Atlas/Curriculum information - Novi Community School District (2024)

This course is designed in a way to support the diverse population of kindergarten writers. Kindergarteners learn that writing carries meaning and the words they write convey thoughts, ideas and feelings. This course teaches children to become independent with the writing process (generating ideas, drafting, revising and editing) as well as the application of this process to their daily writing. This course takes this knowledge of the writing process and demonstrates how it can support writing across the three text types: narrative, informational and opinion writing.

Mathematics is the study of patterns and relationships. In kindergarten, children learn about patterns and attributes (shape, thickness, color, and size). They learn that there is a pattern to counting and that place value helps them to understand the pattern. Children learn to compare quantities, begin to estimate numbers, and represent numbers pictorially and using numerals. They learn to count and order collections of objects and extend these counting and ordering activities into simple addition and subtraction operations, which they record as number sentences. Children collect and organize data using concrete objects, pictures, tallies, tables, charts, and graphs. They explore shapes, such as rectangles, triangles, squares, and circles. Children learn to count and compare coins. They learn to compare such attributes of objects as length, surface, capacity, and weight, and they learn to tell time to the nearest hour.

The kindergarten social studies curriculum is designed to help students gain an increased awareness of themselves and the world around them. Using the framework of “Myself and Others,” students learn about the social studies disciplines of history, geography, civics and government, and economics. Using events from their own lives they begin to explore and learn the basic historical concept of time and to distinguish past, present, and future. They develop the geographic concept of space by learning positional words and recognizing that maps and globes represent places in the world. To lay the foundation for the study of civics and government, students identify the flag as an important symbol of the United States. They also act as classroom citizens by following appropriate rules for individual and group activities and decision making. An awareness of economics is developed as students connect familiar economic wants to how those wants are met. Throughout the year students are introduced to simple core values of democracy as they learn to respond appropriately to classroom issues and individual responses.

The first grade language arts curriculum is centered on reading, writing, speaking and listening. Students continue to develop early reading strategies that include: building good reading habits, choosing just-right books, print strategies, text features, questioning, non-fiction reading strategies and characters study. Students continue to develop early writing strategies that include: convey their thoughts, ideas, and feelings written form. Students write narrative, non-fiction, and opinion pieces such as personal narratives, how to, personal expertise, and opinion writing. Grammar study and phonics are incorporated throughout the year.

In first grade mathematics, children increase their knowledge of patterns, shapes, and estimation. They learn to recognize additional two-dimensional shapes (e.g., rhombus, ellipse) and also learn to recognize and name three-dimensional objects (e.g., cube, cylinder, sphere, cone, and pyramid). Children learn to identify objects that have line symmetry. Using standard units, they begin to measure length. Children collect, organize, and display data, extending their experience with graphs and tables. They begin to use place value and to add and subtract without regrouping. Simple fractions such as 1/2, 1/3, and 1/4 are introduced. Children extend their knowledge of money and time. They learn to work with number sentences involving variables (e.g., ? + 7 = 12).

The first grade social studies curriculum uses the context of “Families and Schools” to guide students in the study of history, geography, civics and government, and economics. Using family histories, students develop historical thinking skills as they explore how life today (present) is like or different from family life in the past. As they use ideas of time and chronology, students also learn about the people and events that are celebrated as part of the national holidays of the United States. Students address geographic concepts and develop spatial skills through map construction and visual representations. In addition, students begin to develop an understanding of how humans interact with their environments and some of the consequences of those interactions. In civics and government, school is used as a context for learning about why people create rules, what is authority in a school setting, and the characteristics of citizenship. Economic principles are explored using the context of family. Students investigate ways in which families consume goods and services, how people make a living, and how scarcity and choice affect economic decisions. Students continue to develop an understanding of public issues, the importance of citizen action, and begin to communicate their positions on public issues.

The second grade language arts curriculum is centered on reading, writing, speaking and listening. Students continue to develop reading strategies that include: summarizing, identifying the main idea, sequencing, making predictions, reading for specific detail and drawing conclusions. Students continue to develop writing strategies that include: convey their thoughts, ideas, and feelings in written form. Students write narrative, non-fiction, and opinion pieces such as opinion, personal expertise, research and realistic fiction. Grammar study and phonics will be incorporated throughout the year.

In second grade mathematics, children continue their study of numbers and numeration. They identify place-value, compare numbers, work with fractions, and use money to develop place-value and decimal concepts. Students continue working with fact families and adding and subtracting with tens and hundreds. They begin multiplication and division. Students increase their knowledge of data collection by collecting, organizing, and interpreting data through the use of tables, charts, line plots, and graphs. Students use tools to measure length, weight and temperature using U.S. customary units and metric measurement units. Students continue their exploration of 2-and 3- dimensional shapes and classify polygons. They explore number patterns, rules for number sequences, relations between numbers and attributes.

The second grade social studies curriculum addresses concepts in geography, history, government, and economy through the lens of the local community. Students examine what is a community, how citizens live and work together in community, how communities change over time, and the role of citizens in a community. Using historical thinking, students create timelines of key events from their community’s past, explore changes over time, and investigate how descriptions of common events can differ. Students draw upon prior knowledge of spatial awareness, physical and human systems, and human-environment interaction from earlier grades to create more complex understandings and apply these concepts to the local community. They begin to understand how people, goods, and services move within the community. Students are also introduced to local government and its functions. By exploring the role local businesses in the community, students learn how people can not produce everything they want and depend on trade to meet those wants. Through an examination of local public issues, students practice public discourse and decision making around community issues.

The third grade language arts curriculum is centered around units of study that continue to develop skills in vocabulary, comprehension, and writing. Students are actively participating in the process of reading, writing, speaking and listening. There are ample opportunities for reading and responding in a large group, small groups, or independently. Children practice comprehension strategies that include: retelling, identifying the main idea, questioning, reading for specific detail, etc. Children learn to listen to and retell stories and through reading are encouraged to form ideas, opinions and feelings about writing. Within the structure of writing workshop students learn to build habits and develop strategies that proficient writers use on a daily basis. Children are encouraged to express their ideas in written form, utilizing the writing process. Students learn about the crafting techniques that are common to narrative, informative, and opinion writing. They further develop and strengthen their writing by cycling through the process of planning, revising, editing, and publicly sharing their opinions with a real audience. Grammar, usage, mechanics and spelling and language usage are introduced and practiced within the context of daily writing activities. Children read and write in a variety of genres and curriculum areas.

Students practice problem solving with everyday situations both at school and at home; this will be taught over 9 units. They learn basic math skills to help them solve problems in the real world. To enhance these basic skills the students will revisit and review the concepts throughout the year. The third grade curriculum includes: math tools, time, number stories, patterns, all four operations including multi-digit numbers (using a variety of algorithms), fact families, measurement, geometry, interpreting data, creating graphs, and fractions. Throughout the year games will be used to enrich the students learning of math concepts.

The third grade social studies curriculum introduces the history, geography, government, and economy of Michigan. Students learn about people and events from the past that have influenced the state in which they live. They study the geography of Michigan including the physical and cultural characteristics of different areas of the state. Using the context of their state, students explore human-environment interactions and their consequences. Using a geographic lens, students also examine the movement of people, products, and ideas across the state, and investigate how Michigan can be divided into distinct regions. Economic concepts are applied to the context of Michigan as students explore how Michiganians support themselves through the production, consumption, and distribution of goods and services. By studying economic ties between Michigan and other places, students discover how their state is an interdependent part of both the national and global economies. The purposes, structure, and functions of state government are introduced. Students explore the relationship between rights and responsibilities of citizens. They examine current issues facing Michigan residents and practice making and expressing informed decisions as citizens. Throughout the year, students locate, analyze, and present data pertaining to the state of Michigan.

The fourth grade language arts curriculum is centered around units of study that continue to develop skills in vocabulary, comprehension, and writing. Students are actively participating in the process of reading, writing, speaking and listening. There are ample opportunities for reading and responding in a large group, small group, or independently. Children practice comprehension strategies that include: summarizing, identifying the main idea, sequencing, making predictions, reading for specific detail and drawing conclusions. Children learn to listen to and retell stories and through reading are encouraged to form ideas, opinions and feelings about writing. Within the structure of writing workshop students learn to build habits and develop strategies that proficient writers use on a daily basis. Children are encouraged to express their ideas in written form, utilizing the writing process. Students learn about the crafting techniques that are common to narrative, informative, and persuasive/ opinion writing. They further develop and strengthen their writing by cycling through the process of planning, revising, editing, and publicly sharing their opinions with a real audience. There will be integrated social studies/science informational texts to enhance the reading and writing units. (See Social Studies Grade 4 Unit 3 for correlation) Grammar, usage, mechanics and spelling and language usage are introduced and practiced within the context of daily writing activities. Children read and write in a variety of genres and curriculum areas.

Fourth grade students work toward mastery of multiplication of whole numbers. They work extensively with multiplication and division, learning about factors, multiples, and prime numbers as they do. Students begin to use large numbers, and thus learn to express powers of ten with exponents and to write numbers using scientific notation. They spend additional time on estimation and on mental computation. Students extend their work with decimals to thousandths. Addition and subtraction of fractions is modeled and used. They learn to convert from fractions to decimals and vice versa. Probabilities are represented in fraction and decimal form. Percents are introduced and used in practical situations. The number system is extended to include integers. When dealing with data, students learn to use summary statistics, such as the median and the mode. Maps, coordinate grids, and latitude and longitude are used; angles on maps and coordinate grids are measured. Perimeter, area, and scale drawings are studied – formulas for the area of rectangles, triangles, and parallelograms are developed. Students work with symmetry and geometric transformations. They also determine surface areas and volumes of rectangular prisms.

The fourth grade social studies curriculum introduces students to geographic, economic, governmental concepts through the lens of the United States. They study the physical geography of the United States as well as the cultural characteristics of regions of the country. Students analyze human systems in the United States by exploring the interaction between the people and their natural environments, the movement of people, products, and ideas, and the distinguishing features of various regions within the country. By focusing on the characteristics of the U.S. economy, students learn fundamental economic concepts and apply these to their own lives. They study economic ties between the United States and other places, and discover how their country is an interdependent part of the global economy. Students are introduced to the purposes, structure, and function of our federal government. They also examine the relationship between the rights and responsibilities of citizens in a democratic republic. Students examine current issues facing the United States and practice making and expressing informed decisions as citizens.

The fifth grade language arts curriculum is centered on reading, writing, speaking, and listening. Students summarize and critique stories and informational texts and form ideas, opinions and feelings in response to reading in a variety of genres such as historical fiction and periodicals. Students write informative, narrative, and opinion pieces, such as literary essays and persuasive essays. Grammar study, such as the correct use of verb tense, and word study will be incorporated throughout the year.

Fifth grade science includes three units covering earth and space science (Earth and Sun), physical science (Mixtures and Solutions), and life science (Living Systems). Earth and Sun is an exploration of the geosphere, the hydrosphere, the atmosphere, and space. Students gain an understanding of earth's rotation by studying shadows and moon's revolution around the earth by creating models and studying moon's phase changes over several weeks. Students use observation and apply their knowledge of earth's rotation and revolution in order to explain why stars appear to change in the night sky. Students compare and contrast the size and distance of Earth, moon, and sun, and the various differences among objects in space. Students study the sun's energy transfer through observations and designing investigations. Earth's atmosphere is explored through a study of the water cycle, weather patterns, climate change, and global warming. Mixtures and Solutions begins with an exploration of creating and separating mixtures. Students use modeling to demonstrate their understanding of dissolving, melting, and saturation. By designing experiments, students compare the relative saturation of mystery solutions. Students observe chemical reactions and the effects of mixing substances with water and prove that new substances are created. Living Systems begins with students exploring and creating food chains and food webs. Students explore and compare animal digestive systems with plant photosynthesis, and students set up experiments with wheat seed plants to further explore plant photosynthesis. Wheat seeds are also used to demonstrate plant vascular systems and students compare and contrast this with human circulatory and respiratory systems. Human nervous system is explored through stimulus and response experimentation. Animal instincts, learned behavior, and plant and animal adaptations are examined and simulated to help explain how organisms survive.

The fifth grade social studies curriculum is a chronological study of early American history through the adoption of the United States’ Bill of Rights. By applying the tools of historians, including the use of primary and secondary sources, students explore how significant events shaped the nation. They begin with an introduction to the United States Constitution which, as the first unit of study, retrospectively frames their study of the early history of the nation. As they study the meeting of “Three Worlds” they explore interactions among American Indians, Africans, and Europeans in North America. Students also examine how these interactions affected colonization and settlement. They explore how geography of North America influenced daily life and economic activities as the three distinct English colonial regions developed. Throughout the course, students learn how ideas about government, colonial experiences with self-government, and interactions with Great Britain influenced the decision to declare independence. Within the historical study emphasis is placed on ideas about government as reflected in the Declaration of Independence, Articles of Confederation, the U.S. Constitution, and the Bill of Rights. Students examine how and why the Founders gave and limited the power of government through the principles of separation of powers, checks and balances, federalism, protection of individual rights, popular sovereignty, and the rule of law (core democratic values). Throughout the course students develop capacity for responsible citizenship as they apply the values and principles of constitutional democracy in the United States to contemporary issues facing the nation.

Sixth grade units provide students with a critical foundation in reading and writing narrative, informational, and argument texts. Through analysis and production of texts in these three modes, students become more adept readers, thinkers, and writers. Across the year, they come to understand the distinctions between narrative, informational and argument texts by studying fiction and nonfiction in a variety of formats and developing a more thorough understanding of audience and purpose when both reading and writing. The use of a reader or writer’s notebook for each unit encourages students to be independent, engaged, and empowered learners who value close reading, idea generation, drafting, and revision. The first two units facilitate the use of the notebook for close reading and generative writing of narrative in addition to developing the classroom writing community. The focus on understanding and using the elements of argument underpins three of the units (Argument Paragraph, Literary Essay, and Writing the Argument), supporting students in becoming more competent producers of argument in both written and spoken form. The informational reading and informational essay units steep students in how to critically read nonfiction, as well as analyze and use text structures, central ideas, and supporting details to craft an informational text.

The sixth grade social studies curriculum introduces students to cultures of the Western World. Emphasis is placed on the contemporary geography of North America, South America, and Europe and Russia, with a look at Oceania at the end of the year. Students study the geography of each of these world regions; explore cultural and natural features that characterize each region; trace the movement of people, ideas, and products within the regions; and discover ways that each can be divided into sub-regions. Historical background is provided to enable students to understand how these regions developed from the past to the present. Differences in governments and economies are examined. The economy of each region and its role in the global economy is explored. Special attention is paid to economic ties with the United States. Using a variety of media, students compile, analyze, and present geographic and economic data pertaining to the regions. Throughout the course, students study public issues of global significance in the Western World. Through analysis, discussion, and writing, students consider what actions, if any, they and their country should pursue to promote the well- being of people who live in these regions.