• What are the unique features of the Asian Elephant?
• How are these different compared to an African elephant?
• What does it mean to be endangered or extinct?

Students understand the characteristics of organisms, see patterns of similarity and difference among living organisms, understand the role of evolution and recognize the interdependence of all systems that support life.

• a.: Evidenced when students identify characteristics of organisms, e.g., needs, environments that meet the; structures, especially senses; variation and behaviors, inherited and learned;
• d.: Provide examples of change over time, e.g., extinction, changes in organisms.

Students use geometric and measurement concepts

• e.: Evidenced when students select and use an appropriate unit (standard or non-standard) with which to measure, according to the properties, size and use of the quantity to be mesured.

In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issue and make judgements about the text.

• a.: Evidenced when students connect plot/ideas/concepts to experience, including other literature.

Students show understanding of human interactions with the environment over time by:

• PK-K: 12
  • Identifying ways in which they take care of or hurt the environment;
• 1-2: 12
  • Identifying ways in which they and people in the community take care of or hurt the environment; participating in taking care of the environment.

• MK: 15
  • Identifies the appropriate standard tool used to measure length, temperature and weight.
• M1: 15
  • Selects and appropriate tool with which to measure length, temperature, weight and volume; uses nonstandard units for linear measurement and weight.

• 7: Uses comprehension strategies (flexibly and as needed) while listening to literary and informational text.
  • RK: Using prior knowledge; predicting and making simple text-based inferences; generating clarifying questions; constructing sensory images; making connections
  • R1: Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.  (Same as RK: 7)
• 10: Demonstrate initial understanding of elements of literary texts read aloud by
  • RK: Identifying characteristics in a story; responding to simple questions about a book's content.
  • R1: Identifying characters in a story; retelling the beginning, middle and end of a story; responding to simple questions about a book's content.
• 12: Demonstrate initial understanding of informational texts read aloud (expository or practical texts) by
  • RK: Obtaining information, using text features such as title and illustrations; using explicitly stated information to answer questions.
  • R1: Obtaining information, using text features such as title and illustration; using explicity stated information to answer questions; distinguishing among a vaariety of types of texts.
• 13: Analyze and interpret elements of literary texts read aloud, citing evidence where appropriate by
  • RK: Making predictions about what might happen next; identifying physical characteristics or personality traits of main characters.
  • R1: Making predictions about what might happen next and telling why the prediction was made; identifying possible motives of characters; identifying relevant physical characteristics or personality traits of main characters.
• 16: Analyze and interpret informational text read aloud, citing evidence as appropriate by
  • RK: Telling what was learned; making basic inferences or drawing basic conclusions.
  • R1: Identifying the topic, telling what was learned, making basic inferences or drawing basic conclusions.

6: In response to literary or informational text, students make and support analytical judgements about text by

• WK: Using prior knowledge or reference to text to support a given focus, using pictures (may include labels that might only include beginning sounds and/or ending sounds).
• W1: Using prior knowledge or references to text to support a given focus.  Evidence may take the form of pictures, words, sentences or some combination.