Brooklyn Elementary School

Kindergarten

Language Arts
Prior Knowledge: Students who come to Kindergarten should be able to:
Communicate verbally with others.
Listen attentively for a short period of time.
Be familiar with nursery rhymes, poems, and songs.
Listen to a story from beginning to end.
Be able to discuss main parts of story.
Look at pictures and tell a story.
Write own first name, and be able to identify their name.

Reading
At the end of Kindergarten, students will be able to:
Recognize capital and all small letters and ¾ beginning sounds.
Classify objects and pictures.
Distinguish likeness/differences in pictures, shapes and letters.
Develop left-to-right eye movement.
Look at books from front to back and left to right.
Understand that printed words represent spoken words. Understand concepts of print.
Develop an interest in books, pictures and print.
Place events in proper sequence.
Use prediction, recall and context clues when discussing a story.
Develop adequate attention span.
Understand main idea, characters, and details from stories.
Beginning to recognize sight words.
Draw a picture about a story.
Dictate an experience or story.

Spelling
Students will be able to:
Name and print individual letters of the alphabet.
Print first and last name without model and with correct capitalization.

Handwriting
Students will be able to:
Print letters using Zaner-Bloser handwriting.

Listening and Speaking
Students will be able to:
Listen to and enjoy stories.
Listen to and react to ideas of others.
Recognize and use rhyming words.
Follow simple directions.
Memorize songs, finger plays, poems, etc.
Relay simple sentences.

Math
Prior Knowledge: Students who come to Kindergarten should be able to demonstrate some ability to count objects.
At the end of Kindergarten, students will be able to:
Recognize four basic shapes.
Count the number of members in a set (up to 20), and label the correct number.
Prove which set is greater than, less than, or equal.
Recognize, write, order and know the value of numerals 0-20.
Demonstrate the ability to solve simple math problems.
Count to 50 by 1's.
Count backward from 10 - 1.
Identify time units: day, week, year, and be able to recite the days of the week.
Tell time to the hour.
Identify common measurement tools.
Demonstrate the ability to create a graph.
Demonstrate the ability to recognize, reproduce and extend a pattern.

Social Studies
Prior Knowledge: Students who come to Kindergarten should be able to describe family related information such as parents' names, know their own name and age. They should be developing knowledge about their home address and phone number.

Students will be able to:
Compare/contrast types of homes, recreation and living conditions.
Understand the parts of our community.
Understand what a natural resource is.
Locate Michigan and the United States on a map.
Understand how individuals and families grow and change.
Understand how time, seasons and the environment changes.
State the months of the year and the four seasons.
Demonstrate rules and safety procedures in the classroom, school, playground, bus and community.
Identify coins and know value of each coin.
Understand the role and need for businesses and jobs within the community.
Compare/contrast characteristics of families.
State address, phone number and birth date.

Science-Michigan Health Model
Prior Knowledge: Students who come to Kindergarten should be able to take care of toilet needs independently and dress themselves.

Students will be able to:
Discuss and demonstrate the importance of cleanliness, rest and good nutrition.
Describe the role of the five senses in learning about things.
Discuss temperature changes, plant and animal growth, living and non-living things, etc.
Develop small muscles for use in coloring, cutting, printing, tracing, etc.

Specials

Music
Students are introduced to steady beat, rhythms, pitch matching, listening skills and recognition of high/low, long/short, and loud/soft. Students will begin to recognize the major scales and sing songs by note. They will also perform finger plays and singing games.

Library
The focus is on learning good library behavior and listening skills. Literature appreciation is developed through the introduction of authors, illustrators, and their books. A variety of media forms are used to stimulate a love of literature and learning.

Physical Education
Elementary students receive an average of 100 minutes of physical education per week from a certified teacher. Areas of emphasis include progressive motor skills and movement concepts, content and knowledge, physical and fitness activities, and personal and social skills through daily activities that include motor skill development, simple games, lead up games, and sports activities.

Specific fitness testing begins in 1st grade and continues through 5th grade.

Computer Instruction
Kindergarten students receive biweekly instruction in the computer lab. They will learn proper computer care, mousing skills, and appropriate vocabulary. Computer programs appropriate to their age and maturity will be used to integrate language arts and math into the computer curriculum.

Additional Services

Title 1
The Title 1 program is a federally funded program which offers academic support services in core curriculum areas. Eligibility is determined by teacher referral and/or diagnostic data which may include MEAP, district-wide assessments, and classroom assessments. These support services are provided by through qualified instructional aides. Instructional aides are trained paraprofessionals who work with and under the direction of the classroom teacher, focusing on specific skills. These services are intended to help students meet academic expectations in the core areas of English Language Arts, Math, Science, and Social Studies. Student’s progress is closely monitored and reviewed to throughout the school-year.

Social Work
The Social Workers at both Brooklyn and Miller Elementary Schools provide a variety of services for their students and families. These services are not just limited to children with special needs but are available to all general education students. Included are: counseling-individual and group; referrals to outside agencies; social skills training; educational seminars; and parent and student advocacy.
The Social Workers are readily available and are always willing to take the time to talk to parents. If you have a child who needs this particular service, please feel free to contact the elementary office.

Special Education
We provide for students who have qualified under various categories to receive appropriate instruction in the least restrictive environment: Learning Disabled (LD), Physical or Otherwise Health Impaired (POHI), Hearing Impaired (HI), Visually Impaired (VI), Educable Mentally Impaired (EMI) and Autistic (AI). We also provide services to test students to determine if they are in need of one or more of these additional services. Psychologist, Occupational Therapists, Social Workers, and various other consultants are available to qualify students. Please contact the school office if you have questions or concerns about your child's educational program.

Transitional First

Language Arts
Prior Knowledge: Students who come to Transitional First should be able to express themselves orally, recognize and reproduce the letters of the alphabet, have a readiness foundation in listening skills, following directions, and understanding and using language.

Reading
Students will be able to:
Develop sight vocabulary.
Use context clues to gain meaning.
Use phonics skills to decode words.
Notice likeness, differences and shapes of words.
Identify new words by using meanings, word order and picture clues.
Distinguish between various types of reading material-fiction/non-fiction, poetry, plays etc.
Construct new ideas through use of imagination.
Listen attentively and follow oral and written directions.
Use pictures to aid understanding.
Demonstrate growth toward positive attitude in reading and toward themselves as readers.
Choose to spend time reading books.

Spelling
Students will be able to:
Recognize that words are made up of letters and their sounds.

Handwriting
Students will be able to:
Space letters and words correctly.
Begin the letters and numerals at the proper place and form them correctly, using the adopted method - D'Nealian.
Write legibly.
Sit properly.
Position pencil and paper correctly.

Composition - Process Writing
Students will be able to:
Use capitalization and punctuation correctly.

Listening and Speaking
Students will be able to:
Listen and follow directions.
Speak clearly so they can be understood one-on-one and in a group situation.
Demonstrate an understanding of logical order.
Listen and recite stories, nursery rhymes, and poems.

Science
Life Science - "Living Things"
Physical Science - "Matter"
Earth and Space Science-"Air, Sun, and Water"
The Michigan Health Model is also used.

Social Studies
Prior Knowledge: Students who come to Transitional First Grade should be able to feel comfortable being at school instead of at home, and have a basic knowledge of the community and its helpers.

Self-Concept
Students will be able to:
Demonstrate a basic understanding of classroom and school rules and responsibilities and the reason for them.
Demonstrate basic safety procedures in and around school.
Recognize school helpers and their roles.
Demonstrate a basic understanding of emotions, personalities and individual uniqueness.

Families
Students will be able to:
Demonstrate an understanding of family similarities and differences.
Demonstrate an understanding of what a family is and the role of family members.

Famous People and Holidays
Students will be able to:
Recognize and be familiar with the current president.
Describe the major holidays and the historical background and traditions of each.

Michigan
Students will be able to:
Identify our state symbols, locations and capitol.

Mathematics
Prior Knowledge: Students who enter Transitional First Grade should be able to recognize, relate, and form basic geometric shapes. Students should be able to identify and know the value of numerals 0-10. Students should understand simple patterns.

Whole Numbers: Basic Skills
During the Transitional First Grade
Students learn to:
Recognize groups of objects with the same number of objects and groups, (which have more or less.)
Recognize, write and order numbers to 50. Understand concepts of numbers and place value of ones and tens.

Whole Numbers: Addition and Subtraction
Students should be able to:
Learn addition and subtraction to 10.

Measurement
Students should be able to:
Tell time using the hour.
Measure lengths using informal units, inches, and centimeters.
Understand calendar concepts (months)

Problem Solving
Students should be able to:
Use addition and subtraction to solve problems.
Use manipulatives to solve problems.

Applications
Students should be able to:
Identify penny, nickel, and dime and the value of each.

Geometry
Students should be able to:
Recognize circles, triangles, squares and rectangles.

Specials

Music
Students will be introduced to traditional nursery rhymes, singing games, and movement. Listening will focus on recognizing echo, steady beat, no beat, soft-loud, fast-slow, high-low, long and short. Students will read and play simple rhythms and note patterns. Major scale is reinforced by using DO, MI, SO, LA with hand signs. Vocal timbre, including singing, speaking, whispering, and calling is introduced.

Library
The focus is on learning good library behavior and listening skills. Literature appreciation is developed through the introduction of authors, illustrators, and their books.

Computer Instruction
Transitional First Grade students receive biweekly instruction in the computer lab. They will learn proper computer care, mousing skills, and appropriate vocabulary. Computer program appropriate to their age and maturity will be used to integrate language arts and math into the computer program.

Additional Services

Special Education
The Columbia School District provides for those students who have qualified under various categories to receive appropriate instruction in the least restrictive environment: Learning Disabled (LD), Physical or Otherwise Health Impaired (POHI), Hearing-Impaired (HI), Visually Impaired (VI), Educable Mentally Impaired (EMI), and Autistic (AI). We also provide services to test students to determine f they are in need of one or more of these additional services. Psychologists, Occupational Therapists, Social Workers, and various other consultants are available to qualifying students. Please contact the school office if you have questions or concerns about you child's educational program.

1st Grade

Language Arts
Prior Knowledge: Students who come to First Grade should be able to express themselves orally, recognize and reproduce the letters of the alphabet and know initial consonant sounds. They should have a readiness foundation in listening skills, following directions, and understanding and using language.

Reading
Students will be able to:
Build upon prior knowledge to construct meaning.
Develop sight vocabulary.
Use context clues to gain meaning.
Read orally with fluency and expression.
Understand that words may have multiple meanings.
Use phonics skills to decode words.
Notice likeness, differences and shapes of words.
Know that root words are affected by suffixes.
Identify compound words and contractions.
Identify new words by using meanings, word order and picture clues.
Distinguish between various types of reading materials - fiction/nonfiction, poetry, plays, etc.
Recognize information directly stated in reading selections - sequence, cause and effect, details, main idea, likenesses and differences.
Grasp implied ideas from a reading selection to make predictions.
Construct new ideas through use of imagination.
Listen attentively and follow oral and written directions.
Use pictures to aid understanding.
Summarize information they have read.
Demonstrate growth toward positive attitude in reading and toward themselves as readers.
Choose to spend time reading books.

Spelling
Students will be able to:
Recognize that words are made up of letters and their sounds.

Handwriting
Students will be able to:
Space letters and words correctly.
Begin the letters and numerals at the proper place and form them correctly, using the adopted method - D'Nealian.
Write neatly.
Sit properly.
Position pencil and paper correctly.

Composition - Process Writing
Students will be able to:
Express themselves in creative writing activities.
Recognize and create different types of sentences.
Use capitalization and punctuation correctly.
Develop an interest in various forms of literature.

Science
Life Science - "Living Things"
~ A living thing has structures that work together to help it survive in its environment.
~ Plants and animals meet their needs in different ways.
~ Different animals have different structures related tot heir environments that help meet their needs.
Physical Science - "Matter"
~ Matter and energy have observable characteristics.
~ Matter can be measured.
~ Light, sound, energy and motion can be observed.
~ Energy exists in different forms.
~ Light, heat, sound, and electricity are different forms of energy.
Earth and Space Science - "Air, Sun and Water"
~ The sun, air and water make weather, which can be observed and measured.
~ Weather is a condition of the surrounding air.

Social Studies
Prior Knowledge: Students who come to First Grade should be able to feel comfortable being at school, instead of at home, and have a basic knowledge of the community and its helpers.

Self-concept
Students will be able to:
Demonstrate a basic understanding of classroom and school rules and responsibilities and the reason for them.
Demonstrate basic safety procedures in and around school.
Recognize school helpers and their roles.
Demonstrate a basic understanding of emotions, personalities and individual uniqueness.

Families
Students will be able to:
Demonstrate an understanding of family similarities and differences.
Demonstrate an understanding of what a family is and the role of family members.

Famous People and Holidays
Students will be able to:
Recognize and be familiar with the current president.
Describe the major holidays and the historical background and traditions of each.

Map Skills
Students will be able to:
Demonstrate a basic knowledge of locations in the school and classroom.
Recognize some of the differences between maps.

Michigan
Students will be able to:
Identify our state symbols, locations and capitol.

Current Events
Students will be able to:
Be aware of current events occurring in the school, community and world.

Mathematics
Prior Knowledge: Students who enter the First Grade should be able to recognize, relate, and form basic geometric shapes. Students should be able to identify and know the value of numerals 0-10. Students should understand simple addition and subtraction skills.

Whole Numbers: Basic Skills
During the First Grade students learn to:
Recognize groups of objects with the same number of objects and groups, which have more or less.
Recognize, write and order numbers to 100.
Understand concepts of numbers and place value on ones and tens.

Whole Numbers: Addition and Subtraction
Students should be able to:
Learn addition and subtraction to 10.
Add with three addends.

Measurement
Students should be able to:
Tell time using the hour.
Measure lengths using informal units, inches, and centimeters.

Problem Solving
Students should be able to:
Use addition and subtraction to solve problems.
Use manipulatives to solve problems.

Applications
Students should be able to:
Identify and know value of a penny, nickel, and dime.

Geometry
Students should be able to:
Recognize circles, triangles, squares, rectangles and symmetrical shapes.

Specials

Library
The focus is on learning good library behavior and listening skills. Literature appreciation is developed through the introduction of authors, illustrators, and their books.

Computer Instruction
First Graders receive computer instruction each week. The classroom teacher picks appropriate software to go along with classroom instruction. Students are given a variety of experiences from drill and practice to simulation activities. The students are not instructed in programming, but receive computer instruction to aid the classroom curriculum.

Additional Services

2nd Grade

Language Arts
Prior knowledge: Students who come to Second Grade should be able to write all letters of the alphabet legibly in manuscript form and recognize that combinations of letters make words.
Students should be attentive listeners, be able to follow directions, and communicate effectively. Students should have the basic foundation of skills necessary to gain meaning form written materials and decode unfamiliar words.

Reading
Students should be able to:
Understand oral/written language.
Construct meaning from oral/written language through use of prior knowledge.
Understand and use antonyms, synonyms, and homonyms.
Use context clues.
Use phonic skills (consonant sounds, long and short vowel, cluster digraphs, ending sounds, vowel combinations, and prefixes and suffixes.)
Recognize base words.
Distinguish and use compound words, possessives and contractions.
Recognize an increasing number of sight words.
Draw conclusions, make predictions, and find proof.
Understand cause and effect relationships.
Recognize main ideas and topics.
Note important details.
Identify word referents such as it, that, she, he, etc.
Distinguish between the various types of reading material.
Understand the author's intent.
Choose books appropriate for their ability and interest.
Summarize information.
List words in alphabetical order to the third letter, sometimes to the fourth.
Use pictures, maps and graphs to increase understanding.
Introduce dictionary skills.
Locate book features such as title pages, glossary and index.
Place events in proper sequence.
Develop respect for a positive study atmosphere.
Understand the need for a variety of reading materials for a variety of purposes both in and out of school.
Develop a permanent interest in reading through daily reading.

Spelling
Students should be able to:
Master basic work lists and use rules.
Understand meaning and usage of the weekly spelling words.
Apply spelling competency to all written work.
Use proofreading skills.

Handwriting
Students should be able to:
Apply manuscript skills to write words, short sentences and stories.
Use correct form, slant, and spacing of letters and words so the reader can easily recognize what is written.
Know appropriate use of upper and lower case letters when writing their name and other words.

Composition - Process Writing
Students should be able to:
Identify the two main parts of a sentence: subject (naming part) and predicates (telling part).
Recognize different types of sentences.
Use capitalization correctly (titles of books, the months, etc.)
Recognize nouns, verbs, pronouns, adjectives and adverbs.
Recognize basic components of literature such as plot, characters, setting, etc.
Develop an interest in various forms of literature.
Compose various types of letters.
Compose sentences and paragraphs using the writing process.

Listening and Speaking
Students should be able to:
Hear and follow oral instructions and focus on important materials.
Identify a primary topic.
Speak in grammatically correct, complete sentences.
Read, recite and dramatize specific selections.

Math
Prior knowledge: Students who come to Second Grade should be able to demonstrate basic skills of reading, writing, adding and subtracting whole numbers. They should have a basic understanding of number concepts, place value, fractions, geometric shapes and measurement of length, time and money.

Whole Numbers
Students should be able to:
Read and write numbers by 2's, 5's, and 10's to 100.
Recognize the ordinal numbers (first to 20th).
Recognize odd and even numbers to 20.
Identify place value of ones, tens, and hundreds.
Recognize whether a given number (from 1 to 100) is less than (<) or greater than (>) another given number from 1 to 100.

Addition and Subtraction
Student should be able to:
Learn addition and subtraction facts from 0 to 18.
Add and subtract two-digit numbers with and without regrouping.
Add and subtract three-digit numbers with or without regrouping.

Fractions
Students should be able to:
Demonstrate the ability to recognize that fractions are made of equal parts of a whole.
Recognize one-half, one-fourth, and one-third of a shape and of a set.
Recognize, read and write fractions.

Measurement
Students should be able to:
Measure lengths with nonstandard, standard, and metric units.
Tell time using hour, half-hour, quarter-hour and 5 minute intervals.
Measure liquids in cups, pints, quarts, half-gallons, gallons and liters.

Money
Students should be able to:
Recognize the value of a penny, nickel, dime, quarter and half-dollar.
Recognize the coinages needed for a specific value less that a dollar.

Geometry
Students should be able to:
Recognize the basic shapes of a square, triangle, rectangle, circle and geometric solids (cube, sphere, triangle, prism, pyramid, rectangular prism and triangular prism).
Identify shapes that are the same symmetrically.

Problem Solving
Students should be able to:
Use a calculator to solve a math problem.
Use reasoning skills in mathematical situations.

Science
Animals and Ancient Animals
Understand how to classify animals: observable characteristics, names, vertebrates and invertebrates.
Understand the life cycles of animals: types, stages, butterflies/moths and amphibians.
Understand the critical attributes of ancient animals: types, names, characteristics, extinction and fossils.
Understand the critical attributes of ancient animals: types, names, characteristics, extinction and fossils.
Understand what animals need in order to survive: life requirements, adaptations and habitats.
Understand the relationships between different kinds of animals: predator, prey, food chain, adaptations, and camouflage.
Understand the relationships between humans and the environment: air and water pollution, endangered animals, and habitat reduction.

Electricity, Magnets, Sound and Light
Understand the critical attributes of magnets: kinds, poles, attraction-repulsion, magnetic, nonmagnetic and field.
Understand the concept of current electricity: sources, complete circuits, uses and safety.
Understand the concepts of sound and light: sources of sound, pitch, loudness, sources of light, shadows and color.

Earth's Surface
Understand the critical attributes of the Earth's surface features: names and earth materials.
Understand how the Earth's surface features change: water flow, erosion, and weathering.
Understand the concept of land pollution: types, landfills, trash, reduce, reuse and recycle.

Social Studies
Prior knowledge: Students who come to Second Grade should be able to demonstrate a general knowledge of the concepts in Social Studies, which include: Self-concept, Families, Socialization, Neighborhoods, Holidays, and Map Skills.

Self-concept
Students should be able to:
Recognize that each person is different and unique and the importance of self-worth.
Demonstrate personal cleanliness and good manners.

Communities
Students should be able to:
Understand the composition and differences between communities.
Demonstrate an awareness of how people live and work together in a community.
Develop an understanding of economics.
Develop an awareness of community events.

Holidays
Students should be able to:
Understand contributions made by important presidents such as Washington, Lincoln and the current president.
Demonstrate an awareness of important contributions made by famous Americans.
Describe the major holidays and historical background and tradition of each.

Geography
Students should be able to:
Define the terms globe, continents, countries, islands, mountains, hills, plains, rivers, lakes, and oceans.
Understand terms such as keys, symbols, and scale.
Locate Michigan, the capital, and the 5 Great Lakes on a Michigan map.

Specials

Music
Students will begin to read, write and perform complex rhythms. Students recognize the staff and the symbols of the staff including notes, clefs, bar lines and measure. Reading songs in verse form, fermata, repeat signs, and dynamic marking will be introduced. Aural recognition of vocal timbre will be expanded including heavy and light registers. Students play simple and complex rhythm patterns on percussion instruments. Students learn about ABA and ABCA form, melody, and the difference between beat and rhythm. Students perform a musical at the end of the Second Grade year, demonstrating a culmination of what they have learned.

Library
Students listen to stories and select materials to borrow. Students should be able to identify fiction or nonfiction books. Students compare various fairy and folk tales. They learn about the Caldecott Medal and Honor books.

Technology
Second Graders receive computer instruction each week. The classroom teacher picks appropriate software to go along with classroom instruction. Students are given a variety of experiences from drill and practice to simulation activities. Students are introduced to keyboarding, word processing, online research, desktop publishing, basic network knowledge, and multimedia power point. AR, AM, and Perfect Copy are available to students for further enrichment.

Additional Services

3rd Grade

Language Arts
Prior knowledge: Students who come to Third Grade should be able to print legibly. They should be attentive listeners, be able to follow multi-step directions and communicate effectively.

Reading
Students should be able to:
Recognize that the goal of reading is constructing meaning.
Demonstrate a local order and sequence.
Derive meaning through the use of context clues.
Apply phonic skills to decode words.
Use common prefixes and suffixes.
Read for a definite purpose, for pleasure and details.
Differentiate between real (no-fiction), fanciful (fiction) and fact/opinion.
Continue to expand sight vocabulary.
Identify signal words such as first, second, next and finally.
Arrange words in alphabetical order by second, third and forth letters.
Demonstrate a positive attitude toward reading and apply it to reading in and out of school. Choose materials appropriate for their ability and interest.

Spelling
Students should be able to:
Master basic word lists.
Understand meaning and usage of weekly spelling lists.
Apply spelling competency in written work.

Handwriting
Students should be able to:
Use legible cursive and manuscript writing.

Composition - Process Writing
Students should be able to:
Use complete sentences and well-formed paragraphs.
Develop a main idea with supporting details.
Use periods, question marks, exclamation points, commas, apostrophes, and quotation marks correctly.
Use the four types of sentences: statement, questions, exclamatory, and command.
Use correctly common and proper nouns, singular, plural, and possessive nouns.
Use action, past, and present verbs.
Use contractions correctly.
Use adjectives, adverbs, and pronouns.

Listening and Speaking
Students should be able to:
Speak in grammatically correct sentences. Hear and follow oral directions.

Math
Prior Knowledge: Students coming to the Third Grade should have instant recall of addition and subtraction facts through 18. They should have a basic understanding of number concepts, place value, fractions, measurement, geometric shapes, problem solving, and identification of money value.

Whole Numbers: Basic Skills
Students should be able to:
Order or compare greater than 100.
Identify place value of ones, tens, hundreds, and thousands.
Use equal to (=), less than (<), and greater than (>) symbols in number sequences. Recognize odd and even numbers.

Whole Numbers: Addition and Subtraction
Students should be able to:
Add 2 and 3-digit numbers with and without regrouping.
Subtract 2,3, and 4-digit numbers with and without regrouping.

Whole Numbers: Multiplication and Division
Students should be able to:
Learn multiplication and division facts 0 - 9.
Multiply 2-digit number by a 1-digit number.
Divide a 2-digit number by a 1-digit number.

Fractions
Students should be able to:
Recognize ½, 1/3 and ¼ of an object or set. Write a fraction for the shaded part of an object or set.

Measurement
Students should be able to:
Measure volume, length, and weight in both standard and metric units.
Tell time to the nearest half-hour, quarter-hour, 5-minute and 1-minute interval.
Find the perimeter of a shape.
Recognize the meaning of diameter.

Problem Solving
Students should be able to:
Determine which operation is needed, by recognizing key words.
Use problem solving skills and strategies in solving word problems.
Use reasoning skills in a mathematical situation.

Applications
Students should be able to:
Recognize the value of money through $10.00.
Add and subtract by using money values.

Tables, Charts and Graphs
Students should be able to:
Interpret charts.
Interpret picture, line, pie and bar graphs.

Geometry
Students should be able to:
Identify basic shapes (squares, circles, triangles, and rectangles).
Recognize when two figures are symmetrical or congruent.
Estimation and mental math probability.

Science
Prior Knowledge: Students coming to Third Grade should have had experience in observation, record keeping, classification, measurement, making comparisons, and predicting. These skills will be applied in three major content areas.

Life Sciences
Students should be able to:
Compare and classify familiar organisms on basis of observable physical characteristics. Describe life cycles of familiar organisms. Compare and contrast food, energy and environmental needs of selected organisms. Describe functions of selected seed plant parts. Explain how fossils provide evidence about the nature of ancient life.
Explain how physical and/or behavioral characteristics of organisms help them to survive their environments.

Physical Science
Students should be able to:
Classify common objects and substances according to observable attributes.
Measure weight, dimensions and temperature of appropriate objects and materials.
Identify properties of materials that make them useful.
Identify forms of energy. Describe the interaction of magnetic materials with other magnetic and nonmagnetic materials. Describe common physical changes in matter. Prepare mixtures and separate them into their component parts. Construct simple objects that fulfill a technological purpose.

Earth and Space Science
Students should be able to:
Describe major features of the earth's surface.
Recognize and describe different types of earth materials.
Explain how rocks and fossils are used to understand the history of the earth.
Describe uses of materials taken from the earth. Demonstrate means to recycle manufactured materials, and a disposition toward recycling. Describe how water exists on earth in three states. Trace the path that rainwater follows after it falls. Identify sources of drinking water.
Describe uses of water.

Social Studies
Prior knowledge: Students coming into the Third Grade should have the understanding that social skill exist for the purpose of preparing individuals to be contributing members to a democratic society. Students should understand the integral parts of communities. Students should understand the basic needs of all peoples of the world. Students should develop an understanding and acceptance of cultural differences. Students should be aware of the basic organization of our system of government, i.e., the three branches.

Map Skills
Students should be able to:
Demonstrate knowledge of map skills by locating and describing features on maps and globes.
Students should be able to construct and use map keys.
Students should have knowledge of the 50 states. Identify the 7 continents.
Know the names of the Great Lakes and be able to locate them on a US map.

Specials

Music
Students will create original compositions using Mi, So and La. Students will become at ease with staff notation. Fa and Re will be added to the concept of the major scale. Development of meter and phrasing begins, reinforced in dancing and singing games. Listening will encourage sensitivity to tone color, dynamics, texture and form. Students are introduced to the orchestra, classifying all instruments into four families. Students take a field trip to hear an orchestra.

Library
Students learn about the different types of biographical books. They are introduced to the basic Dewey Decimal System structure. Students are introduced to basic reference sources and the parts of the book and their purposes. They choose keywords for search purposes. They are introduced to the encyclopedia. Newberry and Caldecott Medals are discussed. Encourage chapter book reading through Medal Reader Program.

Art
The aim of arts education must be to produce students as well educated in the arts as they are in mathematics, science and other academic subjects. Art offers students an alternative to the "one right answer" approach so characteristic of other subject areas. In art there is an opportunity for youngsters to recognize that there are multiple solutions to problems, that they can affix their own individuality onto their work in a way that many of the other subjects does not provide. Additionally, the visual arts will enhance the children's ability to "see" rather than just look.

Computer Science
All elementary children receive computer instruction once a week. The classroom teacher picks appropriate software to go along with classroom instruction. Students are given a variety of experiences from drill and practice to simulation games. The students are not instructed in programming, but receive computer instruction to aid the classroom curriculum.

Additional Services

Social Work
Social Workers at both Brooklyn and Miller Elementary Schools provide a variety of services for their students and families.
These services are not limited to children with special needs, but are available to all general education students. Services offered include: counseling - both individual and group; referrals to outside agencies; social skills training; educational seminars; and parent and student advocacy. The Social Workers are readily available and are always willing to take the time to talk with parents. If you have a child who needs this particular service, please feel free to contact your elementary school office.

Special Education
We provide for students who have qualified under various categories to receive appropriate instruction in the least restrictive environment: Learning Disabled (LD), Physical or Otherwise Health Impaired (POHI), Hearing-Impaired (HI), Visually Impaired (VI), Educable Mentally Impaired (EMI), and Autistic (AI).
We also provide services to test students to determine if they are in need of one or more of these additional services. Psychologists, Occupational Therapists, Social Workers, and various other consultants are available to qualify students. Please contact the school office if you have questions or concerns about your child's educational program.

4th Grade

Language Arts
Reading
Students should be able to:
Recognizes that words have many meanings, finds the meaning for the work in its context.
Understands various punctuation marks in reading and demonstrates this in oral reading.
Recognizes synonyms, antonyms, and some homonyms.
Understands main idea, supporting detail, sequence, similarities and differences, cause effect, fact and opinion, and problem and solution.
Use the glossary, dictionary, and encyclopedia.
Identify fantasy, folk tales, mysteries, nonfiction, historical fiction, biography and realistic fiction stories.
Make inferences.
Identify setting, plot, and characters using a story map.
Summarize a story and/or article.

Spelling
Students should be able to:
Improve spelling from basic lists and in written work.
Understand meanings and usage of weekly spelling list.
Use correct grammar in speaking and writing.

Composition
Students should be able to:
Write in cursive.
Form proper sentences and paragraphs.
Applies proofreading strategies.

Mathematics
Students should be able to:
Read 7-digit numbers.
Add 4-digit sums, or subtract 4-digit differences with or without grouping.
Use estimation to check if sums, differences, products, and quotients are reasonable.
Recalls basic addition and subtraction facts.
Master multiplication facts.
Master division facts.
Use different strategies to solve world problems.
Tell time.
Measure in metric and customary systems.
Develop strategies in logical reasoning.
Read a thermometer.
Add and subtract fractions with like denominators.
Make and interpret line and bar groups.

Science/Health
Essential Content: Understand the processes of science: observing, questioning, inferring, predicting, defining, modeling, communicating, measuring, collecting data, organizing, presenting and interpreting data, hypothesizing, experimenting and controlling variables.

Animals and Biomes
Students should be able to:
Understand the critical attributes of vertebrates: characteristics of the classes, life cycles, and habitats.
Understand the critical attributes of invertebrates, characteristics, life cycles, insects, and habitats.
Understand the critical attributes of the Earth's biomes (desert, polar, forest, grassland), animal life, plant life, food web, and food chain.

Electricity, Magnetism, Sound and Light
Students should be able to:
Understand the critical attributes of electricity and magnetism, static, current, circuits, sources, uses and safety.
Understand the critical attributes of sound: waves, sources, echoes, speed and uses.
Understand the critical attributes of light: waves, sources, shadows, frequency, amplitude, reflection, visual light spectrum, color and uses.

Earth's Surface
Students should be able to:
Understand the critical attributes of the Earth's surface features: names, locations, maps, obtaining and uses of earth materials.
Understand how the Earth's surface features change: water flow, erosion, weathering and conservation.
Begin to understand the critical attributes of the Earth's interior: layers, rock and minerals.

Space and Technology
Students should be able to:
Understand the relationships between the Sun, Earth and Moon: orbits, seasons, moon phases and tides.
Understand the critical attributes of the planets: names, orbits, moons, planet characteristics and life.
Begin to understand the impact of space technology: satellites, space shuttle and probes.

Social Studies
Core Democratic Values
Students should be able to:
Use maps, globes, and charts to find information.
Understand how surface, climate, and resources influence life.
Appreciate the cultural diversity in Michigan and other regions.
Identify the major physical and political features of Michigan.
Become aware of social interaction skills and democratic decision- making.
Becomes aware of some current events.
Has an understanding of Michigan History, Government and Economic Development.

Specials

Music
Students begin to recognize and perform complex rhythms, note patterns of the staff and major and minor scales. They begin to sing simple two-part songs and recognize tempo changes. Students will be introduced to the recorder. They learn the function of the flat, sharp and natural markings, compose their own song for recorder, and perform recorder songs for other students and parents. They learn voice parts, orchestration set and stage function, composing and costuming by attending an opera. They begin to place music into historical context by learning about specific composers. They learn several line dances and square dances.

Library
Students use the online catalog to search for materials by author, title, subject and key word. Students locate materials in the library using call numbers. They learn about the specific parts of a book and their usefulness. The students extend their knowledge of general and specific subject encyclopedias. They discover the range of information in almanacs and learn to use indexes to locate information.

Computers
All elementary children receive computer instruction once a week. The classroom teacher picks appropriate software to go along with classroom instruction. Students are given a variety of experiences from drill and practice to simulation games. The students are not instructed in programming, but receive computer instruction to aid the classroom curriculum.

Additional Services

Title 1
The Title 1 program is a federally funded program which offers academic support services in core curriculum areas. Eligibility is determined by teacher referral and/or diagnostic data which may include MEAP, district-wide assessments, and classroom assessments. These support services are provided by through qualified instructional aides. Instructional aides are trained paraprofessionals who work with and under the direction of the classroom teacher, focusing on specific skills. These services are intended to help students meet academic expectations in the core areas of English Language Arts, Math, Science, and Social Studies. Student’s progress is closely monitored and reviewed to throughout the school-year.

5th Grade

Language Arts
Prior knowledge: Students who come to Fifth Grade should be able to apply basic strategies necessary to gain meaning from written material. They should be able to write in both expository and narrative form using proper mechanics. They should be able to listen for longer periods of time and effectively communicate orally.

Reading
Students should be able to:
Demonstrate an understanding of oral and written language.
Construct meaning form oral/written language.
Continue to expand their sight vocabulary.
Read orally with fluency and expression.
Demonstrate ability to identify and use word elements.
Derive meaning using context clues.
Realize an author's intent.
Reinforce phonic skills to decode words.
Know how suffixes and prefixes affect root words.
Identify and be able to divide words into syllables.
Use a dictionary to aid pronunciation and understanding of unfamiliar words.
Distinguish between various types of reading.
Acquire information that is directly stated in a selection.
Grasp implied ideas from a selection.
Differentiate between fiction and nonfiction
Go beyond material presented by author through the use of imagination.
Develop a positive attitude toward reading.
Show growth in appreciation of oral reading by the teacher.
Understand the need for reading a variety of materials.
Experience reading outside the classroom.

Spelling
Student should be able to:
Master words in the weekly lists.
Understand meaning and usage of words in their weekly lists.
Apply spelling skills in their written work.
Use proofreading skills.

Handwriting
Students should be able to:
Use proper cursive and manuscript writing in a variety of situations.

Composition - Process Writing
Students should be able to:
Identify the purpose in both expository and narrative writings.
Express themselves through the writing process by prewriting, writing, proofreading, editing and rewriting in both expository and narrative form.
Further their skills in grammar and mechanics.

Listening and Speaking
Students should be able to:
Practice good listening skills in a variety of classroom situations.
Present their ideas orally in an informal situation.

Study Skills
Students should be able to:
Follow both oral and written directions.
Discern and categorize details and recognize and apply sequence.
Alphabetize.
Apply note-taking and test-taking skills to all areas of the curriculum.
Use a variety of reference skills in reporting on a body of information.

Science/Health
Prior knowledge: Students who come to the Fifth Grade should have had experiences in observation, record-keeping, classification, measurement, making comparisons, investigating and predicting.
The Fifth Grade program focuses on the skills introduced in previous grades while incorporating hypothesis building and scientific method. These skills are applied throughout the content areas of Life Sciences in classroom and laboratory settings

Life Science
Students should be able to:
Demonstrate a higher level of competency in record keeping, classifying, measurement, making comparisons, investigating and predicting, while developing skills in hypothesis building and the scientific method in the following areas:
· Function and makeup of the human skeleton.
· Need for exercise and sleep for a healthy body.
· Food additives.
· Understand the critical attributes of plants.
· Begin to understand how organisms change over time; heredity, evolution, fossils, adaptations and extinction.

Earth and Space Science
Students should be able to:
Demonstrate a higher level of competency in record keeping, classifying, measurement, making comparisons, investigating and predicting, while developing skills in hypothesis building and the scientific method in the following areas.
· Water cycle
· Source of water
· Water flow
· Energy
· Conservation
· Pollution
· Atmosphere
· Weather patterns
· Seasons
· Weather conditions

Physical
Students should be able to:
Demonstrate a higher level of competency in record keeping, classifying, measurement, making comparisons, investigating and predicting, while developing skills in hypothesis building and the scientific method in the following areas.
· Matter
· Physical and chemical change
· Using characteristics to describe and identify substances
· Force and motion
· Energy
· Friction
· Distance
· Speed
· Simple/complex machines

Social Studies
Prior knowledge: Students should come to Fifth Grade with a background of early United States history.

Government and Economics
Students should be able to:
Understand the formation of the colonial government.
Realize why our constitution is stronger then the Articles of Confederation.
Understand the basic method of operation of the Constitution.

Historical Geography
Students should be able to:
Recognize the influence of Native Americans.
Learn how lands and climates influenced the development of Colonial America.
Come to an understanding of the different groups of American Indians and their influence on/by American colonists.
See how geography influenced the growth of slavery.
Identify the influence of geography on construction of roads, railroads, and other means of transportation.

History
Students should be able to:
Understand the historical background of our country.
Interpret the historical events in relation tho the development of our nation.
Recognize the major contributors to our history.
Build an appreciation of the present by interpreting the past.

Sociology
Students should be able to:
Understand the beliefs and customs of the American Indian.
Understand the lifestyle of the American Pioneer and its influence on the present.
Realize the injustices of the slave system.
Understand the mistreatment of our Native Americans.
Recognize the contributions of immigrants, women and minorities.

Math
Prior knowledge: Students who come to fifth grade should be able to demonstrate basic skills of reading, writing, adding, subtracting, multiplying, and dividing whole numbers. They should have a basic understanding of number concepts, place value, fractions, geometric shapes, and measurement of length, time and money.

Whole Number: Basic Skills
Students should be able to:
Identify place value of numbers to seven digits.
Round numbers to nearest tens, hundreds, and thousands.
Use estimation to check the reasonableness of sums, differences, products and quotients.

Whole Numbers: Addition and Subtraction
Students should be able to:
Solve multi-digit problems with and without regrouping.

Whole Numbers: Multiplication and Division
Students should be able to:
Multiply up to a 3-digit number by a 2-digit number with and without regrouping.
Divide up to a 4-digit number by a 2-digit number with and without remainders (tow or three step division).

Fractions
Students should be able to:
Identify the numerator and the denominator of a fraction.
Find the greatest common factor of two numbers.
Write equal fractions.
Write the simplest form of a fraction.
Write a fraction as a mixed number of a whole number.
Add and subtract with like and unlike denominators.
Multiply two fractions, a whole number and a fraction, and a mixed number and a fraction.

Decimals
Students should be able to:
Read and write decimals greater than one using tenths, hundredths, and thousands.
Add and subtract decimals to the thousandths.
Multiply a decimal and a whole number or two decimals in tenths and hundredths and thousandths.

Measurement
Students should be able to:
Determine appropriate standard and metric units for length (inch, foot, year, mile, millimeter, centimeter, meter and kilometer).
Measure temperature in Celsius and Fahrenheit.
Measure liquids in standard and metric units.
Find the perimeter and area of polygons.

Tables, Charts and Graphs
Students should be able to:
Interpret tables, charts, bar, line and circle graphs.

Specials

Music
Given the beginning pitch students will develop the ability to sing a diatonic scale using syllables, hand signs, number and letters. They will begin to recognize irregular meters, tied/syncopated rhythms and ledger lines. Students will compose their own grand staff song using treble and bass clefs. More complex two-part singing, good singing technique and diction, performance manners, working as a team, and stage and drama skills will all be demonstrated by performing a musical. The musical also teaches students to show expression in the individual ways they excel through dancing, drama, hand bells, recorders, singing solos, and riser choreography.

Library
Students use the online catalog to search by author, subject, title, series, or keyword and then use location skills to find materials on the shelf using the Dewey Decimal system. Students become aware of the genre of literature - adventure, science, reality mystery, history, fantasy, sports, humor and poetry. They extend the use of the reference collection and online sources for research opportunities. Students make simple biographies using title, author, publisher, place and copyright date.

Art
The aim of arts education must be to produce students as well as educated in the arts as they are in mathematics, science and other academic subjects. Art offers students an alternative to the "one right answer" approach, so characteristic of some other subject areas. In art there is an opportunity for youngsters to recognize that there are multiple solutions to problems that they can affix their own individuality onto their work in a way that many of the other subjects do not provide. Additionally, the visual arts will enhance the children's ability to "see" rather than just look.