describe examples in
which tools and techniques
have changed the lives of
people.
7.2.c​ Describe how we 5.2.e​ Explain why people
depend upon people with live in social groups (e.g.
specialized jobs. families, communities, and
nation).
7.2.d​ Distinguish between
goods and services.

6.2.e​ Describe the impact

of families and schools on
their lives.

Living Things
The study of the characteristics,
systems and behaviours of humans
and other animals, and of plants;
the interactions and relationships
between and among them, and
with their environment.
Related Concepts Related Concepts
adaptation, animals, biodiversity,
biology, classification, conservation, evidence, geography, geology,
ecosystems, evolution, genetics,
growth, habitat, homeostasis,
organism, plants, systems
(digestive, nervous, reproductive,
respiratory).
1-LS1-1. ​Use materials to design a
solution to a human problem by
mimicking how plants and/or
animals use their external parts to
help them survive, grow, and meet
their needs.​[Clarification Statement:
Examples of human problems that can
be solved by mimicking plant or animal
solutions could include designing
clothing or equipment to protect
bicyclists by mimicking turtle shells,
acorn shells, and animal scales;
stabilizing structures by mimicking
animal tails and roots on plants; keeping
out intruders by mimicking thorns on
branches and animal quills; and,
detecting intruders by mimicking eyes
and ears.]
Grade One Science Scope and Sequence
Earth and Space Materials and Matter Forces and Energy
The study of planet Earth and its The study of the properties, The study of energy, its origins,
position in the universe, particularly behaviours and uses of materials, storage and transfer, and the work
its relationship with the sun; the both natural and human-made; the it can do; the study of forces; the
natural phenomena and systems origins of human-made materials application of scientific
that shape the planet and the and how they are manipulated to understanding through inventions
distinctive features that identify it; suit a purpose. and machines.
the infinite and finite resources of
the planet.
Related Concepts Related Concepts
atmosphere, climate, erosion, changes of state, chemical and conservation of energy, efficiency,
physical changes, conduction and equilibrium, forms of energy
gravity, renewable and convection, density, gases, liquids, (electricity, heat, kinetic, light,
non-renewable energy sources, properties and uses of materials, potential, sound), magnetism,
resources, seasons, space, solids, structures, sustainability. mechanics, physics, pollution,
sustainability, systems (solar, water power, technological advances,
cycle, weather), tectonic plate transformation of energy.
movement, theory of origin.
1-ESS1-1. ​Use observations of the This strand not assessed in 1-PS4-1. ​Plan and conduct
sun, moon, and stars to describe Grade 1. investigations to provide evidence
patterns that can be predicted. that vibrating materials can make
[Clarification Statement: Examples of sound and that sound can make
patterns could include that the sun and materials vibrate. ​[Clarification
moon appear to rise in one part of the
sky, move across the sky, and set; and Statement: Examples of vibrating
stars other than our sun are visible at materials that make sound could include
night) tuning forks and plucking a stretched
string. Examples of how sound can make
1-ESS1-2. ​Make observations at matter vibrate could include holding a
piece of paper near a speaker making
different times of year to relate sound and holding an object near a
the amount of daylight to the time vibrating tuning fork.]
of year​. ​[Clarification Statement:
1-PS4-2. ​Make observations to
Emphasis is on relative comparisons of
the amount of daylight in the winter but construct an evidence-based
not during the day.] [Assessment account that objects can be seen
Boundary: Assessment of star patterns is only when illuminated.​ ​[Clarification
limited to stars being seen at night and
 1-LS1-2. ​Read texts and use media
to determine patterns in behavior
of parents and offspring that help
offspring survive. ​[Clarification
Statement: Examples of patterns of
behaviors could include the signals that
offspring make (such as crying, cheeping,
and other vocalizations) and the
responses of the parents (such as
feeding, comforting, and protecting the
offspring).]
1-LS3-1. ​Make observations to
construct an evidence-based
account that young plants and
animals are like, but not exactly
like, their parents. ​[Clarification
Statement: Examples of patterns could
include features plants or animals share.
Examples of observations could include
leaves from the same kind of plant are
the same shape but can differ in size;
and, a particular breed of dog looks like
its parents[Assessment Boundary:
Assessment does not include inheritance
or animals that undergo metamorphosis
or hybrids.]
K-2.Engineering Design
K-2-ETS1-3. ​Analyze data from
tests of two objects designed to
solve the same problem to
compare the strengths and
weaknesses of how each
performs.
not during the day.] limited to relative
amounts of daylight, not quantifying the
hours or time of daylight.]
K-2-ETS1-1. ​Ask questions, make
observations, and gather
information about a situation
people want to change to define a
simple problem that can be solved
through the development of a new
or improved object or tool.
[Students in Grade 1 will focus on how to
solve a problem within the classroom
using a new or improved object or tool]
Statement: Examples of observations
could include those made in a
completely dark room, a pinhole box,
and a video of a cave explorer with a
flashlight. Illumination could be from an
external light source or by an object
giving off its own light.]
1-PS4-3. ​Plan and conduct an
investigation to determine the
effect of placing objects made with
different materials in the path of a
beam of light.​ [Clarification Statement:
Examples of materials could include
those that are transparent (such as clear
plastic), translucent (such as wax paper),
opaque (such as cardboard), and
reflective (such as a mirror).]
[Assessment Boundary: Assessment does
not include the speed of light.]
1-PS4-4. ​Use tools and materials to
design and build a device that uses
light or sound to solve the
problem of communicating over a
distance.​[Clarification Statement:
Examples of devices could include a light
source to send signals, paper cup and
string“telephones,” and a pattern of
drum beats.] [Assessment Boundary:
Assessment does not include
technological details for how
communication devices work.]
K-2-ETS1-2. ​Develop a simple
sketch, drawing, or physical model
to illustrate how the shape of an
object helps it function as needed
to solve a given problem.
 Grade One Language Acquisition Scope and Sequence (Korean)
Oral Language
Oral language encompasses all
aspects of listening and
speaking—skills that are essential
for ongoing language development,
for learning and for relating to
others. Listening requires active and
conscious attention in order to
make sense of what is heard.
Purposeful talk enables learners to
articulate thoughts as they
construct and reconstruct meaning
to understand the world around
them. Oral language involves
recognizing and using certain types
of language according to the
audience and purposes
Conceptual Understandings
People listen and speak to share
thoughts and feelings.
Related Concepts
Communication, language,
influence, ideas, interpretation,
purpose, summary, collaboration,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing)
and expressive processes
(presenting) are connected and
allow for reciprocal growth in
understanding; neither process has
meaning except in relation to the
other. These processes involve
interpreting, using and constructing
visuals and multimedia in a variety
of situations and for a range of
purposes and audiences. Visual
texts may be paper, electronic or
live, observable forms of
communication that are consciously
constructed to convey meaning and
immediately engage viewers,
allowing them instant access to
data. Learning to interpret this data,
and to understand and use different
media, are invaluable life skills.
Conceptual Understandings
Visual language is all around us.
Related Concepts
Interpretation, messages, influence, Written text, purpose, meaning,
images, illustrations, pictures,
media, visual text, research,
symbols, text features, tone,
meaning, audience
Written Language: Reading
Reading is a developmental process
that involves constructing meaning
from text. The process is interactive
and involves the reader’s purpose
for reading, the reader’s prior
knowledge and experience, and the
text itself.
As inquirers, learners need to be
able to identify, synthesize and
apply useful and relevant
information from text.
Conceptual Understandings
People read for pleasure.
Related Concepts
inference, genre, summarize, point
of view, research, themes, stories,
strategies, expression, fluency,
organization, print
Written Language: Writing
Writing allows us to organize and
communicate thoughts, ideas and
information in a visible and tangible
way. Writing is primarily concerned
with communicating meaning and
intention. Over time, writing
involves developing a variety of
structures, strategies and literary
techniques (spelling, grammar, plot,
character, punctuation, voice) and
applying them with increasing skill
and effectiveness.
Conceptual Understandings
Talking about out stories and
pictures helps other people to
understand and enjoy them.
Related Concepts
Written text, opinion, narrative,
informational, persuasion,
grammar, structure, organization,
sequence, research, themes,
process, creativity, purpose, style
O.1.a​ Understand and respond to
simple, short spoken texts
O.1.b​ communicate information in
a limited range of everyday
situations.
O.1.c​ Request and provide
information in a limited range of
everyday situations
V.1.a​ Identify basic messages
presented in simple visual texts
V.1.c​ identify specific information,
ideas, opinions and attitudes,
presented in simple visual texts
with spoken and/or written text
V.1.d​ recognize basic visual
conventions used in texts
R.1.a​ identify basic facts in simple
written texts
R.1.c​ recognize basic aspects of
format and style
W.1.a​ communicate information in
a limited range of everyday
situations
W.1.d​ understand and use basic
language conventions accurately

O.1.f​ Use basic vocabulary V.1.e​ understand and respond to

accurately simple visual texts.

O.1.g​ Interact in simple and

rehearsed exchanges using
comprehensible pronunciation and
intonation/correct tone.
 Grade One Arts Scope and Sequence
Creating
The process of c​ reating ​provides students with opportunities to communicate
distinctive forms of meaning, develop their technical skills, take creative risks,
solve problems and visualize consequences. Students are encouraged to
draw on their imagination, experiences and knowledge of materials and
processes as starting points for creative exploration. They can make
connections between their work and that of other artists to inform their
thinking and to provide inspiration. Both independently and collaboratively,
students participate in creative processes through which they can
communicate ideas and express feelings. The c​ reating ​strand provides
opportunities for students to explore their personal interests, beliefs and
values and to engage in a personal artistic journey.
Conceptual Understandings:
We can enjoy and learn from creating art.
The creative process involves joining in, exploring and taking risks.
In creating art, people make choices to construct meaning about the
world around them.
We can express ourselves through arts.
Our experiences and imagination can inspire us to create.
Related Concepts:
expression, innovate, audience, process, meaning, symbols, belief,
value, creativity, choice, shape, space, movement, relationship,
communication, perspective, pattern, identity, experiment
P1.1​ Take responsibility for the care of tools and materials
P1.2​ Take responsibility for their own and others’ safety in the
working environment
Visual Arts
P1.4​ Engage with, and enjoy a variety of visual arts experiences
P1.5​ Select tools, materials and processes for specific purposes
P1.6​ Combine different formal elements to create a specific effect
Responding
The process of r​ esponding ​provides students with opportunities to respond to
their own and other artists’ works and processes, and in so doing develop the
skills of critical analysis, interpretation, evaluation, reflection and
communication. Students will demonstrate knowledge and understanding of
the concepts, methods and elements of dance, drama, music and visual arts,
including using specialized language. Students consider their own and other
artists’ works in context and from different perspectives in order to construct
meaning and inform their own future works and processes.
Conceptual Understandings:
We enjoy and experience different forms of arts.
The art is a means of communication and expression.
We express our responses to artwork in a variety of ways.
People make meaning through the use of symbols.
People share art with others.
We reflect on our artwork and the work of others.
Related Concepts:
response, audience, perspective, meaning, interpretation, society,
reflection, purpose, culture, place, appreciation, communication
P1.1​ Enjoy experiencing artworks
P1.2​ Show curiosity and ask questions about artworks
P1.3​ Describe what they notice about an artwork
P1.6​ Communicate their initial responses to an artwork in visual, oral
or physical modes
P1.8​ Express opinions about an artwork
 P1.7​ Realize that their artwork has meaning
P1.8​ Use their imagination and experiences to inform their art
making
P1.9​ Create artwork in response to a range of stimuli

Music Music
P2.1 ​Explore vocal sounds, rhythms, instruments, timbres, to P2.5 ​Explore Individually or collectively a musical response to a
Performing communicate ideas and feelings narrated story
Arts
Drama
P2.1​ Share drama with different audiences by participating, listening,
and watching
 Grade One PSPE Scope and Sequence
Identity
An understanding of our own beliefs, values,
attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the
recognition of strengths, limitations and
challenges as well as the ability to cope
successfully with situations of change and
adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach
to learning and how he or she interacts with
others.
Conceptual Understandings
Each person is an individual.
As people grow and change they develop new
skills, understandings and abilities.
Knowing how we are similar to and different
from others helps shape our understanding of
self.
Emotions, attitudes and beliefs influence the
way we act.
Positive thoughts help us to develop a positive
attitude.
Developing independence builds self-worth and
personal responsibility.
Reflecting on our experiences helps us to
understand ourselves better.
Related Concepts
Active Living
An understanding of the factors that contribute
to developing and maintaining a balanced,
healthy lifestyle; the importance of regular
physical activity; the body’s response to exercise;
the importance of developing basic motor skills;
understanding and developing the body’s
potential for movement and expression; the
importance of nutrition; understanding the
causes and possible prevention of ill health; the
promotion of safety; rights and the
responsibilities we have to ourselves and others
to promote well-being; making informed choices
and evaluating consequences, and taking action
for healthy living now and in the future.
Conceptual Understandings
Our daily practices can have an impact on our
well-being.
We can observe changes in our bodies when we
exercise.
Our bodies change as we grow.
We can explore our body’s capacity for
movement.
Our bodies can move creatively in response to
different stimuli.
Safe participation requires sharing space and
following rules.
Related Concepts
Interactions
An understanding of how an individual interacts
with other people, other living things and the
wider world; behaviours, rights and
responsibilities of individuals in their
relationships with others, communities, society
and the world around them; the awareness and
understanding of similarities and differences; an
appreciation of the environment and an
understanding of, and commitment to,
humankind’s responsibility as custodians of the
Earth for future generations.
Conceptual Understandings
Group experiences depend on cooperation of
group members.
Ideas and feelings can be communicated with
others in a variety of modes.
Our relationships with others contribute to our
well-being (for example, parent:child;
teacher:student; friend:friend).
Our behaviour affects others.
Caring for local environments fosters
appreciation.
Interacting with others can be fun.
Related Concepts
Identity, growth, change, feelings, emotions,
reflection, attitude , self worth, self-concept, self-
knowledge, awareness, independence
P1.1​ Identify themselves in relation to others
(for example, family, peers, school class,
ethnicity, gender) (1,2)
P1. 2​ Describe how they have grown and
changed
P1.3​. Describe some physical and personal
characteristics and personal preferences
P1.4​ Talk about similarities and differences
between themselves and others
P1.5​ Identify their feelings and emotions and
explain possible causes
P1.6​ Recognize that others have emotions,
feelings and
perspectives that may be different from their
own
P1.7​ Identify and explore strategies that help
them to cope with change
P1.8​ Identify positive thoughts and attitudes in
themselves and others
P1.9​ Willingly approach and persevere with new
situations
P1.10​ Reflect on their experiences in order to
build a deeper understanding of self
Exercise, health, physical activity, body strength, Cooperation, group, teamwork, play, behavior
body movement, growth, change, movement, norms, participation, roles and responsibilities,
practice, safety, ability actions, fair play, interactions, environment
P1.1​ Engage in a variety of different physical P1.2​ Take turns
activities
P1.3​ Listen respectfully to others
P1.2​ Demonstrate an awareness of how being
active contributes to good health P1.4​ Share their own relevant ideas and
feelings in an appropriate manner
P1.3​ Demonstrate an awareness
of basic hygiene in their daily P1.6​ Celebrate the accomplishments of others
Routines
P1.7​ Reach out for help when it is needed for
P1.4​ Identify some of the effects of physical themselves or others
activity on the body
P1.8​ Identify when their actions have impacted
P1.5​ Explore and reflect on the on others
changing capabilities of the human body
P1.9​ Talk about their interactions with the
P1.6​ Develop a range of fine and gross motor environment.
skills
P2.1​ Value interacting, playing and learning with
P1.7​ Explore creative movements in response others
to different stimuli
P2.4​ Ask questions and express wonderings
P1.8​ Recognize that acting upon instructions
and being aware of others helps to ensure
safety.
P2.2​ Identify healthy food choices
 Grade 2
Scope and Sequence
2018-2019

2
 Grade Two Literacy Scope and Sequence
Oral Language
Oral language encompasses all aspects of
listening and speaking—skills that are essential
for ongoing language development, for learning
and for relating to others. Listening requires
active and conscious attention in order to make
sense of what is heard. Purposeful talk enables
learners to articulate thoughts as they construct
and reconstruct meaning to understand the
world around them. Oral language involves
recognizing and using certain types of language
according to the audience and purposes.
Conceptual Understandings
People ask questions to learn from others.
People listen to and speak to share thoughts and
feelings.
People interpret message according to their
unique experiences and ways of understanding.
Related Concepts
Communication, language, influence, ideas,
interpretation, purpose, summary, collaboration,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing) and expressive
processes (presenting) are connected and allow
for reciprocal growth in understanding; neither
process has meaning except in relation to the
other. These processes involve interpreting,
using and constructing visuals and multimedia in
a variety of situations and for a range of
purposes and audiences. Visual texts may be
paper, electronic or live, observable forms of
communication that are consciously constructed
to convey meaning and immediately engage
viewers, allowing them instant access to data.
Learning to interpret this data, and to
understand and use different media, are
invaluable life skills.
Conceptual Understandings
The pictures, images, and symbols in our
environment have meaning.
People use static and moving images to
communicate ideas and information.
Visual texts can immediately gain our attention.
Related Concepts
Interpretation, messages, influence, images,
illustrations, pictures, media, visual text,
research, symbols, text features, tone, meaning,
audience
Written Language: Writing
Writing allows us to organize and communicate
thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with
communicating meaning and intention. Over
time, writing involves developing a variety of
structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation,
voice) and applying them with increasing skill and
effectiveness.
Conceptual Understandings
The sounds of spoken language can be
represented visually (letters, symbols,
characters).
People write to communicate.
People write to tell about their experiences,
ideas, and feelings.
Related Concepts
Written text, opinion, narrative, informational,
persuasion, grammar, structure, organization,
sequence, research, themes, process, creativity,
purpose, style
SL.2.1​ Participate in collaborative conversations
with diverse partners about ​grade 2 topics and
texts​ with peers and adults in small and larger
groups.
SL.2.2​ Recount or describe key ideas or details
from a text read aloud or information presented
orally.
SL.2.3​ Ask and answer questions about what a
speaker says in order to clarify comprehension,
gather additional information, or deepen
understanding of a topic or issue.
SL.2.4 ​Tell a story or recount an experience with
appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
SL.2.5​ ​Create audio recordings of stories or
poems.
SL.2.6 ​Produce complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
L.2.1​ Demonstrate command of the
conventions of standard English grammar and
usage when speaking.
L.2.3​ Use knowledge of language and its
conventions when speaking or listening.
L.2.5​ ​[In speaking and listening] ​Demonstrate
understanding of word relationships and
nuances in word meanings.
RF.2.4​ Read with sufficient accuracy and fluency
to support comprehension.
SL.2.2​ Recount or describe key ideas or details
from information presented through other
media.
SL.2.5​ Add drawings or other visual displays to
stories or recounts of experiences when
appropriate to clarify ideas, thoughts, and
feelings.
RL.2.7​ Use information gained from the
illustrations and words in a print or digital text
to demonstrate understanding of its characters,
setting, or plot.
RI.2.5​ Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries,
indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
RI.2.7​ Explain how specific images (e.g., a
diagram showing how a machine works)
contribute to and clarify a text.
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.
W.2.8​ Recall information from experiences or
gather information from provided sources to
answer a question.
L.2.1​ Demonstrate command of the
conventions of standard English grammar and
usage when writing
L.2.2​ Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.2.3​ Use knowledge of language and its
conventions when writing.
 Written Language: Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself.
As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.
Conceptual Understandings
People read to learn.
Printed information can tell about the real world.
The words we see and hear enable us to create pictures in our minds.

Related Concepts
Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print

RF.2.3​ Know and apply grade-level phonics and
word analysis skills in decoding words.
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.
RL.2.2​ Recount stories, including fables and
folktales from diverse cultures, and determine
their central message, lesson, or moral.
RL.2.3​ Describe how characters in a story
respond to major events and challenges.
RL.2.4​ Describe how words and phrases (e.g.,
regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story,
poem, or song.
RL.2.5​ Describe the overall structure of a story,
including describing how the beginning
introduces the story and the ending concludes
the action.
RL.2.6​ Acknowledge differences in the points of
view of characters, including by speaking in a
different voice for each character when reading
dialogue aloud.
RL.2.9​ Compare and contrast two or more
versions of the same story (e.g., Cinderella
stories) by different authors or from different
cultures.
RL.2.10​ By the end of the year, read and
comprehend literature, including stories and
poetry, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the
high end of the range.
RI.2.1​ Ask and answer such questions as ​who,
what, where, when, why​, and ​how​ to demonstrate
understanding of key details in a text.
RI.2.2​ Identify the main topic of a
multiparagraph text as well as the focus of
specific paragraphs within the text.
RI.2.3​ Describe the connection between a series
of historical events, scientific ideas or concepts,
or steps in technical procedures in a text.
RI.2.6​ Identify the main purpose of a text,
including what the author wants to answer,
explain, or describe.
RI.2.8​ Describe how reasons support specific
points the author makes in a text.
RI.2.9​ Compare and contrast the most
important points presented by two texts on the
same topic.
L.2.3​ Use knowledge of language and its
conventions reading.
L.2.4​ Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 2 reading and content,
choosing flexibly from an array of strategies.
L.2.5 ​[In reading] Demonstrate understanding
of word relationships and nuances in word
meanings.

Data Handling
Data handling allows us to
make a summary of what we
know about the world and to
make inferences about what
we do not know.
● Data can be collected,
organized, represented and
summarized in a variety of
ways to highlight similarities,
differences and trends; the
chosen format should
illustrate the information
without bias or distortion.
● Probability can be
expressed qualitatively by
using terms such as
“unlikely”, “certain” or
“impossible”. It can be
expressed quantitatively on
a numerical scale.
Conceptual Understandings Conceptual Understandings Conceptual Understandings Conceptual Understandings Conceptual Understandings
Information can be
expressed as organized and
structured data.
Objects and events can be
organized in different ways.
Grade Two Math Scope and Sequence
Measurement
To measure is to attach a
number to a quantity using a
chosen unit. Since the
attributes being measured
are continuous, ways must
be found to deal with
quantities that fall between
numbers. It is important to
know how accurate a
measurement needs to be
or can ever be.
Standard units allow us to
have a common language to
identify, compare, order,
and sequence objects and
events.
We use tools to measure the
attributes of objects and
events.
Shape and Space
The regions, paths and
boundaries of natural space
can be described by shape.
An understanding of the
interrelationships of shape
allows us to interpret,
understand and appreciate
our two-dimensional (2D)
and three-dimensional (3D)
world.
Shapes are classified and
named according to their
properties.
Some shapes are made up
of parts that repeat in some
way.
Geometric shapes and
vocabulary are useful for
representing and describing
Pattern and Function
To identify pattern is to
begin to understand how
mathematics applies to the
world in which we live. The
repetitive features of
patterns can be identified
and described as
generalized rules called
“functions”. This builds a
foundation for the later
study of algebra.
Whole numbers exhibit
patterns and relationships
that can be observed and
described.
Patterns can be represented
using numbers and other
symbols.
Number
Our number system is a
language for describing
quantities and the
relationships between
quantities. For example, the
value attributed to a digit
depends on its place within
a base system.
Numbers are used to
interpret information, make
decisions and solve
problems. For example, the
operations of addition,
subtraction, multiplication
and division are related to
one another and are used to
process information in order
to solve problems. The
degree of precision needed
in calculating depends on
how the result will be used.
The base 10 place value
system is used to represent
numbers and number
relationships.
Fractions are ways of
representing whole-part
relationships.
The operations of addition,
subtraction, multiplication
and division are related to

Related Concepts
Data, organization, interpret, Unit, measure, time,
represent, categorize, sort,
information.
2.MD.9:​ Generate
measurement data by
measuring lengths of
several objects to the
nearest whole unit, or by
making repeated
measurements of the same
object. Show the
measurements by making a
line plot, where the
horizontal scale is marked
off in whole-number units.
2.MD.10:​ Draw a picture
graph and a bar graph (with
single-unit scale) to
represent a data set with
up to four categories. Solve
simple put-together,
Estimation allows us to
measure with different
levels of accuracy.
Related Concepts
compare, order, length,
mass, capacity, estimate,
tool, sequence
2.MD.1​: Measure the length
of an object by selecting
and using appropriate tools
such as rulers, yardsticks,
meter sticks, and
measuring tapes.
2.MD.2:​ Measure the length
of an object twice, using
length units of different
lengths for the two
measurements; describe
how the two
measurements relate to the
size of the unit chosen.
2.MD.3​: Estimate lengths
using units of inches, feet,
centimeters, and meters.
objects and events in
real-world situations.
Related Concepts
Geometry, shape, space,
direction, position, 2D, 3D,
parts to whole, properties,
symmetry
2.G.1:​ Recognize and draw
shapes having specified
attributes, such as a given
number of angles or a given
number of equal faces.
Identify triangles,
quadrilaterals, pentagons,
hexagons, and cubes.
2.G.2:​ Partition a rectangle
into rows and columns of
same-size squares and
count to find the total
number of them.
2.G.3:​ Partition circles and
rectangles into two, three,
or four equal shares,
describe the shares using
the words halves, thirds,
Related Concepts
Odd, even, skip count,
pattern, symbol,
relationship, functions,
represent
2.OA.3:​ Determine whether
a group of objects (up to
20) has an odd or even
number of members.
2.NBT.2:​ Count within
1000; skip-count by 5s, 10s,
and 100s.
2.NBT.9:​ Explain why
addition and subtraction
strategies work, using place
value and the properties of
operations.
each other and are used to
process information to solve
problems.
Number operations can be
modelled in a variety of
ways.
There are many mental
methods that can be applied
for exact and approximate
computations.
Related Concepts
Fractions, base-ten, value,
addition, subtraction,
multiplication, division,
estimate, strategy, number
facts, mental math,
operations
2.OA.1:​ Use addition and
subtraction within 100 to
solve one- and two-step
word problems involving
situations of adding to,
taking from, putting
together, taking apart, and
comparing, with unknowns
in all positions.
2.OA.2.a:​ Fluently add and
subtract within 20 using
mental strategies.
2.OA.2.b:​ Know from
memory all sums of two
one-digit numbers.
2.OA.4:​ Use addition to find
the total number of objects
take-apart, and compare 2.MD.4:​ Measure to
problems using information determine how much
presented in a bar graph. longer one object is than
another, expressing the
length difference in terms
of a standard length unit.
2.MD.5:​ Use addition and
subtraction within 100 to
solve word problems
involving lengths that are
given in the same units.
2.MD.6:​ Represent whole
numbers as lengths from 0
on a number line diagram
with equally spaced points
corresponding to the
numbers 0, 1, 2, ..., and
represent whole-number
sums and differences
within 100 on a number
line diagram.
2.MD.7:​ Tell and write time
from analog and digital
clocks to the nearest five
minutes, using a.m. and
p.m.
half of, a third of, etc., and
describe the whole as two
halves, three thirds, four
fourths. Recognize that
equal shares of identical
wholes need not have the
same shape.
SS.2.b ​Understand that 2D
shapes and 3D shapes can
be created by putting
together and/or taking
apart other shapes.
SS.2.f ​Sort, and label 2D
and 3D shapes
arranged in rectangular
arrays with up to 5 rows
and up to 5 columns; write
an equation to express the
total as a sum of equal
addends.
2.NBT.1​: Understand that
the three digits of a
three-digit number
represent amounts of
hundreds, tens, and ones.
2.NBT.3:​ Read and write
numbers to 1000 using
base-ten numerals, number
names, and expanded
form.
2.NBT.4​: Compare two
three-digit numbers based
on meanings of the
hundreds, tens, and ones
digits, using >, =, and <
symbols to record the
results of comparisons.
2.NBT.5​: Fluently add and
subtract within 100 using
strategies based on place
value, properties of
operations, and/or the
relationship between
addition and subtraction.
2.NBT.6​: Add up to four
two-digit numbers using
strategies based on place
value and properties of
operations.
2.NBT.7:​ Add and subtract
within 1000, using concrete
models or drawings and
strategies

2.NBT.8:​ Mentally add 10 or

100 to a given number
100-900, and mentally
subtract 10 or 100 from a
given number 100-900.

Human Systems and
Economic Activities
The study of how and why
people construct
organizations and systems;
the ways in which people
connect locally and globally;
the distribution of power
and authority.
Related concepts
communications, conflict,
cooperation, education,
employment, freedom,
governments, justice,
legislation, production,
transportation, truth
2.2.c​ Identify that some
ways of dealing with
disagreements work better
than others.
6.2.f​ Explain rights and
responsibilities of the
individual in relation to his
or her social group,
including the characteristics
of good citizens.
6.2.g​ Explain reasons for
the importance of
leadership and service.
Grade Two Social Studies Scope and Sequence
Social Organization
and Culture
The study of people,
communities, cultures and
societies; the ways in which
individuals, groups and
societies interact with each
other.
Related concepts
artifacts, authority,
citizenship, communication,
conflict, diversity, family,
identity, networks, prejudice,
religion, rights, roles,
traditions
4.2.e ​Describe the
expectations of how to act
in one’s own culture and
compare this with
behavioral expectations of
other cultures.
4.2.d​ Compare and contrast
social environments in
different cultures.
5.2.f​ Identify roles and
behaviors that people
demonstrate when in group
situations.
Continuity and Change
Through Time
The study of the
relationships between
people and events through
time; the past, its influences
on the present and its
implications for the future;
people who have shaped the
future through their actions.
Related concepts
chronology, civilizations,
conflict, discovery,
exploration, history,
innovation, migration,
progress, revolution
1.2.c​ Relate stories about
past events, people, places,
or situations to help our
understanding of the past
and present.
Human and Natural
Environments
The study of the distinctive
features that give a place its
identity; how people adapt
to and alter their
environment; how people
experience and represent
place; the impact of natural
disasters on people and the
built environment.
Related concepts
amenities, borders (natural,
social and political),
dependence, geography,
impact, landscape, locality,
ownership, population,
regions, settlements
3.2.b​ Explain the concept of
location.
3.2.c​ Use maps and graphs,
tables, and diagrams to
read and display
geographic information.
3.2.d​ Locate and distinguish
between landforms.
3.2.e​ Describe the influence
of landforms and
geographic features on
human population and
cultures.
Resources and the
Environment
The interaction between
people and the
environment; the study of
how humans allocate and
manage resources; the
positive and negative effects
of this management; the
impact of scientific and
technological developments
on the environment.
Related concepts
conservation, consumption,
distribution, ecology, energy,
interdependence, pollution,
poverty, sustainability,
wealth
8.2.c​ Identify reasons and
requirements for making
tools and developing
techniques.
1
6.2.h​ Identify various
principles used for
decision-making and
problem solving (fairness,
cooperation, individual
responsibility, etc.).
5.2.g​ Identify opportunities
for choice in personal
identity.
3.2.f​ Differentiate between
ways in which people from
different cultures think
about and adapt to the
physical environment.

7.2.e​ Explain why people

make choices about how to
satisfy wants and needs.

7.2.f​ Identify institutions

that are part of economic
systems.

7.2.g​ Describe how goods

and services can be
exchanged.

2

Living Things
The study of the characteristics,
systems and behaviours of humans
and other animals, and of plants;
the interactions and relationships
between and among them, and with
their environment.
Related Concepts
adaptation, animals, biodiversity,
biology, classification, conservation, evidence, geography, geology,
ecosystems, evolution, genetics,
growth, habitat, homeostasis,
organism, plants, systems
(digestive, nervous, reproductive,
respiratory)
2-LS2-1. ​Plan and conduct an
investigation to determine if plants
need sunlight and water to grow.
[Assessment Boundary: Assessment is
limited to testing one variable at a time.]
2-LS2-2. ​Develop a simple model
that mimics the function of an
animal in dispersing seeds or
pollinating plants.
2-LS4-1. ​Make observations of
plants and animals to compare the
diversity of life in different
habitats. ​[Clarification Statement:
Emphasis is on the diversity of living
things in each of a variety of different
habitats.] [Assessment Boundary:
Grade Two Science Scope and Sequence
Earth and Space Materials and Matter Forces and Energy
The study of planet Earth and its The study of the properties, The study of energy, its origins,
position in the universe, particularly behaviours and uses of materials, storage and transfer, and the work
its relationship with the sun; the both natural and human-made; the it can do; the study of forces; the
natural phenomena and systems origins of human-made materials application of scientific
that shape the planet and the and how they are manipulated to understanding through inventions
distinctive features that identify it; suit a purpose. and machines.
the infinite and finite resources of
the planet.
Related Concepts Related Concepts Related Concepts
atmosphere, climate, erosion, changes of state, chemical and conservation of energy, efficiency,
physical changes, conduction and equilibrium, forms of energy
gravity, renewable and convection, density, gases, liquids, (electricity, heat, kinetic, light,
non-renewable energy sources, properties and uses of materials, potential, sound), magnetism,
resources, seasons, space, solids, structures, sustainability mechanics, physics, pollution,
sustainability, systems (solar, water power, technological advances,
cycle, weather), tectonic plate transformation of energy
movement, theory of origin
2-ESS1-1. ​Use information from 2-PS1-1. ​Plan and conduct an This strand not assessed in Grade 2.
several sources to provide investigation to describe and
evidence that Earth events can classify different kinds of materials
occur quickly or slowly. ​[Clarification by their observable properties.
Statement: Examples of events and [Clarification Statement: Observations
timescales could include volcanic could include color, texture, hardness,
explosions and earthquakes, which and flexibility. Patterns could include the
happen quickly and erosion of rocks, similar properties that different materials
which occurs slowly.] [Assessment share.]
Boundary: Assessment does not include
quantitative measurements of 2-PS1-2. ​Analyze data obtained
timescales.] from testing different materials to
2-ESS2-1. ​Compare multiple determine which materials have
solutions designed to slow or the properties that are best suited
prevent wind or water from for an intended purpose.
[Clarification Statement: Examples of
changing the shape of the land.
properties could include, strength,
[Clarification Statement: Examples of flexibility, hardness, texture, and
solutions could include different designs absorbency.] [Assessment Boundary:
 Assessment does not include specific
animal and plant names in specific
habitats.]
K-2.Engineering Design
K-2-ETS1-1. ​Ask questions, make
observations, and gather
information about a situation
people want to change to define a
simple problem that can be solved
through the development of a new
or improved object or tool.
of dikes and windbreaks to hold back
wind and water, and different designs for
using shrubs, grass, and trees to hold
back the land.]
2-ESS2-2. ​Develop a model to
represent the shapes and kinds of
land and bodies of water in an
area. ​[Assessment Boundary:
Assessment does not include quantitative
scaling in models.]
2-ESS2-3.​ Obtain information to
identify where water is found on
Earth and that it can be solid or
liquid.
K-2-ETS1-2. ​Develop a simple
sketch, drawing, or physical model
to illustrate how the shape of an
object helps it function as needed
to solve a given problem.
Assessment of quantitative
measurements is limited to length.]
2-PS1-3. ​Make observations to
construct an evidence-based
account of how an object made of
a small set of pieces can be
disassembled and made into a
new object. ​[Clarification Statement:
Examples of pieces could include blocks,
building bricks, or other assorted small
objects.]
2-PS1-4. ​Construct an argument
with evidence that some changes
caused by heating or cooling can
be reversed and some cannot.
[Clarification Statement: Examples of
reversible changes could include
materials such as water and butter at
different temperatures. Examples of
irreversible changes could include
cooking an egg, freezing a plant leaf, and
heating paper.]
K-2-ETS1-3. ​Analyze data from
tests of two objects designed to
solve the same problem to
compare the strengths and
weaknesses of how each performs.
 Grade Two Language Acquisition Scope and Sequence (Korean)
Oral Language
Oral language encompasses all
aspects of listening and
speaking—skills that are essential
for ongoing language
development, for learning and for
relating to others. Listening
requires active and conscious
attention in order to make sense
of what is heard. Purposeful talk
enables learners to articulate
thoughts as they construct and
reconstruct meaning to
understand the world around
them. Oral language involves
recognizing and using certain
types of language according to the
audience and purposes
Conceptual Understandings
People ask questions to learn from We can enjoy and learn from
others.
Related Concepts
Communication, language,
influence, ideas, interpretation,
purpose, summary, collaboration,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing)
and expressive processes
(presenting) are connected and
allow for reciprocal growth in
understanding; neither process
has meaning except in relation to
the other. These processes involve
interpreting, using and
constructing visuals and
multimedia in a variety of
situations and for a range of
purposes and audiences. Visual
texts may be paper, electronic or
live, observable forms of
communication that are
consciously constructed to convey
meaning and immediately engage
viewers, allowing them instant
access to data. Learning to
interpret this data, and to
understand and use different
media, are invaluable life skills.
Conceptual Understandings
visual language.
Related Concepts
Interpretation, messages,
influence, images, illustrations,
pictures, media, visual text,
research, symbols, text features,
tone, meaning, audience
Written Language: Reading
Reading is a developmental
process that involves constructing
meaning from text. The process is
interactive and involves the
reader’s purpose for reading, the
reader’s prior knowledge and
experience, and the text itself.
As inquirers, learners need to be
able to identify, synthesize and
apply useful and relevant
information from text.
Conceptual Understandings
Consistent ways of recording People write to communicate.
words or ideas enable members of
a language community to
communicate.
Related Concepts
Written text, purpose, meaning,
inference, genre, summarize, point
of view, research, themes, stories,
strategies, expression, fluency,
organization, print
Written Language: Writing
Writing allows us to organize and
communicate thoughts, ideas and
information in a visible and
tangible way. Writing is primarily
concerned with communicating
meaning and intention. Over time,
writing involves developing a
variety of structures, strategies
and literary techniques (spelling,
grammar, plot, character,
punctuation, voice) and applying
them with increasing skill and
effectiveness.
Conceptual Understandings
Related Concepts
Written text, opinion, narrative,
informational, persuasion,
grammar, structure, organization,
sequence, research, themes,
process, creativity, purpose, style
 O.1.b​ Communicate information
in a limited range of everyday
situations.
O.1.c​ Request and provide
information in a limited range of
Phase
everyday situations.
1-2
O.1.f​ Use basic vocabulary
accurately.
O.2.a​ Understand and respond to
simple spoken texts.
O.3.b​ Communicate information
containing relevant ideas and
some detail in familiar and some
unfamiliar situations.
Phase
3-4 O.3.c​ Request and provide
information in familiar and some
unfamiliar situations.
O.3.f​ Use language accurately.
V.1.a ​Identify basic messages
presented in simple visual texts.
V.1.d​ Recognize basic visual
conventions used in texts.
V.1.e​ Understand and respond to
simple visual texts.
V.3.a​ Understand information
presented in visual texts.
V.3.e​ Understand and respond to
a limited range of visual texts.
V.4.d​ Interpret visual conventions
used in texts.
R.1.a​ Identify basic facts in simple
written texts.
R.1.c​ Recognize basic aspects of
format and style.
R.1.d​ Understand and respond to
simple written texts.
R.3.a​ Understand specific
information, ideas, opinions and
attitudes, presented in written
texts.
R.3.c ​Understand aspects of
format and style in texts.
R.3.d​ Understand and respond to
a limited range of written texts.
W.1.a​ Communicate information
in a limited range of everyday
situations.
W.1.b​ Request and provide
information in a limited range of
everyday situations.
W.1.c​ Use language appropriate
to a very limited range of
interpersonal and cultural
contexts.
W.3.b​ Request and provide
information in familiar and some
unfamiliar situations.
W.3.d​ Understand and use
language conventions accurately.
W.4.b​ Request and provide
information in a range of written
contexts.
 Grade Two Arts Scope and Sequence
Creating
The process of ​creating ​provides students with opportunities to
communicate distinctive forms of meaning, develop their technical
skills, take creative risks, solve problems and visualize consequences.
Students are encouraged to draw on their imagination, experiences
and knowledge of materials and processes as starting points for
creative exploration. They can make connections between their work
and that of other artists to inform their thinking and to provide
inspiration. Both independently and collaboratively, students
participate in creative processes through which they can
communicate ideas and express feelings. The ​creating ​strand
provides opportunities for students to explore their personal
interests, beliefs and values and to engage in a personal artistic
journey.
Conceptual Understandings
We can communicate our ideas, feelings and experiences through
our artwork.
We solve problems during the creative process by thinking critically
and imaginatively.
Applying a range of strategies helps us to express ourselves.
We are receptive to the value of working individually and
collaboratively to create art.
Related Concepts
expression, innovate, audience, process, meaning, symbols, belief,
value, creativity, choice, shape, space, movement, relationship,
communication, perspective, pattern, identity, experiment,
collaboration, imagination
C.1.a ​Take responsibility for the care of tools and materials.
C.1.b ​Take responsibility for their own and others’ safety in the
working environment.
Responding
The process of ​responding ​provides students with opportunities to
respond to their own and other artists’ works and processes, and in
so doing develop the skills of critical analysis, interpretation,
evaluation, reflection and communication. Students will demonstrate
knowledge and understanding of the concepts, methods and
elements of dance, drama, music and visual arts, including using
specialized language. Students consider their own and other artists’
works in context and from different perspectives in order to
construct meaning and inform their own future works and processes.
Conceptual Understandings
We enjoy and experience different forms of arts.
The art is a means of communication and expression.
We are receptive to art practices and artworks from different
cultures, places and times (including our own).
We can reflect on and learn from the different stages of creating.
There is a relationship between the artist and the audience.
Related Concepts
response, audience, perspective, meaning, interpretation, society,
reflection, purpose, culture, place, appreciation, communication
R.1.a ​Enjoy experiencing artworks.
R.1.b ​Show curiosity and ask questions about artworks.
 C.1.c ​Participate in individual and collaborative creative R.1.d ​Identify the materials and processes used in the creation of an
experiences. artwork.

C.1.h ​Use their imagination and experiences to inform their art R.1.f ​Communicate their initial responses to an artwork in visual,
making. oral or physical modes.

C.2.a ​Make predictions, experiment, and anticipate possible R.1.g ​Make personal connections to artworks.
outcomes.
Visual Arts R.2.b ​Sharpen their powers of observation.
C.2.b ​Demonstrate control of tools, materials and processes.
R.2.c ​Describe similarities and differences between artworks.
C.2.c ​Identify, plan and make specific choices of materials, tools and
R.2.d ​Use appropriate terminology to discuss artwork.
processes.
R.2.f ​Investigate the purposes of artwork from different times,
C.2.d ​Combine a variety of formal elements to communicate ideas,
places and a range of cultures including their own.
feelings and/or experiences.

C.2.e ​Sharpen their powers of observation.

C.2.f ​Consider their audience when creating artwork.

C.2.g ​Identify the stages of their own and others’ creative processes.

Drama Drama
C.2.c​ Use performance as a problem solving tool. R.2.c​ Discuss and explain the way ideas, feelings, and experiences
Performing
can be communicated through stories and performance.
Arts Music
Music
C.2.d​ collaboratively create a musical sequence using known
musical elements. R.2.b​ Recognize music from a basic range of cultures and styles
 Grade Two PSPE Scope and Sequence
Identity
An understanding of our own beliefs, values,
attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the
recognition of strengths, limitations and
challenges as well as the ability to cope
successfully with situations of change and
adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach
to learning and how he or she interacts with
others.
Conceptual Understandings
There are many factors that contribute to a
person’s individual identity.
A positive attitude helps us to overcome
challenges and approach problems.
A person’s self-concept can change and grow
with experience.
Identifying and understanding our emotions
helps us to regulate our behaviour.
Different challenges and situations require
different strategies.
Related Concepts
Active Living Interactions
An understanding of the factors that contribute An understanding of how an individual interacts
to developing and maintaining a balanced, with other people, other living things and the
healthy lifestyle; the importance of regular wider world; behaviours, rights and
physical activity; the body’s response to exercise; responsibilities of individuals in their
the importance of developing basic motor skills; relationships with others, communities, society
understanding and developing the body’s and the world around them; the awareness and
potential for movement and expression; the understanding of similarities and differences; an
importance of nutrition; understanding the appreciation of the environment and an
causes and possible prevention of ill health; the understanding of, and commitment to,
promotion of safety; rights and the humankind’s responsibility as custodians of the
responsibilities we have to ourselves and others Earth for future generations.
to promote well-being; making informed choices
and evaluating consequences, and taking action
for healthy living now and in the future.
Conceptual Understandings Conceptual Understandings
Regular exercise is part of a healthy lifestyle. Participation in a group can require group
Food choices can affect our health. members to take on different roles and
responsibilities.
Maintaining good hygiene can help to prevent
illness. There are norms of behaviour that guide the
interactions within different groups, and people
Growth can be measured through changes in adapt to these norms.
capability as well as through physical changes.
Our actions towards others influence their
We can apply a range of fundamental movement actions towards us.
skills to a variety of activities.
Responsible citizenship involves conservation
Movements can be used to convey feelings, and preservation of the local environment.
attitudes, ideas or emotions.
The use of responsible practices in physical
environments can contribute to our personal
safety and the safety of others.
Related Concepts Related Concepts
identity, growth, change, feelings, emotions,
reflection, attitude , self worth, self-concept, self-
knowledge, awareness, independence
I.1.a​ Identify themselves in relation to others
(for example, family, peers, school class,
ethnicity, gender).
I.1.g​ Identify and explore strategies that help
them to cope with change.
I.1.h​ Identify positive thoughts and attitudes in
themselves and others.
I.1.i​ Willingly approach and persevere with new
situations.
I.1.j​ Reflect on their experiences in order to
build a deeper understanding of self.
I.2.a​ Describe similarities and differences
between themselves and others through the
exploration of cultures, appearance, gender,
ethnicity, and personal preferences.
I.2.b​ Describe how personal growth has
resulted in new skills and abilities.
I.2.c​ Explain how different experiences can
result in different emotions.
I.2.d​ Identify feelings and begin to understand
how these are related to behaviour.
I.2.e​ Express hopes, goals and aspirations.
I.2.f​ Solve problems and overcome difficulties
with a sense of optimism.
I.2.g​ Examine possible strategies to deal with
change, including thinking flexibly and reaching
out to seek help
exercise, health, physical activity, body strength,
body movement, growth, change, movement,
practice, safety, ability
AL.1.e​ Explore and reflect on the
changing capabilities of the human body.
AL.2.a ​Recognize the importance of regular
exercise in the development of well-being.
AL.2.b​ Identify healthy food choices.
AL.2.c​ Communicate their understanding of the
need for good hygiene practices.
AL.2.f​ Use and adapt basic movement skills
(gross and fine motor) in a variety of activities.
AL.2.g​ Explore different movements that can be
linked to create sequences.
AL.2.h​ Display creative movements in response
to stimuli and express different feelings,
emotions and ideas.
AL.2.j​ Understand the need to act responsibly
to help ensure the safety of themselves and
others.
cooperation, group, teamwork, play, behavior
norms, participation, roles and responsibilities,
actions, fair play, interactions, environment
IN.2.a​ Value interacting, playing and learning
with others.
IN.2.b​ Discuss and set goals for group
interactions.
IN.2.c​ Cooperate with others.
IN.2.d​ Ask questions and express wonderings.
IN.2.e​ Recognize the different group roles and
responsibilities.
IN.2.f​ Assume responsibility for a role in a
group.
IN.2.g​ Celebrate the accomplishment of the
group.
IN.2.h​ Share ideas clearly and confidently.
IN.2.i​ Seek adult support in situations of
conflict
IN.2.k​ Understand the impact of their actions
on each other and the environment.
 Grade 3
Scope and Sequence
2018-2019

3
 Grade Three Literacy Scope and Sequence
Oral Language
Oral language encompasses all aspects of
listening and speaking—skills that are essential
for ongoing language development, for learning
and for relating to others. Listening requires
active and conscious attention in order to make
sense of what is heard. Purposeful talk enables
learners to articulate thoughts as they construct
and reconstruct meaning to understand the
world around them. Oral language involves
recognizing and using certain types of language
according to the audience and purposes
Conceptual Understandings
Spoken language varies according to the purpose
and audience.
People interpret messages according to their
unique experiences and ways of understanding.
Related Concepts
Communication, language, influence, ideas,
interpretation, purpose, summary, collaboration, illustrations, pictures, media, visual text,
voice, listening, speaking
SL.3.1​ Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
Viewing and Presenting
The receptive processes (viewing) and expressive
processes (presenting) are connected and allow
for reciprocal growth in understanding; neither
process has meaning except in relation to the
other. These processes involve interpreting, using
and constructing visuals and multimedia in a
variety of situations and for a range of purposes
and audiences. Visual texts may be paper,
electronic or live, observable forms of
communication that are consciously constructed
to convey meaning and immediately engage
viewers, allowing them instant access to data.
Learning to interpret this data, and to
understand and use different media, are
invaluable life skills.
Conceptual Understandings
Visual texts expand our database of sources of
information.
Visual texts provide alternative means to develop
new levels of understanding.
Selecting the most suitable forms of visual
presentation enhances our ability to express
ideas and images.
Related Concepts
Interpretation, messages, influence, images,
research, symbols, text features, tone, meaning,
audience
SL.3.2​ Determine the main ideas and supporting
details of information presented in diverse
Written Language: Writing
Writing allows us to organize and communicate
thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with
communicating meaning and intention. Over
time, writing involves developing a variety of
structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation,
voice) and applying them with increasing skill and
effectiveness.
Conceptual Understandings
We write in different ways for different purposes.
The structure of different types of texts includes
identifiable features.
Thinking about storybook characters and people
in real life helps us to develop characters in our
own stories.
Related Concepts
Written text, opinion, narrative, informational,
persuasion, grammar, structure, organization,
sequence, research, themes, process, creativity,
purpose, style
W.3.1​ Write opinion pieces on topics or texts,
supporting a point of view with reasons.
on grade 3 topics and texts, building on others'
ideas and expressing their own clearly.
SL.3.2​. Determine the main ideas and
supporting details of a text read aloud or
information presented orally.
SL.3.3​ Ask and answer questions about
information from a speaker, offering
appropriate elaboration and detail.
SL.3.4​ Report on a topic or text, tell a story, or
recount an experience with appropriate facts
and relevant, descriptive details, speaking
clearly at an understandable pace.
SL.3.5​ Create engaging audio recordings of
stories or poems that demonstrate fluid reading
at an understandable pace.
SL.3.6​ Speak in complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
L.3.1​ Demonstrate command of the conventions
of standard English grammar and usage when
speaking.
L.3.3​ Use knowledge of language and its
conventions when speaking or listening.
L.3.5​ [In speaking and listening] Demonstrate
understanding of figurative language, word
relationships and nuances in word meanings.
L.3.6​ [In speaking] Acquire and use accurately
grade-appropriate conversational, general
academic, and domain-specific words and
phrases, including those that signal spatial and
temporal relationships.
RF.3.4​ Read with sufficient accuracy and fluency
to support comprehension.
media and formats, including visually [and]
quantitatively.
SL.3.5​ Create engaging visual displays when
appropriate to emphasize or enhance certain
facts or details.
RL.3.7​ Explain how specific aspects of a text's
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
RI.3.5​ Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
RI.3.7​ Use information gained from illustrations
(e.g., maps, photographs) and the words in a
text to demonstrate understanding of the text
(e.g., where, when, why, and how key events
occur).
W.3.2​ Write informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
W.3.3​ Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
W.3.7​ Conduct short research projects that build
knowledge about a topic.
W.3.8​ Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories.
L.3.1​ Demonstrate command of the conventions
of standard English grammar and usage when
writing.
L.3.2​ Demonstrate command of the conventions
of standard English capitalization, punctuation,
and spelling when writing.
L.3.3​ Use knowledge of language and its
conventions when writing.
L.3.6​ [​ In writing]​ acquire and use accurately
grade-appropriate conversational, general
academic, and domain-specific words and
phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that
night we went looking for them).
 Written Language: Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself.
As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.
Conceptual Understandings
People read to learn.
Reading and thinking work together to enable us to make meaning.
Wondering about texts and asking questions helps us to understand the meaning.
What we already know enables us to understand what we read.

Related Concepts
Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print
RF.3.3 ​Know and apply grade-level phonics and RL.3.6​ Distinguish their own point of view from RI.3.6​ Distinguish their own point of view from
word analysis skills in decoding words. that of the narrator. that of the author of a text.

RL.3.1​ Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RL.3.2​ Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or moral
and explain how it is conveyed through key
details in the text.
RL.3.3​ Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how
their actions contribute to the sequence of
events
RL.3.4​ Determine the meaning of words and
phrases as they are used in a text, distinguishing
literal from nonliteral language.
RL.3.5​ Refer to parts of stories, dramas, and
poems when writing or speaking about a text,
using terms such as chapter, scene, and stanza;
describe how each successive part builds on
earlier sections.
RL.3.9​ Compare and contrast the themes, RI.3.8​ Describe the logical connection between
settings, and plots of stories written by the same particular sentences and paragraphs in a text
author about the same or similar characters (e.g., comparison, cause/effect,
(e.g., in books from a series) first/second/third in a sequence).
RL.3.10​ By the end of the year, read and RI.3.9​ Compare and contrast the most
comprehend literature, including stories, important points and key details presented in
dramas, and poetry, at the high end of the two texts on the same topic.
grades 2-3 text complexity band independently
L.3.3​ Use knowledge of language and its
and proficiently.
conventions reading.
RI.3.1​ Ask and answer questions to demonstrate
L.3.4​ Determine or clarify the meaning of
understanding of a text, referring explicitly to
unknown and multiple-meaning word and
the text as the basis for the answers.
phrases based on grade 3 reading and content,
RI.3.2​ Determine the main idea of a text; choosing flexibly from a range of strategies.
recount the key details and explain how they
L.3.5​ [​ In reading]​ Demonstrate understanding of
support the main idea.
figurative language, word relationships and
RI.3.3​ Describe the relationship between a nuances in word meanings.
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.

Data Handling
Data handling allows us to make a
summary of what we know about
the world and to make inferences
about what we do not know.
● Data can be collected, organized,
represented and summarized in
a variety of ways to highlight
similarities, differences and
trends; the chosen format
should illustrate the information
without bias or distortion.
● Probability can be expressed
qualitatively by using terms such
as “unlikely”, “certain” or
“impossible”. It can be expressed
quantitatively on a numerical
scale.
Conceptual Understandings
Data can be collected, organized,
displayed, and analyzed in different
ways.
Different graph forms highlight
different aspects of data more
efficiently.
Related Concepts
Data, organization, interpret,
represent, categorize, sort,
information.
Grade 3 Math Scope and Sequence
Measurement
To measure is to attach a number
to a quantity using a chosen unit.
Since the attributes being
measured are continuous, ways
must be found to deal with
quantities that fall between
numbers. It is important to know
how accurate a measurement
needs to be or can ever be.
Conceptual Understandings
Objects and events have attributes
that can be measured using
appropriate tools.
Relationships exist between
standard units that measure the
same attributes.
Related Concepts
Unit, measure, time, compare,
order, length, mass, capacity,
estimate, tool, sequence
Shape and Space
The regions, paths and boundaries
of natural space can be described
by shape. An understanding of the
interrelationships of shape allows
us to interpret, understand and
appreciate our two-dimensional
(2D) and three-dimensional (3D)
world.
Conceptual Understandings
Geometric shapes and vocabulary
are useful for representing and
describing objects and events in
real world situations.
Shapes can be transformed in
different ways.
Related Concepts
Geometry, shape, space, direction,
position, 2D, 3D, parts to whole,
properties, symmetry
Pattern and Function
To identify pattern is to begin to
understand how mathematics
applies to the world in which we
live. The repetitive features of
patterns can be identified and
described as generalized rules
called “functions”. This builds a
foundation for the later study of
algebra.
Conceptual Understandings
Functions are relationships or rules
that uniquely associate members of
one set with members of another
set.
By analyzing patterns and
identifying rules for patterns it is
possible to make predictions.
Related Concepts
Odd, even, skip count, pattern,
symbol, relationship, functions,
represent
3.MD.3:​ Draw a scaled picture
graph and a scaled bar graph to
represent a data set with several
categories. Solve one- and
two-step "how many more" and
"how many less" problems using
information presented in scaled
bar graphs.
3.MD.4:​ Generate measurement
data by measuring lengths using
rulers marked with halves and
fourths of an inch. Show the data
by making a line plot, where the
horizontal scale is marked off in
appropriate units— whole
numbers, halves, or quarters.
3.MD.1:​ Tell and write time to the
nearest minute and measure time
intervals in minutes. Solve word
problems involving addition and
subtraction of time intervals in
minutes.
3.MD.2:​ Measure and estimate
liquid volumes and masses of
objects using standard units of
grams (g), kilograms (kg), and liters
(l).1 Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the same
units.
3.MD.5: ​Recognize area as an
attribute of plane figures and
understand concepts of area
measurement.
3.G.1:​ Understand that shapes in
different categories may share
attributes and that the shared
attributes can define a larger
category.
3.G.2:​ Partition shapes into parts
with equal areas. Express the area
of each part as a unit fraction of
the whole. For example, partition a
shape into 4 parts with equal area,
and describe the area of each part
as 1/4 of the area of the shape.
SS.3.m ​Analyse and describe 2D
and 3D shapes, including regular
and irregular polygons, using
geometric vocabulary
3.OA.5:​ Apply properties of
operations as strategies to
multiply and divide.
3.OA.6:​ Understand division as an
unknown-factor problem.
3.OA.7.a:​ Fluently multiply and
divide within 100, using strategies
such as the relationship between
multiplication and division or
properties of operations.
3.OA.9:​ Identify arithmetic
patterns and explain them using
properties of operations.
PF.3.f ​Represent rules for patterns
by using words, symbols, and
tables

3.MD.6:​ Measure areas by

counting unit squares.

3.MD.7:​ Relate area to the

operations of multiplication and
addition (MD.7a,b,c,d).

3.MD.8​: Solve real world and

mathematical problems involving
perimeters of polygons, including
finding the perimeter given the
side lengths, finding an unknown
side length, and exhibiting
rectangles with the same
perimeter and different areas or
with the same area and different
perimeters.
 Number
Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit
depends on its place within a base system.
Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication
and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating
depends on how the result will be used.
Conceptual Understandings
The base 10 value system can be extended to represent magnitude.
Fractions are ways of representing whole-part relationships
The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Related Concepts
Fractions, base-ten, value, addition, subtraction, multiplication, division, estimate, strategy, number facts, mental math, operations
3.OA.1:​ Interpret products of
whole numbers.
3.OA.2:​ Interpret whole-number
quotients of whole numbers.
3.OA.3:​ Use multiplication and
division within 100 to solve word
problems in situations involving
equal groups, arrays, and
measurement quantities.
3.OA.4: ​Determine the unknown
whole number in a multiplication
or division equation relating three
whole numbers.
3.OA.7.b:​ Know from memory all
products of two one-digit
numbers.
N.3.p ​Read, write, compare and
order whole numbers up to
thousands or beyond
3.OA.8.a:​ Solve two-step word
problems using addition and
subtraction. Assess the
reasonableness of answers using
mental computation and
estimation strategies including
rounding.
3.OA.8.b:​ Solve two-step word
problems using multiplication and
division. Represent these
problems using equations with a
letter standing for the unknown
quantity.
3.NBT.1:​ Use place value
understanding to round whole
numbers to the nearest 10 or 100.
3.NBT.2:​ Fluently add and subtract
within 1000 using strategies and
algorithms based on place value,
properties of operations, and/or
the relationship between addition
and subtraction.
3.NBT.3:​ Multiply one-digit whole
numbers by multiples of 10 in the
range 10-90 using strategies based
on place value and properties of
operations.
3.NBT.4:​ Read and write numbers
to 10,000 using base-ten numerals,
number names, and expanded
form. Compare two multi-digit
numbers based on meanings of
the digits in each place, using >
and < symbols to record the
results of comparisons.
3.NF.1:​ Understand a fraction 1/b
as the quantity formed by 1 part
when a whole is partitioned into b
equal parts; understand a fraction
a/b as the quantity formed by a
parts of size 1/b.
N.3.c ​Use the language of
fractions, for example, numerator,
denominator
3.NF.2:​ Understand a fraction as a
number on the number line;
represent fractions on a number
line diagram.
3.NF.3.a:​ Understand two
fractions as equivalent (equal) if
they are the same size, or the
same point on a number line.
3.NF.3.b:​ Recognize and generate
simple equivalent fractions.
Explain why the fractions are
equivalent.
3.NF.3.c:​ Express whole numbers
as fractions, and recognize
fractions that are equivalent to
whole numbers.
3.NF.3.d:​ Compare two fractions
with the same numerator or the
same denominator by reasoning
about their size.

Human Systems and
Economic Activities
The study of how and why
people construct
organizations and systems;
the ways in which people
connect locally and globally;
the distribution of power
and authority.
Related concepts
communications, conflict,
cooperation, education,
employment, freedom,
governments, justice,
legislation, production,
transportation, truth
2.5.a​ Describe how wants
and needs have
implications beyond the
self.
7.5.b​ Distinguish among
human, natural, and capital
resources.
7.5.e​ Describe how trade
affects the way people earn
their living in regions of the
world.
7.5.g​ Describe primary
causes of world trade.
Grade Three Social Studies Scope and Sequence
Social Organization
and Culture
The study of people,
communities, cultures and
societies; the ways in which
individuals, groups and
societies interact with each
other.
Related concepts
artifacts, authority,
citizenship, communication,
conflict, diversity, family,
identity, networks, prejudice,
religion, rights, roles,
traditions
4.5.a ​Compare and contrast
cultural characteristics of
different regions and
people (e.g. use of
environment and
resources, technology,
food, shelter, beliefs and
customs, schooling,
what-is- public versus
what-is-private, etc.).
4.5.c​ Explain the main ideas
in folktales, legends, songs,
myths and stories of
heroism that describe the
Continuity and Change
Through Time
The study of the
relationships between
people and events through
time; the past, its influences
on the present and its
implications for the future;
people who have shaped the
future through their actions.
Related concepts
chronology, civilizations,
conflict, discovery,
exploration, history,
innovation, migration,
progress, revolution
1.5.a​ Explain why people in
different times and places
view the world political,
social, cultural).
differently.
Human and Natural
Environments
The study of the distinctive
features that give a place its
identity; how people adapt
to and alter their
environment; how people
experience and represent
place; the impact of natural
disasters on people and the
built environment.
Related concepts
amenities, borders (natural,
social and political),
dependence, geography,
impact, landscape, locality,
ownership, population,
regions, settlements
3.5.a​ Explain and use the
elements of maps and
globes.
3.5.b​ Apply appropriate
resources and geographic
tools to generate and
interpret information about
the earth.
Resources and the
Environment
The interaction between
people and the
environment; the study of
how humans allocate and
manage resources; the
positive and negative effects
of this management; the
impact of scientific and
technological developments
on the environment.
Related concepts
conservation, consumption,
distribution, ecology, energy,
interdependence, pollution,
poverty, sustainability,
wealth
7.5.a​ Describe
characteristics, locations,
uses, and management of
renewable and
non-renewable resources.
8.5.a ​Explain the difference
between science and
technology.
8.5.b​ Examine ways in
which tools and techniques
make certain tasks easier.
8.5.c​ Describe ways that
tools and techniques can
1
history and traditions of
various cultures.
5.5.b​ Identify how
sociological circumstances
(race, ethnicity, gender,
class, etc.) influence an
individual's perceptions of
and reactions to the world.
5.5.c​ Compare and contrast
how groups and cultures
are similar and different in
meeting needs and
concerns of their members.
5.5.d​ Describe the various
forms of institutions (e.g.,
school, church, clubs, etc.)
and how they influence the
individual.
have both positive and
negative effects.
7.5.c​ Describe how changes
in transportation and
communication have
affected trade and
economic activities.
7.5.d​ Explain and compare
ways in which people
satisfy their basic needs
and wants through the
production of goods and
services.
2

Living Things
The study of the characteristics,
systems and behaviours of
humans and other animals, and of
plants; the interactions and
relationships between and among
them, and with their environment.
Related Concepts
adaptation, animals, biodiversity,
biology, classification,
conservation, ecosystems,
evolution, genetics, growth,
habitat, homeostasis, organism,
plants, systems (digestive,
nervous, reproductive,
respiratory).
3-LS1-1. ​Develop models to
describe that organisms have
unique and diverse life cycles but
all have in common birth, growth,
reproduction, and death.
[Clarification Statement: Changes
organisms go through during their life
form a pattern.] [Assessment Boundary:
Assessment of plant life cycles is limited
to those of flowering plants. Assessment
does not include details of human
reproduction.]
3-LS2-1. ​Construct an argument
that some animals form groups
that help members survive.
Grade Three Science Scope and Sequence
Earth and Space
The study of planet Earth and its
position in the universe,
particularly its relationship with
the sun; the natural phenomena
and systems that shape the planet
and the distinctive features that
identify it; the infinite and finite
resources of the planet.
Related Concepts
atmosphere, climate, erosion,
evidence, geography, geology,
gravity, renewable and
non-renewable energy sources,
resources, seasons, space,
sustainability, systems (solar,
water cycle, weather), tectonic
plate movement, theory of origin.
3-ESS2-1. ​Represent data in
tables and graphical displays to
describe typical weather
conditions expected during a
particular season​.​ [​ Clarification
Statement: Examples of data could
include average temperature,
precipitation, and wind direction.]
[Assessment Boundary: Assessment of
graphical displays is limited to
pictographs and bar graphs.
Assessment does not include climate
change.]
3-ESS2-2. ​Obtain and combine
information to describe climates
in different regions of the world.
Materials and Matter
The study of the properties,
behaviours and uses of materials,
both natural and human-made;
the origins of human-made
materials and how they are
manipulated to suit a purpose.
Related Concepts
changes of state, chemical and
physical changes, conduction and
convection, density, gases, liquids, (electricity, heat, kinetic, light,
properties and uses of materials,
solids, structures, sustainability.
This strand not assessed in Grade 3.
Forces and Energy
The study of energy, its origins,
storage and transfer, and the work
it can do; the study of forces; the
application of scientific
understanding through inventions
and machines.
Related Concepts
conservation of energy, efficiency,
equilibrium, forms of energy
potential, sound), magnetism,
mechanics, physics, pollution,
power, technological advances,
transformation of energy.
3-PS2-1​ Plan and conduct an
investigation to provide evidence
of the effects of balanced and
unbalanced forces on the motion
of an object. ​[Clarification Statement:
Examples could include an unbalanced
force on one side of a ball can make it
start moving; and, balanced forces
pushing on a box from both sides will
not produce any motion at all.]
[Assessment Boundary: Assessment is
limited to one variable at a time:
number, size, or direction of forces.
Assessment does not include
quantitative force size, only qualitative
and relative. Assessment is limited to
gravity being addressed as a force that
pulls objects down.]
1
3-LS3-1.​Analyze and interpret
data to provide evidence that
plants and animals have traits
inherited from parents​ ​and that
variation of these traits​ ​exists in a
group of similar organisms.
[Clarification Statement: Patterns are
the similarities and differences in traits
shared between offspring and their
parents, or among siblings. Emphasis is
on organisms other than humans.]
[Assessment Boundary: Assessment
does not include genetic mechanisms of
inheritance and prediction of traits.
Assessment is limited to non-human
examples.]
3-LS3-2.​Use evidence to support
the explanation that​ ​traits can be
influenced by​ ​the environment.
[Clarification Statement: Examples of
the environment affecting a trait could
include normally tall plants grown with
insufficient water are stunted; and, a
pet dog that is given too much food and
little exercise may become overweight.]
3-LS4-1. ​Analyze and interpret
data from fossils to provide
evidence of the organisms and
the environments in which they
lived long ago.​ ​[Clarification
Statement: Examples of data could
include type, size, and distributions of
fossil organisms. Examples of fossils
and environments could include marine
fossils found on dry land, tropical plant
fossils found in Arctic areas, and fossils
of extinct organisms.] [Assessment
Boundary: Assessment does not include
identification of specific fossils or
present plants and animals. Assessment
is limited to major fossil types and
relative ages.]
3-ESS3-1. ​Make a claim about the
merit of a design solution that
reduces the impacts of a
weather-related hazard.
[Clarification Statement: Examples of
design solutions to weather-related
hazards could include barriers to
prevent flooding, wind resistant roofs,
and lightning rods.]
3-PS2-2 ​Make observations
and/or measurements of an
object’s motion to provide
evidence that a pattern can be
used to predict future motion.
[Clarification Statement: Examples of
motion with a predictable pattern could
include a child swinging in a swing, a
ball rolling back and forth in a bowl,
and two children on a see-saw.]
[Assessment Boundary: Assessment
does not include technical terms such
as period and frequency.]
3-PS2-3 ​Ask questions to
determine cause and effect
relationships of electric or
magnetic interactions between
two objects not in contact with
each other​.​ ​[Clarification
Statement: Examples of an electric force
could include the force on hair from an
electrically charged balloon and the
electrical forces between a charged rod
and pieces of paper; examples of a
magnetic force could include the force
between two permanent magnets, the
force between an electromagnet and
steel paperclips, and the force exerted
by one magnet versus the force exerted
by two magnets. Examples of cause and
effect relationships could include how
the distance between objects affects
strength of the force and how the
orientation of magnets affects the
direction of the magnetic force.]
[Assessment Boundary: Assessment is
limited to forces produced by objects
that can be manipulated by students,
and electrical interactions are limited to
static electricity.]
3-PS2-4​ Define a simple design
problem that can be solved by
applying scientific ideas about
magnets. ​[Clarification Statement:
2
3-LS4-2. ​Use evidence to Examples of problems could include
construct an explanation for how constructing a latch to keep a door shut
and creating a device to keep two
the variations in characteristics moving objects from touching each
among individuals of the same other.]
species may provide advantages
in surviving, finding mates, and
reproducing.​ ​[Clarification Statement:
Examples of cause and effect
relationships could be plants that have
larger thorns than other plants may be
less likely to be eaten by predators;
and, animals that have better
camouflage coloration than other
animals may be more likely to survive
and therefore more likely to leave
offspring.]

3-LS4-3. ​Construct an argument

with evidence that in a particular
habitat some organisms can
survive well, some survive less
well, and some cannot survive at
all. ​[Clarification Statement: Examples
of evidence could include needs and
characteristics of the organisms and
habitats involved. The organisms and
their habitat make up a system in
which the parts depend on each other.]

3-LS4-4. ​Make a claim about the

merit of a solution to a problem
caused when the environment
changes and the types of plants
and animals that live there may
change.​ ​[Clarification Statement:
Examples of environmental changes
could include changes in land
characteristics, water distribution,
temperature, food, and other
organisms.] [Assessment Boundary:
Assessment is limited to a single
environmental change.
Assessment does not include the
greenhouse effect or climate change.]

3
3-5.Engineering Design
3-5-ETS1-1. ​Define a simple design
problem reflecting a need or a want
that includes specified criteria for
success and constraints on
materials, time, or cost.
3-5-ETS1-3. ​Plan and carry out fair
tests in which variables are
controlled and failure points are
considered to identify constraints
on materials, time, or cost. criteria
and constraints of the problem.
aspects of a model or prototype
that can be improved.
3-5-ETS1-2. ​Generate and compare
multiple possible solutions to a
problem based on how well each is
likely to meet the criteria and
constraints of the problem.
4
 Grade Three Language Acquisition Scope and Sequence (Korean)
Oral Language
Oral language encompasses all
aspects of listening and
speaking—skills that are essential
for ongoing language
development, for learning and for
relating to others. Listening
requires active and conscious
attention in order to make sense
of what is heard. Purposeful talk
enables learners to articulate
thoughts as they construct and
reconstruct meaning to
understand the world around
them. Oral language involves
recognizing and using certain
types of language according to the
audience and purposes
Conceptual Understandings:
People communicate using
different languages.
Viewing and Presenting
The receptive processes (viewing)
and expressive processes
(presenting) are connected and
allow for reciprocal growth in
understanding; neither process
has meaning except in relation to
the other. These processes involve
interpreting, using and
constructing visuals and
multimedia in a variety of
situations and for a range of
purposes and audiences. Visual
texts may be paper, electronic or
live, observable forms of
communication that are
consciously constructed to convey
meaning and immediately engage
viewers, allowing them instant
access to data. Learning to
interpret this data, and to
understand and use different
media, are invaluable life skills.
Conceptual Understandings:
People use static and moving
images to communicate ideas and
information.
Written Language: Reading Written Language: Writing
Reading is a developmental Writing allows us to organize and
process that involves constructing communicate thoughts, ideas and
meaning from text. The process is information in a visible and
interactive and involves the tangible way. Writing is primarily
reader’s purpose for reading, the concerned with communicating
reader’s prior knowledge and meaning and intention. Over time,
experience, and the text itself. writing involves developing a
variety of structures, strategies
As inquirers, learners need to be and literary techniques (spelling,
able to identify, synthesize and grammar, plot, character,
apply useful and relevant punctuation, voice) and applying
information from text. them with increasing skill and
effectiveness.
Conceptual Understandings: Conceptual Understandings:
The words we see and hear enable Consistent ways of recording
us to create picture in our mind. words or ideas enable members of
a language community to
understand each other’s writing.

Related Concepts Related Concepts Related Concepts Related Concepts

Communication, language,
influence, ideas, interpretation,
purpose, summary, collaboration,
voice, listening, speaking
Interpretation, messages,
influence, images, illustrations,
pictures, media, visual text,
research, symbols, text features,
tone, meaning, audience
Written text, purpose, meaning,
inference, genre, summarize, point
of view, research, themes, stories,
strategies, expression, fluency,
organization, print
Written text, opinion, narrative,
informational, persuasion,
grammar, structure, organization,
sequence, research, themes,
process, creativity, purpose, style
 O.1.a​ Understand and respond to
simple, short spoken texts.
O.1.b​ Communicate information
in a limited range of everyday
Phase situations.
1-2
O.1.d​ Use language appropriate
to a very limited range of
interpersonal and cultural
contexts.
O.3.b​ Communicate information
containing relevant ideas and
some detail in familiar and some
unfamiliar situations.
O.3.e​ Use appropriate register in
Phase
formal and informal oral
3-4
communication.
O.3.g​ Interact in rehearsed and
unrehearsed exchanges using
comprehensible pronunciation
and intonation/correct tone.
V.1.a​ Identify basic messages
presented in simple visual texts.
V.1.d​ Recognize basic visual
conventions used in texts.
V.1.e​ Understand and respond to
simple visual texts.
V.3.a​ Understand information
presented in visual texts.
V.3.d​ Understand visual
conventions used in texts.
V.3.e ​Understand and respond to
a limited range of visual texts.
R.1.a​ Identify basic facts in simple
written texts.
R.1.c​ Recognize basic aspects of
format and style.
R.1.d​ Understand and respond to
simple written texts.
R.3.a​ Understand specific
information, ideas, opinions and
attitudes, presented in written
texts.
R.3.b​ Understand main ideas and
supporting details, and draw
conclusions from written texts.
R.3.d​ Understand and respond to
a limited range of written texts.
W.1.a​ Communicate information
in a limited range of everyday
situations.
W.1.b​ Request and provide
information in a limited range of
everyday situations.
W.2.a​ Communicate information
containing relevant ideas and
some details in a limited range of
familiar situations.
W.3.a​ Communicate information
containing relevant ideas and
some details in familiar and some
unfamiliar situations.
W.3.b​ Request and provide
information in familiar and some
unfamiliar situations.
W.4.a​ Communicate information,
ideas and opinions in familiar and
unfamiliar situations.
 Grade Three Arts Scope and Sequence
Creating
The process of ​creating ​provides students with opportunities to
communicate distinctive forms of meaning, develop their technical
skills, take creative risks, solve problems and visualize consequences.
Students are encouraged to draw on their imagination, experiences
and knowledge of materials and processes as starting points for
creative exploration. They can make connections between their work
and that of other artists to inform their thinking and to provide
inspiration. Both independently and collaboratively, students
participate in creative processes through which they can
communicate ideas and express feelings. The ​creating ​strand
provides opportunities for students to explore their personal
interests, beliefs and values and to engage in a personal artistic
journey.
Conceptual Understandings
We can communicate our ideas, feelings and experiences through
our artwork.
We solve problems during the creative process by thinking critically
and imaginatively.
Applying a range of strategies helps us to express ourselves.
We make connections between our artwork and that of others to
extend our thinking.
We can explore our personal interests, beliefs and values through
arts.
Arts have the power to influence thinking and behaviour.
Related Concepts
expression, innovate, audience, process, meaning, symbols, belief,
value, creativity, choice, shape, space, movement, relationship,
communication, perspective, pattern, identity, experiment,
collaboration, imagination
Responding
The process of ​responding ​provides students with opportunities to
respond to their own and other artists’ works and processes, and in
so doing develop the skills of critical analysis, interpretation,
evaluation, reflection and communication. Students will demonstrate
knowledge and understanding of the concepts, methods and
elements of dance, drama, music and visual arts, including using
specialized language. Students consider their own and other artists’
works in context and from different perspectives in order to
construct meaning and inform their own future works and
processes.
Conceptual Understandings
We are receptive to art practices and artworks from different
cultures, places and times (including our own).
There is a relationship between the artist and the audience.
We use what we know to interpret arts and deepen our
understanding of ourselves and the world around us.
Related Concepts
response, audience, perspective, meaning, interpretation, society,
reflection, purpose, culture, place, appreciation, communication
 C.1.a ​Take responsibility for the care of tools and materials. R.2.a ​Become an engaged and responsive audience for a variety of
art forms.
C.1.b ​Take responsibility for their own and others’ safety in the
working environment. R.2.b ​Sharpen their powers of observation.

C.1.c ​Participate in individual and collaborative creative R.2.d ​Use appropriate terminology to discuss artwork.
experiences.
R.2.e ​Identify the formal elements of an artwork.
C.2.b ​Demonstrate control of tools, materials and processes.
R.2.f ​Investigate the purposes of artwork from different times,
C.2.c ​Identify, plan and make specific choices of materials, tools and places and a range of cultures including their own.
processes.
R.3.e ​Provide constructive criticism when responding to artwork.
C.2.d ​Combine a variety of formal elements to communicate ideas,
R.3.g ​Reflect on their own and others’ creative processes to inform
feelings and/or experiences.
their thinking.
C.2.e ​Sharpen their powers of observation.

C.2.f ​Consider their audience when creating artwork.

C.2.g ​Identify the stages of their own and others’ creative processes.
Visual Arts
C.3.a ​Show awareness of the affective power of visual arts.

C.3.b ​Use a personal interest, belief or value as the starting point to

create a piece of artwork.

C.3.c ​Make connections between the ideas they are exploring in

their artwork and those explored by other artists through time,
place and cultures.

C.3.e​ Use a range of strategies to solve problems during the

creative process.

Drama Drama

Performing C.3.a​ Create a devised or scripted performance for a particular R.3.a​ Discuss aspects of drama that illustrate relationships between
Arts audience or purpose. culture, history, and location.

C.3.b​ Make artistic choices about role, situation and context.

 Grade Three PSPE Scope and Sequence
Identity
An understanding of our own beliefs, values,
attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the
recognition of strengths, limitations and
challenges as well as the ability to cope
successfully with situations of change and
adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach
to learning and how he or she interacts with
others.
Conceptual Understandings
Understanding and respecting other people's
perspectives helps us to develop empathy.
Identifying and understanding our emotions
helps us to regulate our behavior.
Using self knowledge allows us to embrace new
situations with confidence.
Embracing and developing optimism helps us to
have confidence in ourselves and our future.
Different challenges and situations require
different strategies.
A person's identity evolves as a result of many
cultural influences.
Increasing our self-reliance and persisting with
tasks independently supports our efforts to be
more autonomous.
Related Concepts
Active Living
An understanding of the factors that contribute
to developing and maintaining a balanced,
healthy lifestyle; the importance of regular
physical activity; the body’s response to exercise;
the importance of developing basic motor skills;
understanding and developing the body’s
potential for movement and expression; the
importance of nutrition; understanding the
causes and possible prevention of ill health; the
promotion of safety; rights and the
responsibilities we have to ourselves and others
to promote well-being; making informed choices
and evaluating consequences, and taking action
for healthy living now and in the future.
Conceptual Understandings
Regular exercise, hydration, nutrition, and rest
are all important in a healthy lifestyle.
People go through different life stages,
developing at different rates from one another.
Attention to technique and regular practice can
improve the effectiveness of our movements.
Movements can be used to convey feelings,
attitudes and emotions.
The use of responsible practices in physical
environments can contribute to our personal
safety and the safety of others.
We can develop and maintain physical activity by
applying basic training principles.
Related Concepts
Interactions
An understanding of how an individual interacts
with other people, other living things and the
wider world; behaviours, rights and
responsibilities of individuals in their
relationships with others, communities, society
and the world around them; the awareness and
understanding of similarities and differences; an
appreciation of the environment and an
understanding of, and commitment to,
humankind’s responsibility as custodians of the
Earth for future generations.
Conceptual Understandings
Participation in a group can require group
members to take on different roles and
responsibilities.
Relationships require nurturing.
Responsible citizenship involves conservation
and preservation of the local environment.
A plan of action is a necessary strategy for a
group to achieve its goal.
An effective group capitalizes on the strengths of
its individual members.
Healthy relationships are supported by the
development and demonstration of constructive
attitudes such as respect, empathy and
compassion.
Related Concepts
identity, growth, change, feelings, emotions,
reflection, attitude , self worth, self-concept, self-
knowledge, awareness, independence
I.1.a​ Identify themselves in relation to others
(for example, family, peers, school class,
ethnicity, gender).
I.1.g​ Identify and explore strategies that help
them to cope with change.
I.1.h​ Identify positive thoughts and attitudes in
themselves and others.
I.1.i​ Willingly approach and persevere with new
situations.
I.1.j​ Reflect on their experiences in order to
build a deeper understanding of self.
I.2.a​ Describe similarities and differences
between themselves and others through the
exploration of cultures, appearance, gender,
ethnicity, and personal preferences.
I.2.b​ Describe how personal growth has
resulted in new skills and abilities.
I.2.c​ Explain how different experiences can
result in different emotions.
I.2.d​ Identify feelings and begin to understand
how these are related to behaviour.
I.2.e​ Express hopes, goals and aspirations.
I.2.f​ Solve problems and overcome difficulties
with a sense of optimism.
I.2.g​ Examine possible strategies to deal with
change, including thinking flexibly and reaching
out to seek help.
exercise, health, physical activity, body strength,
body movement, growth, change, movement,
practice, safety, ability
AL.1.e​ Explore and reflect on the changing
capabilities of the human body.
AL.2.a ​Recognize the importance of regular
exercise in the development of well-being.
AL.2.b​ Identify healthy food choices.
AL.2.c​ Communicate their understanding of the
need for good hygiene practices.
AL.2.f​ Use and adapt basic movement skills
(gross and fine motor) in a variety of activities.
AL.2.g​ Explore different movements that can be
linked to create sequences.
AL.2.h​ Display creative movements in response
to stimuli and express different feelings,
emotions and ideas.
AL.2.j​ Understand the need to act responsibly
to help ensure the safety of themselves and
others.
cooperation, group, teamwork, play, behavior
norms, participation, roles and responsibilities,
actions, fair play, interactions, environment
IN.2.q​ Value interacting, playing and learning
with others.
IN.2.b​ Discuss and set goals for group
interactions.
IN.2.c​ Cooperate with others.
IN.2.d​ Ask questions and express wonderings.
IN.2.e​ Recognize the different group roles and
responsibilities.
IN.2.f​ Assume responsibility for a role in a
group.
IN.2.g​ Celebrate the accomplishment of the
group.
IN.2.h​ Share ideas clearly and confidently.
IN.2.i​ Seek adult support in situations of
conflict.
IN.2.k​ Understand the impact of their actions
on each other and the environment.
 Grade 4
Scope and Sequence
2018-2019

4
 Grade Four Literacy Scope and Sequence
Oral Language
Oral language encompasses all aspects of
listening and speaking—skills that are essential
for ongoing language development, for learning
and for relating to others. Listening requires
active and conscious attention in order to make
sense of what is heard. Purposeful talk enables
learners to articulate thoughts as they construct
and reconstruct meaning to understand the
world around them. Oral language involves
recognizing and using certain types of language
according to the audience and purposes
Conceptual Understandings
The grammatical structures of a language enable
members of a language community to
communicate with each other.
Taking time to reflect on what we hear and say
helps us to communicate more effectively and
appropriately.
Listeners identify key ideas in spoken language
and synthesize them to create with own
understandings.
Related Concepts
Communication, language, influence, ideas,
interpretation, purpose, summary, collaboration, illustrations, pictures, media, visual text,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing) and expressive
processes (presenting) are connected and allow
for reciprocal growth in understanding; neither
process has meaning except in relation to the
other. These processes involve interpreting,
using and constructing visuals and multimedia in
a variety of situations and for a range of
purposes and audiences. Visual texts may be
paper, electronic or live, observable forms of
communication that are consciously constructed
to convey meaning and immediately engage
viewers, allowing them instant access to data.
Learning to interpret this data, and to
understand and use different media, are
invaluable life skills.
Conceptual Understandings
Different visual techniques produce different
effects and are used to present different types of
information.
Visual texts have the power to influence thinking
and behaviour.
Related Concepts
Interpretation, messages, influence, images,
research, symbols, text features, tone, meaning,
audience
Written Language: Writing
Writing allows us to organize and communicate
thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with
communicating meaning and intention. Over
time, writing involves developing a variety of
structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation,
voice) and applying them with increasing skill and
effectiveness.
Conceptual Understandings
Rereading and editing our own writing enables
us to express what we want to say more clearly.
We write in different ways for different purposes.
The way we structure and organize our writing
helps others to understand and appreciate it.
Related Concepts
Written text, opinion, narrative, informational,
persuasion, grammar, structure, organization,
sequence, research, themes, process, creativity,
purpose, style
SL.4.1​ Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on ​grade 4 topics and texts​, building on others'
ideas and expressing their own clearly.
SL.4.2​ Paraphrase portions of a text read aloud
or information presented orally.
SL.4.3​ Identify the reasons and evidence a
speaker provides to support particular points.
SL.4.4​ Report on a topic or text, tell a story, or
recount an experience in an organized manner,
using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak
clearly at an understandable pace.
L.4.1​ Demonstrate command of the
conventions of standard English grammar and
usage speaking.
L.4.3​ ​Use knowledge of language and its
conventions when speaking or listening.
L.4.5​ [In speaking and listening] Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
L.4.6​ [In speaking] Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases, including
those that signal precise actions, emotions, or
states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular
topic (e.g., ​wildlife, conservation,​ and ​endangered
when discussing animal preservation).
RF.4.4​ Read with sufficient accuracy and fluency
to support comprehension.
SL.4.2​ Paraphrase portions information
presented in diverse media and formats,
including visually [and] quantitatively.
SL.4.5​ Add audio recordings and visual displays
to presentations when appropriate to enhance
the development of main ideas or themes.
RL.4.7​ Make connections between the text of a
story or drama and a visual or oral presentation
of the text, identifying where each version
reflects specific descriptions and directions in
the text.
RI.4.7​ Interpret information presented visually,
orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, or interactive
elements on Web pages) and explain how the
information contributes to an understanding of
the text in which it appears.
W.4.1​ Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
W.4.2​ Write informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
W.4.3​ Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
W.4.4​ Produce clear and coherent writing in
which the development and organization are
appropriate to task, purpose, and audience.
W.4.7​ Conduct short research projects that
build knowledge through investigation of
different aspects of a topic.
W.4.8​ Recall relevant information from
experiences or gather relevant information from
print and digital sources; take notes and
categorize information, and provide a list of
sources.
L.4.1​ Demonstrate command of the
conventions of standard English grammar and
usage when writing.
L.4.2​ Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.4.6​ [In writing] Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases, including
those that signal precise actions, emotions, or
states of being and that are basic to a particular
topic.
 Written Language: Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself.
As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.
Conceptual Understandings
Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.
Identifying the main ideas in the text helps us to understand what is important.
Reading and thinking work together to enable us to make meaning.

Related Concepts
Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization
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.
RL.4.2​ Determine a theme of a story, drama, or
poem from details in the text; summarize the
text.
RL.4.3​ Describe in depth a character, setting, or
event in a story or drama, drawing on specific
details in the text (e.g., a character's thoughts,
words, or actions).
RL.4.4​ Determine the meaning of words and
phrases as they are used in a text, including
those that allude to significant characters found
in mythology (e.g., Herculean).
RL.4.5​ Explain major differences between
poems, drama, and prose, and refer to the
structural elements of poems and drama (e.g.,
casts of characters, settings, descriptions,
dialogue, stage directions) when writing or
speaking about a text.
RL.4.6​ Compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and
third-person narrations.
RL.4.9​ Compare and contrast the treatment of
similar themes and topics (e.g., opposition of
good and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional
literature from different cultures.
RL.4.10​ By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
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.
RI.4.2​ Determine the main idea of a text and
explain how it is supported by key details;
summarize the text.
RI.4.3​ Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical
text, including what happened and why, based
on specific information in the text.
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.4.6​ Compare and contrast a firsthand and
secondhand account of the same event or topic;
describe the differences in focus and the
information provided.
RI.4.8​ Explain how an author uses reasons and
evidence to support particular points in a text.
RI.4.9​ Integrate information from two texts on
the same topic in order to write or speak about
the subject knowledgeably.
L.4.4​ Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
L.4.5​ [In reading] Demonstrate understanding
of figurative language, word relationships, and
nuances in word meanings.

Data Handling
Data handling allows us to make a
summary of what we know about
the world and to make inferences
about what we do not know.
● Data can be collected,
organized, represented and
summarized in a variety of ways to
highlight similarities, differences
and trends; the chosen format
should illustrate the information
without bias or distortion.
● Probability can be expressed
qualitatively by using terms such as
“unlikely”, “certain” or “impossible”.
It can be expressed quantitatively
on a numerical scale.
Conceptual Understandings
Probability can be expressed in
numerical notations.
Data can be collected, organized,
displayed, and analyzed in different
ways.
Related Concepts
Grade Four Math Scope and Sequence
Measurement
To measure is to attach a number to
a quantity using a chosen unit. Since
the attributes being measured are
continuous, ways must be found to
deal with quantities that fall
between numbers. It is important to
know how accurate a measurement
needs to be or can ever be.
Conceptual Understandings
Relationships exist between
standard units that measure the
same attributes.
Conversion of units and
measurement allows us to make
sense of the world we live in.
A range of procedures exist to
measure different attributes of
objects and events.
Accuracy of measurements
depends on the situation and the
precision of the tool.
Related Concepts
Shape and Space
The regions, paths and boundaries
of natural space can be described
by shape. An understanding of the
interrelationships of shape allows
us to interpret, understand and
appreciate our two-dimensional
(2D) and three-dimensional (3D)
world.
Conceptual Understandings
Geometric tools and methods can
be used to solve problems relating
to shape and space.
Consolidating what we know of
geometric concepts allows us to
make sense of and interact with our
world.
Related Concepts
Pattern and Function
To identify pattern is to begin to
understand how mathematics
applies to the world in which we
live. The repetitive features of
patterns can be identified and
described as generalized rules
called “functions”. This builds a
foundation for the later study of
algebra.
Conceptual Understandings
Patterns can often be generalized
using algebraic expressions,
equations, or functions.
Functions are relationships or rules
that uniquely associate members of
one set with members of another
set.
Related Concepts
Data, organization, interpret,
represent, categorize, sort,
information
4.MD.4:​ Make a line plot to display
a data set of measurements in
fractions of a unit. Solve problems
involving addition and subtraction
of fractions by using information
presented in line plots.
DH.3.c​ Understand that mode can
be used to summarize a set of data
DH.3.d ​Understand that one of the
purposes of a database is to
answer questions and solve
problems
DH.3.e ​Understand that probability
is based on experimental events
DH.3.g ​Identify, read, and interpret
range and scale on graphs
DH.3.n ​Express probability using
simple fractions
DH.4.i ​Design a survey and
systematically collect, organize,
and display in bar graphs, circle
graphs, line graphs
DH.4.f ​Identify, describe, and
explain range, mode, median, and
mean in a set of data
Unit, measure, time, compare,
order, length, mass, capacity,
estimate, tool, sequence
4.MD.1:​ Know relative sizes of
measurement units within one
system of units including km, m,
cm; kg, g; lb, oz.; l, ml; hr, min, sec.
Within a single system of
measurement, express
measurements in a larger unit in
terms of a smaller unit. Record
measurement equivalents in a
two-column table.
4.MD.2:​ ​Use the four operations to
solve word problems involving
distances, intervals of time, liquid
volumes, masses of objects, and
money. Represent measurement
quantities using diagrams such as
number line diagrams that feature
a measurement scale.
4.MD.3:​ Apply the area and
perimeter formulas for rectangles
in real world and mathematical
problems.
4.MD.6:​Measure angles in
whole-number degrees using a
protractor. Sketch angles of
specified measure.
4.MD.7:​ ​Recognize angle measure
as additive. Solve addition and
subtraction problems to find
unknown angles on a diagram in
real world and mathematical
problems.
Geometry, shape, space, direction, Odd, even, skip count, pattern,
position, 2D, 3D, parts to whole, symbol, relationship, functions,
properties, symmetry represent
4.MD.5:​ Recognize angles as 4.OA.5:​ Generate a number or
geometric shapes that are formed shape pattern that follows a given
wherever two rays share a rule. Identify apparent features of
common endpoint, and the pattern that were not explicit in
understand concepts of angle the rule itself.
measurement.
4.NF.1:​ Explain why a fraction ​a​/​b
4.G.1:​ Draw points, lines, line is equivalent to a fraction (​n​ × ​a​)/(​n
segments, rays, angles (right, × ​b​) by using visual fraction
acute, obtuse), and perpendicular models, with attention to how the
and parallel lines. Identify these in number and size of the parts differ
two-dimensional figures. even though the two fractions
themselves are the same size. Use
4.G.2:​ ​Classify two-dimensional
this principle to recognize and
figures based on the presence or
generate equivalent fractions.
absence of parallel or
perpendicular lines, or the
presence or absence of angles of a
specified size. Recognize right
triangles as a category, and identify
right triangles.
4.G.3:​ Recognize a line of
symmetry for a two-dimensional
figure as a line across the figure
such that the figure can be folded
along the line into matching parts.
Identify line-symmetric figures and
draw lines of symmetry.
 Number
Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit
depends on its place within a base system.
Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication
and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating
depends on how the result will be used.
Conceptual Understandings
The base 10 place value system can be extended to represent magnitude.
Fractions and decimals are ways of representing whole-part relationship.
For fractional and decimal computation, the ideas developed for whole-number computation can apply.
The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.

Related Concepts
Fractions, base-ten, value, addition, subtraction, multiplication, division, estimate, strategy, number facts, mental math, operations
4.OA.1:​ Interpret a multiplication
equation as a comparison.
Represent verbal statements of
multiplicative comparisons as
multiplication equations.
4.OA.2:​ ​Multiply or divide to solve
word problems involving
multiplicative comparison.
4.OA.3:​ Solve multistep word
problems posed with whole
numbers and having
whole-number answers using the
four operations, including
problems in which remainders
must be interpreted. Represent
these problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers using
mental computation and
4.NBT.1:​ Recognize that in a
multi-digit whole number, a digit in
one place represents ten times
what it represents in the place to
its right.
4.NBT.2:​ Read and write multi-digit
whole numbers using base-ten
numerals, number names, and
expanded form. Compare two
multi-digit numbers based on
meanings of the digits in each
place, using >, =, and < symbols to
record the results of comparisons.
4.NBT.3:​ Use place value
understanding to round multi-digit
whole numbers to any place.
4.NBT.4:​ Fluently add and subtract
multi-digit whole numbers using
the standard algorithm.
4.NBT.6​:​ Find whole-number 4.NF.5:​ Express a fraction with
quotients and remainders with up denominator 10 as an equivalent
to four-digit dividends and fraction with denominator 100, and
one-digit divisors, using strategies use this technique to add two
based on place value, the fractions with respective
properties of operations, and/or denominators 10 and 100.
the relationship between
4.NF.6:​ Use decimal notation for
multiplication and division.
fractions with denominators 10 or
Illustrate and explain the
100.
calculation by using equations,
rectangular arrays, and/or area 4.NF.7:​ ​Compare two decimals to
models. hundredths by reasoning about
their size. Recognize that
4.NF.2:​ Compare two fractions
comparisons are valid only when
with different numerators and
the two decimals refer to the same
different denominators. Recognize
whole. Record the results of
that comparisons are valid only
comparisons with the symbols >, =,
when the two fractions refer to the
or <, and justify the conclusions.
same whole. Record the results of
comparisons with symbols >, =, or
<, and justify the conclusions.
estimation strategies including
rounding.
4.OA.4:​ ​Find all factor pairs for a
whole number in the range 1-100.
Recognize that a whole number is
a multiple of each of its factors.
Determine whether a given whole
number in the range 1-100 is a
multiple of a given one-digit
number. Determine whether a
given whole number in the range
1-100 is prime or composite.
4.NBT.5:​ Multiply a whole number 4.NF.3:​ Understand a fraction ​a​/​b
of up to four digits by a one-digit with ​a​ > 1 as a sum of fractions 1/​b​.
whole number, and multiply two (4.NF.3a,b,c,d)
two-digit numbers, using strategies
4.NF.4:​ ​Apply and extend previous
based on place value and the
understandings of multiplication to
properties of operations. Illustrate
multiply a fraction by a whole
and explain the calculation by
number. (4.NF.4a,b,c)
using equations, rectangular
arrays, and/or area models.

Human Systems and
Economic Activities
The study of how and why
people construct
organizations and systems;
the ways in which people
connect locally and globally;
the distribution of power
and authority.
Related concepts
communications, conflict,
cooperation, education,
employment, freedom,
governments, justice,
legislation, production,
transportation, truth
2.5.b ​Explain varied causes
and effects of conflict and
cooperation among
individuals, groups,
societies and nations in the
following categories:
politics, economics,
geography,
ethnicity/race/gender, and
culture.
6.5.a​ Identify issues
involving rights, roles and
responsibilities of
Grade Four Social Studies Scope and Sequence
Social Organization
and Culture
The study of people,
communities, cultures and
societies; the ways in which
individuals, groups and
societies interact with each
other.
Related concepts
artifacts, authority,
citizenship, communication,
conflict, diversity, family,
identity, networks, prejudice,
religion, rights, roles,
traditions
4.5.d​ Describe how cultural
contributions from various
groups have formed a
national identity.
5.5.e​ Identify and describe
ways that ethnicity and
cultures influence people's
daily lives.
5.5.a​ Describe how families
influence the individual.
6.5.j​ Explain different
strategies to resolve
conflict.
Continuity and Change
Through Time
The study of the
relationships between
people and events through
time; the past, its influences
on the present and its
implications for the future;
people who have shaped the
future through their actions.
Related concepts
chronology, civilizations,
conflict, discovery,
exploration, history,
innovation, migration,
progress, revolution
1.5.b​ Describe changes in
society (e.g., times and
places view the world
political, social, cultural).
1.5.c​ Identify cause and
effect relationships in
history.
Human and Natural
Environments
The study of the distinctive
features that give a place its
identity; how people adapt
to and alter their
environment; how people
experience and represent
place; the impact of natural
disasters on people and the
built environment.
Related concepts
amenities, borders (natural,
social and political),
dependence, geography,
impact, landscape, locality,
ownership, population,
regions, settlements
3.5.c​ Apply concepts such
as location, distance,
direction, scale, movement
and region.
3.5.d​ Describe ways that
the earth’s physical and
human-made features have
changed over time.
Resources and the
Environment
The interaction between
people and the
environment; the study of
how humans allocate and
manage resources; the
positive and negative effects
of this management; the
impact of scientific and
technological developments
on the environment.
Related concepts
conservation, consumption,
distribution, ecology, energy,
interdependence, pollution,
poverty, sustainability,
wealth
8.5.d​ Describe changes in
scientific knowledge and
technology that have
affected your host country.
1
individuals in relation to
broader society.

6.5.b​ Describe how political

institutions meet needs and
wants of individuals and
society.

6.5.c ​Identify community

leaders, local and national
government officials, and
world leaders.

6.5.e​ Describe the

organization and major
responsibilities of the
various levels of
governments.

6.5.f​ Explain what

citizenship is.

6.5.g​ Identify and describe

means by which citizens
can monitor, evaluate and
influence actions of their
government.

6.5.h​ Describe the roles of

laws, courts of law, and
judges.

2

Living Things
The study of the characteristics,
systems and behaviours of humans
and other animals, and of plants;
the interactions and relationships
between and among them, and with
their environment.
Related Concepts
adaptation, animals, biodiversity,
biology, classification, conservation, evidence, geography, geology,
ecosystems, evolution, genetics,
growth, habitat, homeostasis,
organism, plants, systems
(digestive, nervous, reproductive,
respiratory)
4-LS1-1. ​Construct an argument
that plants and animals have
internal and external structures
that function to support survival,
growth, behavior, and
reproduction.​ ​[Clarification
Statement: Examples of structures could
include thorns, stems, roots, colored
petals, heart, stomach, lung, brain, and
skin.] [Assessment Boundary: Assessment
is limited to macroscopic structures
within plant and animal systems.]
4-LS1-2. ​Use a model to describe
that animals receive different types
of information through their
senses, process the information in
Grade Four Science Scope and Sequence
Earth and Space Materials and Matter Forces and Energy
The study of planet Earth and its The study of the properties, The study of energy, its origins, storage
position in the universe, particularly behaviours and uses of and transfer, and the work it can do;
its relationship with the sun; the materials, both natural and the study of forces; the application of
natural phenomena and systems human-made; the origins of scientific understanding through
that shape the planet and the human-made materials and how inventions and machines.
distinctive features that identify it; they are manipulated to suit a
the infinite and finite resources of purpose.
the planet.
Related Concepts Related Concepts Related Concepts
atmosphere, climate, erosion, changes of state, chemical and conservation of energy, efficiency,
physical changes, conduction equilibrium, forms of energy
gravity, renewable and and convection, density, gases, (electricity, heat, kinetic, light,
non-renewable energy sources, liquids, properties and uses of potential, sound), magnetism,
resources, seasons, space, materials, solids, structures, mechanics, physics, pollution, power,
sustainability, systems (solar, water sustainability technological advances,
cycle, weather), tectonic plate transformation of energy
movement, theory of origin
4-ESS1-1. ​Identify evidence from This strand not assessed in Grade 4 4-PS3-1. ​Use evidence to construct an
patterns in rock formations and explanation relating the speed of an
fossils in rock layers to support an object to the energy of that object.
explanation for changes in a [Assessment Boundary: Assessment does not
landscape over time. ​[Clarification include quantitative measures of changes in
the speed of an object or on any precise or
Statement: Examples of evidence from quantitative definition of energy.]
patterns could include rock layers with
marine shell fossils above rock layers 4-PS3-2. ​Make observations to
with plant fossils and no shells, indicating
a change from land to water over time; provide evidence that energy can be
and, a canyon with different rock layers transferred from place to place by
in the walls and a river in the bottom, sound, light, heat, and electric
indicating that over time a river cut currents.​ ​[Assessment Boundary:
through the rock.] [Assessment Boundary:
Assessment does not include specific Assessment does not include quantitative
measurements of energy.]
knowledge of the mechanism of rock
formation or memorization of specific
4-PS3-3. ​Ask questions and predict
rock formations and layers. Assessment is
limited to relative time.] outcomes about the changes in
1
their brain, and respond to the
information in different ways.
[Clarification Statement: Emphasis is on
systems of information transfer. ]
[Assessment Boundary: Assessment does
not include the mechanisms by which the
brain stores and recalls information or
the mechanisms of how sensory
receptors function.]
4-ESS2-1. ​Make observations
and/or measurements to provide
evidence of the effects of
weathering or the rate of erosion
by water, ice, wind, or vegetation.
[Clarification Statement: Examples of
variables to test could include angle of
slope in the downhill movement of water,
amount of vegetation, speed of wind,
relative rate of deposition, cycles of
freezing and thawing of water, cycles of
heating and cooling, and volume of water
flow.] [Assessment Boundary: Assessment
is limited to a single form of weathering
or erosion.]
4-ESS2-2.​ Analyze and interpret
data from maps to describe
patterns of Earth’s features.
[Clarification Statement: Maps can
include topographic maps of Earth’s land
and ocean floor, as well as maps of the
locations of mountains, continental
boundaries, volcanoes, and
earthquakes.]
4-ESS3-1.​ Obtain and combine
information to describe that
energy and fuels are derived from
natural resources and their uses
affect the environment.
[Clarification Statement: Examples of
renewable energy resources could
include wind energy, water behind dams,
and sunlight; non-renewable energy
resources are fossil fuels and fissile
materials. Examples of environmental
effects could include loss of habitat due
to dams, loss of habitat due to surface
mining, and air pollution from burning of
fossil fuels.]
4-ESS3-2. ​Generate and compare
multiple solutions to reduce the
impacts of natural Earth processes
on humans​. [​ Clarification Statement:
energy that occur when objects
collide.​ [​Clarification Statement:
Emphasis is on the change in the energy due
to the change in speed, not on the forces, as
objects interact.] [Assessment Boundary:
Assessment does not include quantitative
measurements of energy.]
4-PS3-4. ​Apply scientific ideas to
design, test, and refine a device that
converts energy from one form to
another. ​[Clarification Statement:
Examples of devices could include electric
circuits that convert electrical energy into
motion energy of a vehicle, light, or sound;
and, a passive solar heater that converts
light into heat. Examples of constraints could
include the materials, cost, or time to design
the device.] [Assessment Boundary: Devices
should be limited to those that convert
motion energy to electric energy or use
stored energy to cause motion or produce
light or sound.]
4-PS4-1. ​Develop a model of waves to
describe patterns in terms of
amplitude and wavelength and that
waves can cause objects to move.
[Clarification Statement: Examples of models
could include diagrams, analogies, and
physical models using wire to illustrate
wavelength and amplitude of waves.]
[Assessment Boundary: Assessment does not
include interference effects, electromagnetic
waves, non-periodic waves, or quantitative
models of amplitude and wavelength.]
4-PS4-2. ​Develop a model to describe
that light reflecting from objects and
entering the eye allows objects to be
seen. ​[Assessment Boundary:
Assessment does not include knowledge of
specific colors reflected and seen, the cellular
mechanisms of vision, or how the retina
works.]
2

3-5.Engineering Design
3-5-ETS1-1. ​Define a simple design
problem reflecting a need or a
want that includes specified criteria
for success and constraints on
materials, time, or cost.
Examples of solutions could include
designing an earthquake resistant
building and improving monitoring of
volcanic activity. Assessment boundary is
limited to earthquakes, floods, tsunamis,
and volcanic eruptions.]
3-5-ETS1-3.​ Plan and carry out fair
tests in which variables are
controlled and failure points are
considered to identify constraints
on materials, time, or cost. criteria
and constraints of the problem.
aspects of a model or prototype
that can be improved.
4-PS4-3. ​Generate and compare
multiple solutions that use patterns to
transfer information.​ [​ Clarification
Statement: Examples of solutions could
include drums sending coded information
through sound waves, using a grid of 1’s and
0’s representing black and white to send
information about a picture, and using
Morse code to send text.]
3-5-ETS1-2.​ Generate and
compare multiple possible
solutions to a problem based on
how well each is likely to meet
the criteria and constraints of
the problem.
3
 Grade Four Language Acquisition Scope and Sequence (Korean)
Oral Language
Oral language encompasses all
aspects of listening and
speaking—skills that are essential
for ongoing language
development, for learning and for
relating to others. Listening
requires active and conscious
attention in order to make sense
of what is heard. Purposeful talk
enables learners to articulate
thoughts as they construct and
reconstruct meaning to
understand the world around
them. Oral language involves
recognizing and using certain
types of language according to the
audience and purposes
Conceptual Understandings:
Spoken words connect us with
others.
Related Concepts
Communication, language,
influence, ideas, interpretation,
purpose, summary, collaboration,
voice, listening, speaking
O.1.b​ Communicate information
Viewing and Presenting
The receptive processes (viewing)
and expressive processes
(presenting) are connected and
allow for reciprocal growth in
understanding; neither process
has meaning except in relation to
the other. These processes involve
interpreting, using and
constructing visuals and
multimedia in a variety of
situations and for a range of
purposes and audiences. Visual
texts may be paper, electronic or
live, observable forms of
communication that are
consciously constructed to convey
meaning and immediately engage
viewers, allowing them instant
access to data. Learning to
interpret this data, and to
understand and use different
media, are invaluable life skills.
Conceptual Understandings:
The pictures, images and symbols
in our environment have meaning.
Related Concepts
Interpretation, messages,
influence, images, illustrations,
pictures, media, visual text,
research, symbols, text features,
tone, meaning, audience
V.2.a​ Understand messages
Written Language: Reading
Reading is a developmental
process that involves constructing
meaning from text. The process is
interactive and involves the
reader’s purpose for reading, the
reader’s prior knowledge and
experience, and the text itself.
As inquirers, learners need to be
able to identify, synthesize and
apply useful and relevant
information from text.
Conceptual Understandings:
The sounds of spoken language
can be represented visually.
Related Concepts
Written text, purpose, meaning,
inference, genre, summarize, point
of view, research, themes, stories,
strategies, expression, fluency,
organization, print
R.2.a​ Understand basic facts in
Written Language: Writing
Writing allows us to organize and
communicate thoughts, ideas and
information in a visible and
tangible way. Writing is primarily
concerned with communicating
meaning and intention. Over time,
writing involves developing a
variety of structures, strategies
and literary techniques (spelling,
grammar, plot, character,
punctuation, voice) and applying
them with increasing skill and
effectiveness.
Conceptual Understandings:
People write to tell about their
experiences, ideas and feelings.
Related Concepts
Written text, opinion, narrative,
informational, persuasion,
grammar, structure, organization,
sequence, research, themes,
process, creativity, purpose, style
W.2.b ​Request and provide
 in a limited range of everyday
situations.
O.2.b​ Communicate information
containing relevant ideas and
some details in a limited range of
familiar situations.
O.2.c​ Request and provide
information in a limited range of
familiar situations.
Phase
1-2 O.2.d​ Use language appropriate
to a limited range of
interpersonal and cultural
contexts.
O.2.e​ Use some aspects of
register in formal and informal
oral communication.
O.2.f​ Use basic language
accurately.
O.2.g​ Interact in basic rehearsed
and some unrehearsed
exchanges using comprehensible
pronunciation and
intonation/correct tone.
O.4.a​ Understand, interpret and
respond to a range of spoken
texts.
O.4.b​ Communicate information,
ideas and opinions in familiar and
unfamiliar situations.
O.4.c​ Request and provide
information in a range of spoken
Phase contexts.
3-4
O.4.d​ Use language appropriate
presented in visual texts.
V.2.b​ Understand main ideas and
supporting details in visual texts
presented with spoken and/or
written text.
V.2.c​ Understand specific
information, ideas, opinions and
attitudes, presented in visual
texts with spoken and/or written
text.
V.3.b​ Understand main ideas and
supporting details, and draw
conclusions from visual texts
presented with spoken and/or
written text.
V.3.d​ Understand visual
conventions used in texts.
V.3.e​ Understand and respond to
a limited range of visual texts.
V.4.a​ Construct meaning from
written texts.
R.2.b​ Understand main ideas and
supporting details, and draw
some conclusions from written
texts.
R.2.c​ Recognize basic aspects of
format and style.
R.3.a​ Understand specific
information, ideas, opinions and
attitudes, presented in written
texts.
R.3.c​ Understand aspects of
format and style in texts.
R.3.d​ Understand and respond to
a limited range of written texts.
information in a limited range of
familiar situations.
W.2.d​ Understand and use basic
language conventions accurately
W.2.e​ Use some aspects of
register in formal and informal
written communication.
W.3.a​ Communicate information
containing relevant ideas and
some details in familiar and some
unfamiliar situations.
W.3.b​ Request and provide
information in familiar and some
unfamiliar situations.
W.3.c​ Use language appropriate
to a limited range of
interpersonal and cultural
to a range of spoken information presented in visual contexts, and for a limited range
interpersonal and cultural texts. of purposes and audiences.
contexts, and for a range of
purposes and audiences.

O.4.e​ Use appropriate register in

formal and informal oral
communication.

O.4.f​ Use language accurately.

O.4.g​ Engage actively in oral

production using comprehensible
pronunciation and
intonation/correct tone.
 Grade Four Arts Scope and Sequence
Creating
The process of ​creating ​provides students with opportunities to
communicate distinctive forms of meaning, develop their technical
skills, take creative risks, solve problems and visualize consequences.
Students are encouraged to draw on their imagination, experiences
and knowledge of materials and processes as starting points for
creative exploration. They can make connections between their work
and that of other artists to inform their thinking and to provide
inspiration. Both independently and collaboratively, students
participate in creative processes through which they can
communicate ideas and express feelings. The ​creating ​strand
provides opportunities for students to explore their personal
interests, beliefs and values and to engage in a personal artistic
journey.
Conceptual Understandings
Arts have the power to influence thinking and behaviour.
We can explore our personal interests, beliefs and values
through arts.
We make connections between our artwork and that of others to
extend our thinking.
We act on the responses to our artwork to inform and challenge our
artistic development.
Related Concepts
expression, innovate, audience, process, meaning, symbols, belief,
value, creativity, choice, shape, space, movement, relationship,
communication, perspective, pattern, identity, experiment,
collaboration, imagination
P1.a​ Take responsibility for the care of tools and materials.
Visual Arts
P1.b​ Take responsibility for their own and others’ safety in the
working environment.
Responding
The process of ​responding ​provides students with opportunities to
respond to their own and other artists’ works and processes, and in
so doing develop the skills of critical analysis, interpretation,
evaluation, reflection and communication. Students will demonstrate
knowledge and understanding of the concepts, methods and
elements of dance, drama, music and visual arts, including using
specialized language. Students consider their own and other artists’
works in context and from different perspectives in order to
construct meaning and inform their own future works and
processes.
Conceptual Understandings
We can reflect on and learn from the different stages of creating.
There are different kinds of audiences responding to different arts.
When experiencing arts, we make connections between different
cultures, places and times.
We use what we know to interpret arts and deepen our
understanding of ourselves and the world around us.
Related Concepts
response, audience, perspective, meaning, interpretation, society,
reflection, purpose, culture, place, appreciation, communication
R.1.5​ Analyse the relationships within an artwork and construct
meanings
 C.1.c​ Participate in individual and collaborative creative R.2.a​ Become an engaged and responsive audience for a variety of
experiences. art forms.

C.2.f​ Consider their audience when creating artwork. R.2.d​ Use appropriate terminology to discuss artwork.

C.3.a​ Show awareness of the affective power of visual arts. R.2.e​ Identify the formal elements of an artwork.

C.3.b​ Use a personal interest, belief or value as the starting point to R.3.a​ Recognize that different audiences respond in different ways
create a piece of artwork. to artworks.

C.3.c​ Make connections between the ideas they are exploring in R.3.b​ Use relevant and insightful questions to extend their
their artwork and those explored by other artists through time, understanding.
place and cultures.
R.3.c​ Identify and consider the contexts in which artworks were
C.3.d​ Create artwork for a specific audience. made.

C.3.e​ Use a range of strategies to solve problems during the R.3.e​ Provide constructive criticism when responding to artwork.
creative process.
R.3.f​ Compare, contrast and categorize artworks from a range of
C.4.c​ Develop an awareness of their personal preferences. cultures, places and times.

C.4.e​ Adjust and refine their creative process in response to R.3.g​ Reflect on their own and others’ creative processes to inform
constructive criticism. their thinking.

C.4.f​ Identify factors to be considered when displaying an artwork.

Drama Drama
Performing
Arts C.3.e​ Find appropriate ways to communicate specific meaning using R.3.e​ Recognize and discuss how the consequences and actions of a
dramatic action. performance teach audience members life lessons.
 Grade Four PSPE Scope and Sequence
Identity
An understanding of our own beliefs, values,
attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the
recognition of strengths, limitations and
challenges as well as the ability to cope
successfully with situations of change and
adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach
to learning and how he or she interacts with
others.
Conceptual Understandings
A positive attitude helps us overcome challenges
and approach problems.
Different challenges and situations require
different strategies.
Understanding and respecting other peoples'
perspectives helps us to develop empathy.
A person's identity evolves as a result of many
cultural influences.
A person's self concept is influenced by how
others regard and treat him/her.
Reflecting on the strategies we use to manage
change and face challenges helps us to develop
new strategies to cope with adversity.
Understanding ourselves helps us to understand
and empathize with others.
Active Living
An understanding of the factors that contribute
to developing and maintaining a balanced,
healthy lifestyle; the importance of regular
physical activity; the body’s response to exercise;
the importance of developing basic motor skills;
understanding and developing the body’s
potential for movement and expression; the
importance of nutrition; understanding the
causes and possible prevention of ill health; the
promotion of safety; rights and the
responsibilities we have to ourselves and others
to promote well-being; making informed choices
and evaluating consequences, and taking action
for healthy living now and in the future.
Conceptual Understandings
Regular exercise, hydration, nutrition, and rest
are all important in a healthy lifestyle.
People go through different life stages,
developing at different rates from one another.
Attention to technique and regular practice can
improve the effectiveness of our movements.
A dynamic cycle of plan, perform, and reflect can
influence creative movement composition.
There are positive and negative outcomes for
taking personal and group risks that can be
evaluated in order to maximize enjoyment and
promote safety.
Interactions
An understanding of how an individual interacts
with other people, other living things and the
wider world; behaviours, rights and
responsibilities of individuals in their
relationships with others, communities, society
and the world around them; the awareness and
understanding of similarities and differences; an
appreciation of the environment and an
understanding of, and commitment to,
humankind’s responsibility as custodians of the
Earth for future generations.
Conceptual Understandings
An effective group capitalizes on the strengths of
its individual members.
A plan of action is a necessary strategy for a
group to achieve its goal.
Healthy relationships are supported by the
development and demonstration of constructive
attitudes such as respect, empathy, and
compassion.
Behavior can be modified by applying deliberate
strategies.
 Increasing our self-reliance and persisting with
tasks independently supports our efforts to be
more autonomous.
Related Concepts
identity, growth, change, feelings, emotions,
reflection, attitude , self worth, self-concept, self- body movement, growth, change, movement,
knowledge, awareness, independence
I.2.f​ Solve problems and overcome difficulties
with a sense of optimism.
I.2.g​ Examine possible strategies to deal with
change, including thinking flexibly and reaching
out to seek help.
I.2.h​ Recognize others’ perspectives and
accommodate these to shape a broader view of
the world.
I.3.a​ Explain how a person’s identity is made up
of many different things, including membership
in different cultures, and that this can change
over time.
I.3.b​ Examine different factors (heritable and
non-heritable) that shape an identity (for
example, gender, sexuality, nationality,
language group).
I.3.c​ Identify how their attitudes, opinions and
beliefs affect the way they act and how those of
others also impact on their actions.
I.3.e ​Analyse how they are connected to the
wider community.
I.3.f​ Reflect on how they cope with change in
order to approach and manage situations of
adversity.
Related Concepts
exercise, health, physical activity, body strength, cooperation, group, teamwork, play, behavior
practice, safety, ability
AL.2.i ​Reflect upon the aesthetic value of
movement and movement sequences.
AL.3.b​ Understand how daily practices
influence short- and long-term health.
AL.3.c​ Understand that there are substances
that can cause harm to health.
AL.3.e​ Identify different stages of life and how
these can affect physical performance.
AL.3.f​ Develop plans to improve performance
through technique refinement and practice.
AL.3.g​ Demonstrate greater body control when
performing movements.
AL.3.h​ Self-assess performance and respond to
feedback on performance from others.
AL.3.j​ Identify potential personal and group
outcomes for risk-taking behaviours.
AL.4.a​ Reflect and act upon their preferences
for physical activities in leisure time.
Related Concepts
norms, participation, roles and responsibilities,
actions, fair play, interactions, environment
IN.3.b​ Identify individual strengths that can
contribute to shared goals.
IN.3.c​ Develop a shared plan of action for
group work that incorporates each individual’s
experiences and strengths.
IN.3.d​ Adopt a variety of roles for the needs of
the group, for example, leader, presenter.
IN.3.e​ Discuss ideas and ask questions to clarify
meaning.
IN.3.f​ Reflect on the perspectives and ideas of
others.
IN.3.g​ Apply different strategies when
attempting to resolve conflict.
IN.3.h ​Reflect on shared and collaborative
performance.
I.3.g ​Reflect on their own cultural influences,
experiences, traditions and perspectives, and
are open to those of others.

I.3.h​ Use understanding of their own emotions

to interact positively with others.

I.3.j​ Explain how self-talk can influence their

behaviour and their approach to learning.

I.3.l​ Work and learn with increasing

independence.
 Grade 5
Scope and Sequence
2018-2019

5
 Grade Five Literacy Scope and Sequence
Oral Language
Oral language encompasses all aspects of
listening and speaking—skills that are essential
for ongoing language development, for learning
and for relating to others. Listening requires
active and conscious attention in order to make
sense of what is heard. Purposeful talk enables
learners to articulate thoughts as they construct
and reconstruct meaning to understand the
world around them. Oral language involves
recognizing and using certain types of language
according to the audience and purposes
Conceptual Understandings
The grammatical structures of a language enable
members of a language community to
communicate with each other.
Spoken language can be used to persuade and
influence people.
Metaphorical language creates strong visual
images in our imagination.
People draw on what they already know in order
to infer new meaning from what they hear.
Related Concepts
Communication, language, influence, ideas,
interpretation, purpose, summary, collaboration, illustrations, pictures, media, visual text,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing) and expressive
processes (presenting) are connected and allow
for reciprocal growth in understanding; neither
process has meaning except in relation to the
other. These processes involve interpreting,
using and constructing visuals and multimedia in
a variety of situations and for a range of
purposes and audiences. Visual texts may be
paper, electronic or live, observable forms of
communication that are consciously constructed
to convey meaning and immediately engage
viewers, allowing them instant access to data.
Learning to interpret this data, and to
understand and use different media, are
invaluable life skills.
Conceptual Understandings
Synthesizing information from visual texts is
dependent upon personal interpretation and
leads to new understanding.
Visual texts have the power to influence thinking
and behavior.
Related Concepts
Interpretation, messages, influence, images,
research, symbols, text features, tone, meaning,
audience
Written Language: Writing
Writing allows us to organize and communicate
thoughts, ideas and information in a visible and
tangible way. Writing is primarily concerned with
communicating meaning and intention. Over
time, writing involves developing a variety of
structures, strategies and literary techniques
(spelling, grammar, plot, character, punctuation,
voice) and applying them with increasing skill and
effectiveness.
Conceptual Understandings
When writing, the words we choose and how we
choose to use them enable us to share our
imaginings and ideas.
Effective stories have a purpose and structure
that help to make the author’s intention clear.
Knowing what we aim to achieve helps us to plan
and develop different forms of writing.
Synthesizing ideas enables us to build on what
we know, reflect on different perspectives, and
express new ideas.
Related Concepts
Written text, opinion, narrative, informational,
persuasion, grammar, structure, organization,
sequence, research, themes, process, creativity,
purpose, style
SL.5.1​ Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners
on ​grade 5 topics and texts​, building on others'
ideas and expressing their own clearly.
SL.5.2​ Summarize a written text read aloud or
information presented orally.
SL.5.3​ Summarize the points a speaker makes
and explain how each claim is supported by
reasons and evidence.
SL.5.4​ Report on a topic or text or present an
opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive
details to support main ideas or themes; speak
clearly at an understandable pace.
L.5.1​ Demonstrate command of the
conventions of standard English grammar and
usage when speaking.
L.5.3​ Use knowledge of language and its
conventions when speaking or listening.
L.5.5​ [In speaking and listening] Demonstrate
understanding of figurative language, word
relationships, and nuances in word meanings.
L.5.6​ [In speaking] Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases, including
those that signal contrast, addition, and other
logical relationships (e.g., ​however, although,
nevertheless, similarly, moreover, in addition​).
RF.5.4​ Read with sufficient accuracy and fluency
to support comprehension.
SL.5.2​ Summarize information presented in
diverse media and formats, including visually
[and] quantitatively.
SL.5.5​ Include multimedia components (e.g.,
graphics, sound) and visual displays in
presentations when appropriate to enhance the
development of main ideas or themes.
RL.5.7 ​Analyze how visual and multimedia
elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia
presentation of fiction, folktale, myth, poem).
RI.5.7​ Draw on information from multiple print
or digital sources, demonstrating the ability to
locate an answer to a question quickly or to
solve a problem efficiently.
W.5.1​ Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.
W.5.2​ Write informative/ explanatory texts to
examine a topic and convey ideas and
information clearly.
W.5.3​ Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
W.5.4​ Produce clear and coherent writing in
which the development and organization are
appropriate to task, purpose, and audience.
W.5.7​ Conduct short research projects that use
several sources to build knowledge through
investigation of different aspects of a topic.
W.5.8​ Recall relevant information from
experiences or gather relevant information from
print and digital sources; summarize or
paraphrase information in notes and finished
work, and provide a list of sources.
L.5.1​ Demonstrate command of the
conventions of standard English grammar and
usage when writing.
L.5.2​ Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L.5.3​ Use knowledge of language and its
conventions when writing
L.5.6​ [In writing] Acquire and use accurately
grade-appropriate general academic and
domain-specific words and phrases, including
those that signal contrast, addition, and other
logical relationships (e.g., ​however, although,
nevertheless, similarly, moreover, in addition​).
 Written Language: Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for
reading, the reader’s prior knowledge and experience, and the text itself.
As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.
Conceptual Understandings
The structure and organization of written language influences and conveys meaning.
Authors structure stories around significant themes.
Synthesizing ideas and information from texts leads to new ideas and understanding.
Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Related Concepts
Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print
RL.5.1​ Quote accurately from a text when RL.5.6​ Describe how a narrator's or speaker's RI.5.6​ Analyze multiple accounts of the same
explaining what the text says explicitly and point of view influences how events are event or topic, noting important similarities and
when drawing inferences from the text. described. differences in the point of view they represent.

RL.5.2​ Determine a theme of a story, drama, or
poem from details in the text, including how
characters in a story or drama respond to
challenges or how the speaker in a poem
reflects upon a topic; summarize the text.
RL.5.3​ Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the text
(e.g., how characters interact).
RL.5.4​ Determine the meaning of words and
phrases as they are used in a text, including
figurative language such as metaphors and
similes.
RL.5.5​ Explain how a series of chapters, scenes,
or stanzas fits together to provide the overall
structure of a particular story, drama, or poem.
RL.5.9​ Compare and contrast stories in the
same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes
and topics.
RL.5.10​ By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 4-5 text complexity band independently
and proficiently.
RI.5.1​ Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.
RI.5.2​ Determine two or more main ideas of a
text and explain how they are supported by key
details; summarize the text.
RI.5.8​ Explain how an author uses reasons and
evidence to support particular points in a text,
identifying which reasons and evidence support
which point(s).
RI.5.9​ Integrate information from several texts
on the same topic in order to write or speak
about the subject knowledgeably.
L.5.3​ Use knowledge of language and its
conventions reading.
L.5.4​ Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
L.5.5​ [In reading] Demonstrate understanding
of figurative language, word relationships, and
nuances in word meanings.

Data Handling
Data handling allows us to make a
summary of what we know about
the world and to make inferences
about what we do not know.
● Data can be collected, organized,
represented and summarized in
a variety of ways to highlight
similarities, differences and
trends; the chosen format
should illustrate the information
without bias or distortion.
● Probability can be expressed
qualitatively by using terms such
as “unlikely”, “certain” or
“impossible”. It can be expressed
quantitatively on a numerical
scale.
Conceptual Understandings
Data can be presented effectively
for valid interpretation and
communication.
Related Concepts
Data, organization, interpret,
represent, categorize, sort,
information.
5.MD.2:​ Make a line plot to display
a data set of measurements in
fractions of a unit (1/2, 1/4, 1/8).
Grade Five Math Scope and Sequence
Measurement
To measure is to attach a number
to a quantity using a chosen unit.
Since the attributes being measured
are continuous, ways must be
found to deal with quantities that
fall between numbers. It is
important to know how accurate a
measurement needs to be or can
ever be.
Conceptual Understandings
Conversion of units and
measurements allows us to make
sense of the world we live in.
Accuracy of measurements
depends on the situation and the
precision of the tool.
Related Concepts
Unit, measure, time, compare,
order, length, mass, capacity,
estimate, tool, sequence
5.MD.1:​ Convert among
different-sized standard
measurement units within a given
Shape and Space
The regions, paths and boundaries
of natural space can be described
by shape. An understanding of the
interrelationships of shape allows
us to interpret, understand and
appreciate our two-dimensional
(2D) and three-dimensional (3D)
world.
Conceptual Understandings
Geometric tools and methods can
be used to solve problems relating
to shape and space.
Consolidating what we know of
geometric concepts allows us to
make sense of an interact with our
world.
Related Concepts
Geometry, shape, space, direction,
position, 2D, 3D, parts to whole,
properties, symmetry
5.G.1:​ Use a pair of perpendicular
number lines, to define a
coordinate system, with the
Pattern and Function
To identify pattern is to begin to
understand how mathematics
applies to the world in which we
live. The repetitive features of
patterns can be identified and
described as generalized rules
called “functions”. This builds a
foundation for the later study of
algebra.
Conceptual Understandings
Exponential notation is a powerful
way to express repeated products
of the same number.
Patterns can often be generalized
using algebraic expressions,
equations, or functions.
Related Concepts
Odd, even, skip count, pattern,
symbol, relationship, functions,
represent
5.OA.3:​ Generate two numerical
patterns using two given
rules.Identify apparent
 Use operations on fractions for
this grade to solve problems
involving information presented in
line plots.
DH.4.c​ Understand that probability
can be expressed in scale (0-1) or
percent (0%100%)
DH.4.c​ Understand the difference
between experimental and
theoretical probability.
DH.4.j​ Identify, describe, and
explain the range, mode, median
and mean in a set of data.
measurement system, and use
these conversions in solving
multi-step, real world problems.
5.MD.3:​ Recognize volume as an
attribute of solid figures and
understand concepts of volume
measurement.
5.MD.4:​ Measure volumes by
counting unit cubes, using cubic
cm, cubic in, cubic ft, and
improvised units.
5.MD.5:​ Relate volume to the
operations of multiplication and
addition and solve real world and
mathematical problems involving
volume (5.MD.5a,b,c)
M.4.e​ Use decimal and fractions
notation in measurement, for
example, 3.2 cm, 1.47kg, 1 ½ miles.
intersection of the lines arranged
to coincide with the 0 on each line
and a given point in the plane
located by using an ordered pair of
numbers.
5.G.2:​ Represent real world and
mathematical problems by
graphing points in the first
quadrant of the coordinate plane,
and interpret coordinate values of
points in the context of the
situation.
5.G.3:​ Understand that attributes
belonging to a category of
two-dimensional figures also
belong to all subcategories of that
category.
5.G.4:​ Classify two-dimensional
figures in a hierarchy based on
properties.
SS.4.d​ Understand how scale
(ratios) is used to enlarge and
reduce shapes.
relationships between
corresponding terms. Form
ordered pairs consisting of
corresponding terms from the two
patterns, and graph the ordered
pairs on a coordinate plane.
5.NBT.2:​ Explain patterns in the
number of zeros of the product
when multiplying a number by
powers of 10, and explain patterns
in the placement of the decimal
point when a decimal is multiplied
or divided by a power of 10. Use
whole-number exponents to
denote powers of 10.
PF.3.j​ Use the properties and
relationships of the four
operations to solve problems.
PF.4.c ​Understand the inverse
relationship between
multiplication and division.

Number
Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit
depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication
and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating
depends on how the result will be used.
Conceptual Understandings
The base 10 value system extends infinitely in two directions.
Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.
For fractional and decimal computation, the ideas developed for whole-number computation can apply.
Related Concepts
Fractions, base-ten, value, addition, subtraction, multiplication, division, estimate, strategy, number facts, mental math, operations
5.OA.1:​ Use parentheses, brackets,
or braces in numerical
expressions, and evaluate
expressions with these symbols.
5.OA.2:​ Write simple expressions
that record calculations with
numbers, and interpret numerical
expressions without evaluating
them.
5.NBT.1:​ Understand and explain
the value of digits in a larger
number, including decimals.
5.NBT.3​: Read, write, and compare
decimals to thousandths
(5.NBT.3a,b)
5.NBT.4:​ Use place value
understanding to round decimals
to any place.
5.NBT.5:​ Fluently multiply
multi-digit whole numbers using
the standard algorithm.
5.NBT.6:​ Find whole-number
quotients of whole numbers with
up to four-digit dividends and
two-digit divisors. 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.
5.NF.1: ​Add and subtract fractions 5.NF.4:​ Apply and extend previous
with unlike denominators by understandings of multiplication to
replacing given fractions with multiply a fraction or whole
equivalent fractions in such a way number by a fraction (5.NF.4a,b)
as to produce an equivalent sum
5.NF.5:​ Interpret multiplication as
or difference of fractions with like
scaling (resizing) (5.NF.5a,b)
denominators.
5.NF.6​: Solve real world problems
5. NF.2:​ Solve word problems
involving multiplication of fractions
involving addition and subtraction
and mixed numbers
of fractions referring to the same
whole, including cases of unlike 5.NF.6:​ Solve real world problems
denominators. Use benchmark involving multiplication of fractions
fractions and number sense of and mixed numbers (5.NF.7a,b,c)
fractions to estimate mentally and
N.4.j​ Convert improper fractions to
assess the reasonableness of
mixed numbers and vice versa in
answers.
real-life situations.
5.NF.3:​ Interpret a fraction as
division of the numerator by the N.4.o​ Use strategies to evaluate
denominator (​a​/​b​ = ​a​ ÷ ​b​). Solve the reasonableness of answers.
word problems involving division
of whole numbers leading to
answers in the form of fractions or
mixed numbers.

Human Systems and
Economic Activities
The study of how and why
people construct
organizations and systems;
the ways in which people
connect locally and globally;
the distribution of power
and authority.
Related concepts
communications, conflict,
cooperation, education,
employment, freedom,
governments, justice,
legislation, production,
transportation, truth
2.5.c​ Explain the major
ways groups, societies, and
nations interact with one
another (e.g., trade, cultural
exchanges, and
international
organizations).
6.5.d ​Identify the elements
of major political systems
(e.g., monarchy, democracy,
constitutional monarchy,
dictatorship).
Grade Five Social Studies Scope and Sequence
Social Organization
and Culture
The study of people,
communities, cultures and
societies; the ways in which
individuals, groups and
societies interact with each
other.
Related concepts
artifacts, authority,
citizenship, communication,
conflict, diversity, family,
identity, networks, prejudice,
religion, rights, roles,
traditions
4.5.b​ Compare and contrast
the ways that different
cultures meet human
needs and concerns.
4.5.e​ Explain the elements
of culture (language,
norms, values, beliefs, etc.).
4.5.f​ Define the elements of
a belief system (creed, code
of behavior, rituals,
community).
Continuity and Change
Through Time
The study of the
relationships between
people and events through
time; the past, its influences
on the present and its
implications for the future;
people who have shaped the
future through their actions.
Related concepts
chronology, civilizations,
conflict, discovery,
exploration, history,
innovation, migration,
progress, revolution
1.5.d​ Identify and use
primary and secondary
sources to examine the
past and present.
3.5.e​ Describe factors that
influence locations of
human populations and
human migration.
Human and Natural
Environments
The study of the distinctive
features that give a place its
identity; how people adapt
to and alter their
environment; how people
experience and represent
place; the impact of natural
disasters on people and the
built environment.
Related concepts
amenities, borders (natural,
social and political),
dependence, geography,
impact, landscape, locality,
ownership, population,
regions, settlements
3.5.g​ Identify why particular
locations are used for
certain activities.
3.5.h​ Define regions by
their human and physical
characteristics.
Resources and the
Environment
The interaction between
people and the
environment; the study of
how humans allocate and
manage resources; the
positive and negative effects
of this management; the
impact of scientific and
technological developments
on the environment.
Related concepts
conservation, consumption,
distribution, ecology, energy,
interdependence, pollution,
poverty, sustainability,
wealth
8.5.e​ Describe instances in
which changes in values,
beliefs, and attitudes have
resulted from new scientific
knowledge and from
technological knowledge.
3.5.f​ Describe and explain
various types and patterns
of settlement and land use.
6.5.i​ Compare and contrast
major political systems.
7.5.f ​Describe changes in
the division of labor from
hunting and gathering
societies to farming
communities to urban
societies.
4.5.g​ Examine the principle
tenets of one major world
religion.
4.5.i E
​ xamine cultural
diffusion.
4.5.h​ Describe advantages
and disadvantages
associated with cultural
diversity.
5.5.f​ Identify how social
systems (e.g., schools,
media, religions, families)
prescribe racial, ethnic, and
gendered identities.
5.5.g​ Describe socialization
and opportunities for
choice in personal identity.
5.5.h​ Examine the
difference between
“acceptance” and
“tolerance”.

Living Things
The study of the characteristics,
systems and behaviours of
humans and other animals, and
of plants; the interactions and
relationships between and
among them, and with their
environment.
Grade Five Science Scope and Sequence
Earth and Space
The study of planet Earth and its
position in the universe, particularly
its relationship with the sun; the
natural phenomena and systems that
shape the planet and the distinctive
features that identify it; the infinite
and finite resources of the planet.
Materials and Matter
The study of the properties,
behaviours and uses of materials,
both natural and human-made; the
origins of human-made materials
and how they are manipulated to
suit a purpose.
Forces and Energy
The study of energy, its origins,
storage and transfer, and the
work it can do; the study of
forces; the application of
scientific understanding through
inventions and machines.

Related Concepts Related Concepts Related Concepts Related Concepts

adaptation, animals, atmosphere, climate, erosion, changes of state, chemical and conservation of energy,
biodiversity, biology, evidence, geography, geology, gravity, physical changes, conduction and efficiency, equilibrium, forms of
classification, conservation, renewable and non-renewable energy convection, density, gases, liquids, energy (electricity, heat, kinetic,
ecosystems, evolution, genetics, sources, resources, seasons, space, properties and uses of materials, light, potential, sound),
growth, habitat, homeostasis, sustainability, systems (solar, water solids, structures, sustainability. magnetism, mechanics, physics,
organism, plants, systems cycle, weather), tectonic plate pollution, power, technological
(digestive, nervous, movement, theory of origin. advances, transformation of
reproductive, respiratory). energy.
5-LS1-1. ​Support an argument 5-ESS2-1. ​Develop a model using an 5-PS1-1. ​Develop a model to 5-PS3-1. ​Use models to describe
that plants get the materials example to describe ways the describe that matter is made of that energy in animals’ food
they need for growth chiefly geosphere, biosphere, hydrosphere, particles too small to be seen. (used for body repair, growth,
from air and water. and/or atmosphere atmosphere on [Clarification Statement: Examples of motion, and to maintain body
[Clarification Statement: Emphasis is landforms and ecosystems through evidence could include adding air to warmth) was once energy from
on the idea that plant matter comes expand a basketball, compressing air in
weather and climate; and the a syringe, dissolving sugar in water, and the sun. ​[Clarification
mostly from air and water, not from
the soil.] influence of mountain ranges on evaporating salt water.] [Assessment Statement: Examples of models could
winds and clouds in the atmosphere. Boundary: Assessment does not include include diagrams, and flow charts.]
5-LS2-1. ​Develop a model to the atomic-scale mechanism of
The geosphere, hydrosphere,
describe the movement of evaporation and condensation or
atmosphere, and biosphere are each defining the unseen particles.]
matter among plants, animals, a system.​ [​ Assessment Boundary:
decomposers, and the Assessment is limited to the interactions of 5-PS1-2. ​Measure and graph
environment.​ ​[Clarification two systems at a time.] quantities to provide evidence that
Statement: Emphasis is on the idea regardless of the type of change
that matter that is not food (air, 5-ESS2-2.​ Describe and graph the
that occurs when heating, cooling,
water, decomposed materials in soil) amounts and percentages of water
or mixing substances, the total
is changed by plants into matter that and fresh water in various reservoirs
is food. Examples of systems could weight of matter is conserved.
to provide water, and polar ice caps,
include organisms, ecosystems, and

1
the Earth.] [Assessment Boundary:
Assessment does not include
molecular explanations.]
and does not include the
atmosphere.
5-ESS3-1. ​Obtain and combine
information about ways individual
communities use science ideas to
protect the Earth’s ​resources and
environment. ​[Clarification Statement:
Examples could include the influence of the
ocean on ecosystems, landform shape, and
climate; the influence of the evidence about
the distribution of water on Earth.
[Assessment Boundary: Assessment is
limited to oceans, lakes, rivers, glaciers,
ground resources and environment.
5-PS2-1. ​Support an argument that
the gravitational force exerted by
Earth on objects is directed down.
[Clarification Statement:“Down” is a local
description of the direction that points
toward the center of the spherical Earth.]
[Assessment Boundary: Assessment does
not include mathematical representation of
gravitational force.]
5-ESS1-1. ​Support an argument that
differences in the apparent
brightness of the sun compared to
other stars is due to their relative
distances from Earth.​ ​[Assessment
Boundary: Assessment is limited to relative
distances, not sizes, of stars. Assessment
does not include other factors that affect
apparent brightness (such as stellar
masses, age, stage).]
[​Clarification Statement: Examples of
reactions or changes could include phase
changes, dissolving, and mixing that
form new substances.] [Assessment
Boundary: Assessment does not include
distinguishing mass and weight.]
5-PS1-3.​ Make observations and
measurements to identify
materials based on their
properties.​ ​[Clarification Statement:
Examples of materials to be identified
could include baking soda and other
powders, metals, minerals, and liquids.
Examples of properties could include
color, hardness, reflectivity, electrical
conductivity, thermal conductivity,
response to magnetic forces, and
solubility; density is not intended as an
identifiable property.] [Assessment
Boundary: Assessment does not include
density or distinguishing mass and
weight.]
5-PS1-4. ​Conduct an investigation
to determine whether the mixing
of two or more substances results
in new substances.

5-ESS1-2. ​Represent data in graphical

displays to reveal patterns of daily
changes in length and direction of
shadows, day and night, and the
seasonal appearance of some stars
in the night sky.​ [​ Clarification
Statement: Examples of patterns could
include the position and motion of Earth

2

3-5.Engineering Design
3-5-ETS1-1. ​Define a simple
design problem reflecting a need
or a want that includes specified
criteria for success and
constraints on materials, time, or
cost.
with respect to the sun and selected stars
that are visible only in particular months.]
[Assessment Boundary: Assessment does
not include causes of seasons.]
3-5-ETS1-2. ​Generate and compare
multiple possible solutions to a
problem based on how well each is
likely to meet the criteria and
constraints of the problem.
3-5-ETS1-3.​ Plan and carry out fair
tests in which variables are
controlled and failure points are
considered to identify aspects of a
model or prototype that can be
improved.
3
 Grade Five Language Acquisition Scope and Sequence (Korean)
Oral Language
Oral language encompasses all
aspects of listening and
speaking—skills that are essential
for ongoing language
development, for learning and for
relating to others. Listening
requires active and conscious
attention in order to make sense
of what is heard. Purposeful talk
enables learners to articulate
thoughts as they construct and
reconstruct meaning to
understand the world around
them. Oral language involves
recognizing and using certain
types of language according to the
audience and purposes
Conceptual Understandings:
The grammatical structures of a
language enable members of a
language community to
communicate with each other.
Related Concepts
Communication, language,
influence, ideas, interpretation,
purpose, summary, collaboration,
voice, listening, speaking
Viewing and Presenting
The receptive processes (viewing)
and expressive processes
(presenting) are connected and
allow for reciprocal growth in
understanding; neither process
has meaning except in relation to
the other. These processes involve
interpreting, using and
constructing visuals and
multimedia in a variety of
situations and for a range of
purposes and audiences. Visual
texts may be paper, electronic or
live, observable forms of
communication that are
consciously constructed to convey
meaning and immediately engage
viewers, allowing them instant
access to data. Learning to
interpret this data, and to
understand and use different
media, are invaluable life skills.
Conceptual Understandings:
Visual texts can expand our
database of sources of
information.
Related Concepts
Interpretation, messages,
influence, images, illustrations,
pictures, media, visual text,
Written Language: Reading
Reading is a developmental
process that involves constructing
meaning from text. The process is
interactive and involves the
reader’s purpose for reading, the
reader’s prior knowledge and
experience, and the text itself.
As inquirers, learners need to be
able to identify, synthesize and
apply useful and relevant
information from text.
Conceptual Understandings:
Reading and thinking work
together to enable us to make
meaning.
Related Concepts
Written text, purpose, meaning,
inference, genre, summarize, point
of view, research, themes, stories,
Written Language: Writing
Writing allows us to organize and
communicate thoughts, ideas and
information in a visible and
tangible way. Writing is primarily
concerned with communicating
meaning and intention. Over time,
writing involves developing a
variety of structures, strategies
and literary techniques (spelling,
grammar, plot, character,
punctuation, voice) and applying
them with increasing skill and
effectiveness.
Conceptual Understandings:
Writing and thinking work together
to enable us to express ideas and
convey meaning.
Related Concepts
Written text, opinion, narrative,
informational, persuasion,
grammar, structure, organization,

O.1.a​ Understand and respond to
simple, short spoken texts.
O.1.b​ Communicate information
in a limited range of everyday
situations.
O.1.c​ Request and provide
information in a limited range of
everyday situations.
Phase
O.1.e ​Use some aspects of
1-2
register in formal and informal
oral communication.
O.1.f​ Use basic vocabulary
accurately.
O.1.g​ Interact in simple and
rehearsed exchanges using
comprehensible pronunciation
and intonation/correct tone.
O.3.a​ Understand and respond to
a limited range of spoken texts.
O.3.c​ Request and provide
information in familiar and some
unfamiliar situations.
Phase O.3.e​ Use appropriate register in
3-4 formal and informal oral
communication.
O.3.g​ Interact in rehearsed and
unrehearsed exchanges using
comprehensible pronunciation
and intonation/correct tone.
research, symbols, text features,
tone, meaning, audience
V.1.a​ Identify basic messages
presented in simple visual texts.
V.1.b​ Identify main ideas and
supporting details in simple visual
texts presented with spoken
and/or written text.
V.1.c​ Identify specific information,
ideas, opinions and attitudes,
presented in simple visual texts
with spoken and/or written text.
V.1.d​ Recognize basic visual
conventions used in texts.
V.3.a​ Understand information
presented in visual texts.
V.3.c​ Understand specific
information, ideas, opinions and
attitudes, presented in visual
texts with spoken and/or written
text.
V.4.b​ Construct meaning from
main ideas and supporting
details, and draw conclusions
from visual texts presented with
spoken and/or written text.
strategies, expression, fluency,
organization, print
R.1.a​ Identify basic facts in simple
written texts.
R.1.b​ Identify main ideas and
supporting details in written
texts.
R.1.c​ Recognize basic aspects of
format and style.
R.1.d​ Understand and respond
to simple written texts.
R.3.b​ Understand main ideas and
supporting details, and draw
conclusions from written texts.
R.4.c​ Interpret aspects of format
and style in written texts.
R.4.d​ Understand, interpret and
respond to a range of written
texts.
sequence, research, themes,
process, creativity, purpose, style
W.1.a​ Communicate information
in a limited range of everyday
situations.
W.1.b​ Request and provide
information in a limited range of
everyday situations.
W.1.d ​Understand and use basic
language conventions accurately.
W.1.e​ Use some aspects of
register in formal and informal
written communication.
W.3.c​ Use language appropriate
to a limited range of
interpersonal and cultural
contexts, and for a limited range
of purposes and audiences.
W.3.d​ Understand and use
language conventions accurately.
W.3.e​ Use appropriate register in
formal and informal written
communication.
 Grade Five Arts Scope and Sequence
Creating
The process of ​creating ​provides students with opportunities to
communicate distinctive forms of meaning, develop their technical
skills, take creative risks, solve problems and visualize
consequences. Students are encouraged to draw on their
imagination, experiences and knowledge of materials and
processes as starting points for creative exploration. They can
make connections between their work and that of other artists to
inform their thinking and to provide inspiration. Both
independently and collaboratively, students participate in creative
processes through which they can communicate ideas and express
feelings. The ​creating ​strand provides opportunities for students to
explore their personal interests, beliefs and values and to engage
in a personal artistic journey.
Conceptual Understandings
We make connections between our artwork and that of others to
extend our thinking.
We act on the responses to our artwork to inform and challenge
our artistic development.
We explore a range of possibilities and perspectives to
communicate in broader ways through our creative work.
Arts provide opportunities to explore our creative potential and
engage in a personal artistic journey.
Related Concepts
expression, innovate, audience, process, meaning, symbols, belief, response, audience, perspective, meaning, interpretation, society,
value, creativity, choice, shape, space, movement, relationship,
communication, perspective, pattern, identity, experiment
Responding
The process of ​responding ​provides students with opportunities to
respond to their own and other artists’ works and processes, and
in so doing develop the skills of critical analysis, interpretation,
evaluation, reflection and communication. Students will
demonstrate knowledge and understanding of the concepts,
methods and elements of dance, drama, music and visual arts,
including using specialized language. Students consider their own
and other artists’ works in context and from different perspectives
in order to construct meaning and inform their own future works
and processes.
Conceptual Understandings
There are different kinds of audiences responding to different
arts.
We use what we know to interpret arts and deepen our
understanding of ourselves and the world around us.
Through exploring arts across cultures, places and times we can
appreciate that people innovate.
We reflect and act on the responses to our creative work.
The arts provide us with multiple perspectives.
People communicate across cultures, places and times through
arts.
Related Concepts
reflection, purpose, culture, place, appreciation, communication
 C.1.a ​Take responsibility for the care of tools and materials.
C.1.b ​Take responsibility for their own and others’ safety in the
working environment.
C.1.c ​Participate in individual and collaborative creative
experiences.
C.3.c ​Make connections between the ideas they are exploring in
their artwork and those explored by other artists through time,
place and cultures.
C.3.d ​Create artwork for a specific audience.
Visual Arts C.4.a ​Utilize a broad range of ways to make meaning.
C.4.b ​Select, research and develop an idea or theme for an
artwork.
C.4.c ​Develop an awareness of their personal preferences.
C.4.d ​Become increasingly independent in the realization of the
creative process.
C.4.e ​Adjust and refine their creative process in response to
constructive criticism.
C.4.f ​Identify factors to be considered when displaying an
artwork.
Music
Performing
C.1.c​ Play untuned instruments in time with a beat.
Arts
R.1.e ​Analyse the relationships within an artwork and construct
meanings.
R.3.a ​Recognize that different audiences respond in different
ways to artworks.
R.3.b ​Use relevant and insightful questions to extend their
understanding.
R.3.d ​Use their knowledge and experiences to make informed
interpretations of artworks.
R.3.e ​Provide constructive criticism when responding to artwork.
R.4.a ​Understand the role and relevance of visual arts in society.
R.4.b ​Reflect on the factors that influence personal reactions to
artwork.
R.4.c ​Critique and make informed judgments about artworks.
R.4.d ​Explain the cultural and historical perspectives of an
artwork.
R.4.e ​Reflect throughout the creative process to challenge their
thinking and enact new and unusual possibilities.
Music
R.1.g​ Listen to music and create their own work in response.
R.1.i​ explore body and untuned percussion instrument sounds.
 Grade Five PSPE Scope and Sequence
Identity
An understanding of our own beliefs, values,
attitudes, experiences and feelings and how they
shape us; the impact of cultural influences; the
recognition of strengths, limitations and
challenges as well as the ability to cope
successfully with situations of change and
adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach
to learning and how he or she interacts with
others.
Conceptual Understandings
Many different and conflicting cultures influence
identity formation.
A person's self-worth is reinforced and reflected
in engagement with and / or service to others.
The physical changes people experience at
different stages in their lives affect their evolving
identities.
Stereotyping or prejudging can lead to
misconceptions and conflict.
Coping with situations of change challenge and
adversity develops our resilience.
Being emotionally,aware helps us to manage
relationships and support each other.
A strong sense of self-efficacy enhances human
accomplishments and personal well-being.
Active Living
An understanding of the factors that contribute
to developing and maintaining a balanced,
healthy lifestyle; the importance of regular
physical activity; the body’s response to exercise;
the importance of developing basic motor skills;
understanding and developing the body’s
potential for movement and expression; the
importance of nutrition; understanding the
causes and possible prevention of ill health; the
promotion of safety; rights and the
responsibilities we have to ourselves and others
to promote well-being; making informed choices
and evaluating consequences, and taking action
for healthy living now and in the future.
Conceptual Understandings
A dynamic cycle of plan, perform and reflect can
influence a creative movement composition.
There are positive and negative outcomes for
taking personal and group risks that can be
evaluated in order to maximize enjoyment and
promote safety.
Identifying and participating in activities we
enjoy can motivate us to maintain a healthy
lifestyle.
There is a connection between exercise,
nutrition and physical well-being.
Setting personal goals and developing plans to
achieve these goals can enhance performance.
Appropriate application of skills is vital to
effective performance.
Interactions
An understanding of how an individual interacts
with other people, other living things and the
wider world; behaviours, rights and
responsibilities of individuals in their
relationships with others, communities, society
and the world around them; the awareness and
understanding of similarities and differences; an
appreciation of the environment and an
understanding of, and commitment to,
humankind’s responsibility as custodians of the
Earth for future generations.
Conceptual Understandings
An individual can experience both intrinsic
satisfaction and personal growth from
interactions.
People are interdependent with, and have a
custodial responsibility towards, the
environment in which they live.
People have a responsibility to repair and
restore relationships and environments where
harm has taken place.
An effective group capitalizes on the strengths of
its individual members.
Behaviour can be modified by applying
deliberate strategies.
 Complexity and style adds aesthetic value to a
performance.
Understanding our limits and using moderation
are strategies for maintaining a safe and healthy
lifestyle.

Related Concepts Related Concepts Related Concepts

identity, growth, change, feelings, emotions, exercise, health, physical activity, body strength, cooperation, group, teamwork, play, behavior
reflection, attitude , self worth, self-concept, self- body movement, growth, change, movement, norms, participation, roles and responsibilities,
knowledge, awareness, independence practice, safety, ability actions, fair play, interactions, environment
I.4.a ​Examine the complexity of their own AL.3.f​ Develop plans to improve performance IN.3.d​ Adopt a variety of roles for the needs of
evolving identities. through technique refinement and practice. the group, for example, leader, presenter.

I.4.c​ Recognize how a person’s identity affects
how they are perceived by others and
influences interactions.
I.4.d​ Analyse how society can influence our
concept of self-worth (for example, through the
media and advertising).
I.4.e​ Identify how aspects of a person’s identity
can be expressed through symbols, spirituality,
dress, adornment, personal attitudes, lifestyle,
interests and activities pursued.
I.4.f​ Analyse how assumptions can lead to
misconceptions.
I.4.g​ Recognize, analyse and apply different
strategies to cope with adversity.
I.4.h​ Accept and appreciate the diversity of
cultures, experiences and perspectives of
others.
AL.3.j​ Identify potential personal and group
outcomes for risk-taking behaviours.
AL.4.a​ Reflect and act upon their preferences
for physical activities in leisure time.
AL.4.b​ Understand the interdependence of
factors that can affect health and well-being.
AL.4.c​ Identify realistic goals and strategies to
improve personal fitness.
AL.4.e​ Exhibit effective decision-making
processes in the application of skills during
physical activity.
AL.4.f​ Introduce greater complexity and refine
movements to improve the quality of a
movement sequence.
AL.4.g​ Recognize the importance of moderation
in relation to safe personal behaviour.
IN.3.e​ Discuss ideas and ask questions to clarify
meaning.
IN.3.f​ Reflect on the perspectives and ideas of
others.
IN.4.a​ Reflect critically on the effectiveness of
the group during and at the end of the process.
IN.4.b​ Build on previous experiences to
improve group performance.
IN.4.c​ Independently use different strategies to
resolve conflict.
IN.4.d​ Work towards a consensus,
understanding the need to negotiate and
compromise.
IN.4.e​ Take action to support reparation in
relationships and in the environment when
harm has been done.

I.4.j​ Use emotional awareness and personal

skills to relate to and help others.
I.4.k​ Identify how their self-knowledge can
continue to support the growth and
development of identity.

I.4.l​ Understand the role of and strategies for

optimism in the development of their own well-
being.

I.4.m​ Analyse self-talk and use it constructively.

I.4.n​ Embrace a strong sense of self- efficacy

that enhances their accomplishments, attitudes
and personal well-being.
English Language Learning
Scope and Sequence
2018-2019

6
 English Language Acquisition Scope and Sequence
Comprehension
Learners understand, interpret,
and analyze what is heard, read, or
viewed on a variety of topics.
Conceptual Understandings
People read to learn.
The sound of spoken language can
be represented visually.
What we already know enables us
to understand what we read.
Related Concepts
Communication, language,
influence, ideas, interpretation,
purpose, collaboration, voice,
listening, speaking
InC.NH.a​ I can identify the topic
and some isolated facts from
N
simple sentences in informational
O texts.
V
I In.NH.b​ I can identify the topic
C
and some isolated elements from
E
simple sentences in short fictional
texts.
Listening and Speaking
Conversation
Learners interact and negotiate
meaning in spoken, signed, or
written conversations to share
information, reactions, feelings,
and opinions.
Conceptual Understandings
Spoken words connect us with
others.
Everyone has a right to speak and
be listened to.
Related Concepts
Interaction, communication,
language, speakers, listeners,
response, question, body language,
reaction, opinion, information,
dialogue
IC.NH.a​ I can request and provide
information my asking and
answering practiced and some
original questions on familiar and
everyday topics, using simple
sentences most of the time.
IC.NH.b​ I can interact with others
to meet my needs related to
routine and everyday activities,
Speaking & Presenting
Learners present information,
concepts, and ideas to inform,
explain, persuade, and narrate on
a variety of topics using
appropriate media and adapting to
various audiences of listeners,
readers, or viewers.
Conceptual Understandings
Spoken language varies according
to purpose and audience.
Spoken communication is different
from written communication-- It
has its own set of rules.
The pictures, images, and symbols
in our environment have meaning.
Related Concepts
Interpretation, messages,
influence, images, illustrations,
pictures, media, visual text,
research, symbols, text features,
tone, meaning, audience
PC.NH.a ​I can present personal
information about my life and
activities, using simple sentences
most of the time.
PC.NH.b​ I can express my
preferences of familiar and
everyday topics of interest, using
simple sentences most of the
time.
Cultural Understanding
Learners use the language to
investigate, explain and reflect on
the relationship between Practices
and Perspectives of the cultures
studied.
Conceptual Understandings
People interpret messages
according to their unique
experience and ways of
understanding
Related Concepts
Customs, culture, relationship,
perspective, worldview, codes of
behavior, practices, cultural
awareness, behavior
ICC.N.a​ In my own and other
cultures I can identify some typical
products related to familiar
everyday life.
ICC.N.b​ In my own and other
cultures I can identify some typical
practices related to familiar
everyday situations.
 InC.NH.c​ I can understand using simple sentences and PC.NH.c​ I can present on familiar ICC.N.c​ I can communicate with
familiar questions and statements questions most of the time. and everyday topics, using simple others from the target culture in
from simple sentences in IC.NH.c​ I can express, ask about sentences most of the time. familiar everyday situations, using
conversations. and react to preferences, feelings, memorized language and showing
or opinions on familiar topics, basic cultural awareness.
using simple sentences most of ICC.N.d​ I can use appropriate
the time and asking questions to rehearsed behaviors and
keep the conversation on topic. recognize some obviously
inappropriate behaviors in
familiar everyday situations.
I
N
InC.IL.a​ I can identify the topic IC.IL.a​ I can request and provide PC.IL.a​ I can present personal ICC.I.a​ In my own and other
T and related information from information in conversations on information about my life, cultures I can compare products
E
R simple sentences in short familiar topics by creating simple activities and events, using simple related to everyday life and
M informational texts. 4 sentences and asking appropriate sentences personal interests or studies.
E
D
InC.IL.b​ I can identify the topic follow-up questions. PC.IL.b​ I can express my ICC.I.b​ In my own and other
I
A and related information from IC.IL.b​ I can interact with others preferences on familiar and cultures I can compare practices
T
E simple sentences in short fictional to meet my basic needs in familiar everyday topics of interest and related to everyday life and
texts. situations by creating simple explain why I feel that way, using personal interests or studies.
L
O
InC.IL.c​ I can identify the main sentences and asking appropriate simple sentences. ICC.I.c​ I can converse with peers
W
idea in short conversations. follow up questions PC.IL.c​ I can present on familiar from the target culture in familiar
IC.IL.c​ I can express, ask about, and everyday topics, using simple situations at school, work, or play
and react with some details to sentences. and show interest in basic cultural
preferences, feelings, or opinions similarities and differences.
on familiar topics, by creating ICC.I.d​ I can recognize that
simple sentences and asking significant differences in
appropriate follow up questions. behaviors exist among cultures,
and use appropriate learned
I
InC.IM.a​ I can understand the IC.IM.a​ I can exchange PC.IM.a​ I can tell a story about my
N
behaviors and avoid major social
T main idea and key information in information in conversations on life, activities, events, and other
E blunders.
R short straightforward familiar topics and some social experiences, using
M informational texts. researched topics, creating sentences and series of
E
D
InC.IM.b​ I can understand the sentences and series of sentences connected sentences.
I
A main idea and key information in and asking a variety of follow up PC.IM.b​ I can state my viewpoint
T
short straightforward fictional questions. about familiar topics and give
E
texts. IC.IM.b​ I can interact with others some reasons to support it, using
M
I to meet my needs in a variety of sentences and series of
D
familiar situations, creating connected sentences.
sentences and series of sentences
InC.IM.c​ I can identify the main
idea and key information in short
straightforward conversations.
and asking a variety of follow up
questions.
IC.IM.c​ I can exchange
preferences, feelings or opinions
and provide basic advice on a
variety of familiar topics, creating
sentences and series of sentences
and asking a variety of follow-up
questions.
PC.IM.c​ I can give straightforward
presentations on a variety of
familiar topics and some concrete
topics I have researched, using
sentences and series of
connected sentences.
 References

“Language Acquisition Guide.” ​International Baccalaureate Organization,

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_2_langb_guu_1409_1_e&part=2&chapt
er=5​. Accessed Sept. 3, 2018

Arts Scope and Sequence​. International Baccalaureate Organization, 2009,

https://resources.ibo.org/pyp/resource/11162-occ-file-p_0_artsx_sco_0911_1_e/data/p_0_artsx_sco_0
911_1_e.pdf

Personal, social, and physical education scope and sequence.​ International Baccalaureate Organization,
2009, ​https://resources.ibo.org/pyp/resource/11162-32408/data/p_0_psexx_sco_0911_1_e.pdf

“Next Generation Science Standards.” ​Next Generation Science Standards​, 9 Aug. 2017,
www.nextgenscience.org/​. Accessed 14 Sept. 2017.

“About the Standards.” ​Common Core State Standards Initiative About the Standards Comments​,
Common Core State Standards Initiative, 2017, ​www.corestandards.org/about-the-standards​.
Accessed 14 Sept. 2017.

AERO Social Studies Curriculum Framework: K-5 Standards and Performance Indicators.​ AERO COmmon
Core Plus, 2012, ​http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf

“About AERO.” ​Office of Overseas Schools, US Department of State, ​2018,​ http://www.projectaero.org/​,

Accessed Sept 3, 2018

NCSSFL-ACTFL Can-Do Descriptors​. American Council on the Teaching of Foreign Languages, 2017,
https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf

Review Cycle

Initiator:​ ​PYP Coordinator Individuals Involved: ​Pedagogical

Leadership Team

Date Ratified:​ ​September 2017 To be reviewed:​ ​August 2018

Review History

Date reviewed:​ November 2017 Reviewers: ​PYP Coordinator

Requests for review:​ KFS adopted the

AERO Common Core Plus state standards
to better align with the PYP Strands and
provide a more balanced Social Studies

5
curriculum.

Date reviewed​: September 2018 Reviewers: ​PYP Coordinator, PYP

Homeroom teachers, PYP Korean Teacher,
Requests for review: ​KFS aligned the PYP Art Teacher, MYP Korean Teacher
Common Core, Next Generation Science,
and AERO standards within the PYP
Strands. KFS also adopted the MYP phases
for Korean language acquisition to provide
a more seamless transition from PYP to
MYP Language B courses. KFS reviewed
and added Performing arts standards to
the Arts Scope and Sequence.

Date reviewed​: October 2018 Reviewers: ​PYP Coordinator, ELL

Coordinator, ELL Teachers
Requests for review: ​KFS developed and
English Language Learning Scope and
Sequence.
** To be completed by November 2018

**As teaching and learning are continually evolving based on best practice, KFS reserves the right to alter or change assessment
and standards based on the needs of their students at any time.