Click below to learn more about the specific elementary grade level curriculum.

Please note, for all English Language Arts (ELA) grades, the following Letter Grade Scale will be used:   

A (above level) = 100%, B (slightly above level) = 85%, C (on level) = 75%, D (slightly below level) = 65%, F (below expected level) = 55%

Kindergarten

Letter Names and Sounds

  1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
Letter ID

All 26 upper and lowercase letters, including a and g

 5 = 27+

4 = 13 – 26

3 = 12

2 = 7 – 11

1 = 6 or below

 5 = 44+

4 = 30 – 43

3 = 18 – 29

2 = 12 – 17

1 = 11 or below

 5 = 54

4 = 50 – 53

3 = 42 – 49

2 = 30 – 41

1 = 29 or below

 5 = 54

4 = 52 – 53

3 = 50 – 51

2 = 40 – 49

1 = 39 or below
Sounds 5 = 13+

4 = 4 – 12

3 = 3

2 = 2

1 = 0-1

 5 = 20+

4 = 14 – 19

3 = 9 – 13

2 = 5 – 8

1 = 4 or below

 5 = 26

4 = 23 – 25

3 = 20 – 22

2 = 13 – 19

1 = 12 or below

 5 = 26

4 = 23 – 25

3 = 26

2 = 15 – 22

1 = 14 or below

Reading Comprehension

1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
No grade given for reading level A:  D

B:  C

C:  B

D:  A

F:  Letters & Sounds

 A:  E

B:  D

C:  C

D:  B

F:  A & below

 A:  F

B:  E

C:  D

D:  C

F:  B & below

 

By the end of Kindergarten, students should be reading on a level D. The differences between each reading level are listed below:

Level A B C D E
Characteristics
  • pattern on each page
  • pictures match the words
  • few words on a page
  • one sentence per page
  • pattern on each page
  • pictures match the words
  • few words on a page
  • one sentence per page
  • lots of picture support
  • continued pattern, but not too predictable
  • the story as an end
  • change in punctuation
  • lots of picture support
  • continued pattern, but not too predictable
  • the story as an end
  • change in punctuation
  • the story has a beginning, middle and end
  • main character, maybe a secondary character
  • concepts are familiar to children
  • the story has a problem and solution
  • about 10-20 pages
  • complex sentences with dialogue

Sight Words

The goal for the end of Kindergarten is for students to be able to read 50 words with automaticity, and to write 35 words with automaticity.

  Week Sight Words
1st Nine Weeks Sept. 2 – 6 a, me, the, I, like, my
Sept. 9 – 13 little, down, good, school
Sept. 16 – 20 name, under, into, pretty, jump
Sept. 23 – 27 mother, away, make, find, does
Sept. 30 – Oct. 4 that, what, with, they, but
Oct. 7 – 11 Review and retest all words
Oct. 14 – 18 Review 1st 9 week sight words
2nd Nine Weeks Oct. 21 – 25 at, look, see, here, is
Oct. 28 – Nov. 1 this, an, in, it, and
Nov. 4 – 8 dad, house, mom, park, can
Nov. 11 – 15 do, to, be, we, got
Nov. 18 – 22 No new words introduced
Dec. 2 – 6 was, went, she, he, there
Dec. 9 – 13 Review sight words
Dec. 16 – 20 Review and retest all words
Jan. 6 – 10 Review 1st 9 week words
3rd Nine Weeks Jan. 13 – 17 Review 2nd 9 week words
Jan. 20 – 24 boy, cat, dog, friend, girl
Jan. 27 – 31 man, ran, sat, sit, how
Feb. 3 – 7 you, am, did, fun, get
Feb. 10 – 14 on, up, day, play, say
Feb. 17 – 21 for, came, well, eat, who
Feb. 24 – 28 Review all words
Mar. 2 – 6 Review all words
Mar. 9 – 13 Review and retest all words
4th Nine Weeks Mar. 16 – 20 Review 3rd 9 week sight words
Mar. 30 – Apr. 3 are, come, love, too, all
Apr. 6 – 10 ball, had, will, by, go
Apr. 13 – 17 no, so, as, has, her
Apr. 20 – 24 him, our, out, want, not
Apr. 27 – May 1 saw, please, said, of, where
May 4 – 8 Review all words
May 11 – 15 Review all words
May 18 – 22 Review and retest all words

Writing

By the end of the year, students should be able to:

  • use capitals, correct spacing and punctuation at the end of sentences
  • add appropriate details
  • read their own writing
  • orally express their thinking
  • use question words to expand their writing
  • use correct sentence structure (nouns, verbs and adjectives)
  • distinguish a letter, word, sentence, paragraph
  • use transition words (first, next, last)
  • write 5-6 sentences, on topic

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for Kindergarten:

  • Fluently count 1-100
  • Add and subtract 0-10
  • Identify shapes and know the differences between them (circle, triangle, rectangle, square)
  • Identify and count numbers 0-20

1st Grade

Reading Comprehension

1st Nine Weeks  2nd Nine Weeks  3rd Nine Weeks  4th Nine Weeks 
A:  F & above 

B:  E 

C:  D 

D:  C 

F:  B & below 

 A:  I & above 

B:  G/H 

C:  F 

D:  E 

F:  D & below 

 A:  K & above 

B:  I/J 

C:  H 

D:  G 

F:  F & below 

 A:  L & above 

B:  K 

C:  J 

D:  I 

F:  H & below 

By the end of 1st grade, students should be reading on a level J. The differences between each reading level are listed below: 

Level   F  G  H/I  J  K 
Characteristics 
  • a beginning, middle and end to the story 
  • main character, maybe a secondary character 
  • familiar concepts 
  • problem and solution 
  • about 10-20 pages 
  • complex sentences, with dialogue 
  • many more new words to figure out 
  • a beginning, middle and end to the story 
  • main character, maybe a secondary character 
  • familiar concepts 
  • problem and solution 
  • multi-syllabic and compound words 
  • story has episodes 
  • challenging ideas, technical language 
  • wide range of punctuation and tenses 
  • tricky words and new vocabulary 
  • character development 
  • tension between problem and solution 
  • introduction to setting  
  • multi-syllabic and compound words 
  • wide range of punctuations and tenses 
  • tricky words and new vocabulary 
  • character development 
  • tension between problem and solution 
  • introduction to setting 
  • stories are longer (sometimes a chapter book) 
  • lots of dialogue  
  • paragraphs 
  • increased strategies needed to figure out words 
  • several characters talking on one page 
  • details are very important to the story 
  • use of similes, metaphors and idioms 
  • learn about characters outside of their own experiences 

Sight Words

The goal for the end of 1st grade is for students to be able to read 100 words with automaticity. 

  Week  Sight Words 
1st Nine Weeks  Aug. 26 – 30   like, my, on, an 
Sept. 2 – 6  and, at, here, in 
Sept. 9 – 13  is, it, look, see 
Sept. 16 – 20  this, can, got, went 
Sept. 23 – 27  fun, by, will, do 
Sept. 30 – Oct. 4  she, to, we, did 
Oct. 7 – 11   for, up, get, play 
2nd Nine Weeks  Oct. 14 – 18  you, as, all, ball 
Oct. 21 – 25  come, go, has, had 
Oct. 28 – Nov. 1  no, so, his, said 
Nov. 4 – 8  saw, say, then, they 
Nov. 11 – 15  but, let, run, us 
Nov. 18 – 22  yes, big, eat, make 
Dec. 2 – 6  out, take, have, came 
Dec. 9 – 13  same, home, more, not 
Dec. 16 – 20  of, put, your, I’m 
3rd Nine Weeks  Jan. 6 – 10  into, little, now, three 
Jan. 13 – 17  if, going, or, read 
Jan. 20 – 24  jump, never, there, where 
Jan. 27 – 31  any, today, very, black 
Feb. 3 – 7  just, best, think, with 
Feb. 10 – 14  than, that, when, was 
Feb. 17 – 21  could, from, mother, should, soon 
Feb. 24 – 28  would, don’t, way, each, always 
Mar. 2 – 6  easy, wait, last, near, after 
Mar. 9 – 13  need, next, been, about, myself 
4th Nine Weeks  Mar. 16 – 20  down, house, our, know, until 
Mar. 30 – Apr. 3  school, much, such, two, pretty 
Apr. 6 – 10  who, few, because, high, enough 
Apr. 13 – 17  might, over, there, under, great 
Apr. 20 – 24  want, where, family, find, idea 
Apr. 27 – May 1  kind, ask, the, things, often 
May 4 – 8  walk, what, everything, everyone 

Writing

By the end of the year, students should be able to: 

  • independently write 6-8 complete sentences, on topic, including a topic sentence, details and closing sentence  
  • use descriptive details, including adjectives and adverbs  
  • use a variety of sentences and transitions  
  • revise their writing  
  • use graphic organizers  
  • use text evidence  
  • understand different types of writing  
  • show connections  
  • verbally express ideas  
  • read their own handwriting  

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for 1st grade: 

  • Fluently identify and count 0-120 
  • Add and subtract 0-50 within word problems, adding and subtracting 2 digit numbers. 
  • Identify shapes and know the differences between them (circle, triangle, rectangle, trapezoids, square) also partition into parts.  
  • Identify place value of ones, tens, hundreds within a 3 digit number 
  • Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count 
  • Identify and combine values of money in cents up to one dollar; using pennies, dimes, nickels and quarters. 
  • Organize, represent, and interpret data with up to three categories 
  • Tell and write time in hours and half-hours using analog and digital clocks. 
  • Using a ruler, order three objects by length

2nd Grade

Reading Comprehension

1st Nine Weeks  2nd Nine Weeks  3rd Nine Weeks  4th Nine Weeks 
A:  L & above 

B:  K 

C:  J 

D:  I 

F:  H & below 

 A:  M & above 

B:  L 

C:  K 

D:  J 

F:  I & below 

 A:  N & above 

B:  M 

C:  L 

D:  K 

F:  J & below 

 A:  O & above 

B:  n 

C:  M 

D:  L 

F:  K & below 

 By the end of 2nd Grade, students should be reading on a level M. The differences between each reading level are listed below: 

Level   J  K  L  M  N 
Characteristics 
  • Tricky words and new vocabulary 
  • Character development 
  • Tension between problem and solution 
  • Introduction to setting (movement through time) 
  • Stories are longer and sometimes a chapter book 
  • Lots of dialogue 
  • Paragraphs 
  • Increased strategies needed to figure out words 
  • Several characters talking on one page 
  • Details are very important to the story 
  • Use of similes, metaphors and idioms 
  • Learn about characters and events outside of their own experiences 
  • Paragraphs 
  • Increased strategies needed to figure out words 
  • Several characters talking on one page 
  • Details are very important to the story 
  • Use of similes, metaphors and idioms 
  • Learn about characters and events outside of their own experiences 
  • Books from different genres including biographies and informational book 
  • Chapter books are very complex with sophisticated and more complex plots 
  • Chapter books with complex vocabulary 
  • Increased strategies needed to figure out words 
  • Several characters talking on one page 
  • Details are very important to the story 
  • Use of similes, metaphors and idioms 
  • Learn about characters and events outside of their own experiences 
  • Books from different genres including biographies and informational books 
  • Chapter books are very complex with sophisticated and more complex plots 
  • chapter books of 100 or more pages, with complex vocabulary 
  • complex sentence structures 
  • flashbacks 
  • increased dialogue 
  • books address social issues 
  • several episodes in the story 
  • more interactive characters 
  • books from different genres, including biographies and informational books 
  • chapter books are very complex with sophisticated and more complex plots 

Sight Words

The goal for the end of 2nd grade is for students to be able to read 100 words with automaticity. 

  Week  Sight Words 
1st Nine Weeks  Aug. 12-16  are, the, to, you, like, said, and, of, on, play, some, where, do has, they, this, go, me, my, was 
Aug. 19-23  blue, even, yellow, help, put, for, ball, there, both, why 
Aug. 26-30   
Sept. 2-6  boy, by, girl, he, here, she, small, want, were, what 
Sept. 9-13   
Sept. 16-20   
Sept. 23-27   
Sept. 30-Oct. 4  because, cold, family, friends, have, know, off, picture, school, took 
Oct. 7-11   
2nd Nine Weeks  Oct. 14-18   
Oct. 21-25   
Oct. 28-Nov. 1  these, start, walk, seven, eight, learn, try, isn’t, baby, early 
Nov. 4-8  all, any, goes, new, number, other, right, says, understands, work 
Nov. 11-15   
Nov. 18-22  about, around, good, great, idea, often, part, second, two, world 
Dec. 2-6  also, apart, begin, either, hundred, over, places, those, which, without 
Dec. 9-13  better, group, long, more, only, our, started, three, who, won’t 
Dec. 16-20  after, before, every, few, first, hear, hurt, old, special, would 
3rd Nine Weeks  Jan. 6-10  America, beautiful, began, climbed, come, country, didn’t, give, live, turned 
Jan. 13-17   
Jan. 20-24  many, mornings, through, very, sleep, eat, colors, down, below, don’t 
Jan. 27-31   
Feb. 3-7  ago, carry, certain, everyone, heavy, outside, people, problem, together, warm 
Feb. 10-14   
Feb. 17-21  again, behind, eyes, gone, happened, house, inside, neither, stood, young 
Feb. 24-28  among, brought, knew, never, once, soon, sorry, talk, touch, upon 
March 2-6   
March 9-13  answer, been, body, build, head, heard, minutes, myself, pretty, pushed 
4th Nine Weeks  March 16-20  brought, busy, else, happy, I’ll, laugh, love, maybe, please, several 
March 30-April 3  air, along, always, draw, during, ever, meant, nothing, story, strong 
April 6-10  city, father, mother, o’clock, own, questions, read, searching, sure, though 
April 13-17  anything, children, everybody, instead, paper, person, voice, whole, woman, words 
April 20-24   
April 27-May 1   
May 4-8  alone, became, beside, four, hello, large, notice, round, suppose, surprised 
May 11-15  above, brother, fellow, listen, month, soft, something, song, who’s, wind 

Writing

By the end of the year, students should be able to: 

  • determine type of writing needed  
  • use the appropriate graphic organizer  
  • find and use text evidence to support writing  
  • appropriately use attention grabbers to draw readers into the introductory paragraph  
  • know how to write a conclusion paragraph  
  • write multiple paragraphs  
  • use stronger vocabulary  
  • revise and edit, use editing marks as determined by the grade level  
  • write body paragraphs that include reasons, explanations, examples, facts, text evidence and supporting details  
  • expand on varied sentences  

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for 2nd grade: 

  • Add and subtract up to the hundreds place (with and without regrouping) using multiple strategies. 
  • Solve word problems using money 
  • Create bar graphs and pictographs with data
  • Partition a rectangle into rows and columns
  • Partition a circle or rectangle into two, three or four equal shares of a whole
  • Continue to build on using money, measurement and time from previous grade

3rd Grade

Reading Comprehension

1st Nine Weeks  2nd Nine Weeks  3rd Nine Weeks  4th Nine Weeks 
A:  O & above 

B:  N 

C:  M 

D:  L 

F:  K & below 

 A:  P & above 

B:  O 

C:  N 

D:  M 

F:  L & below 

 A:  Q & above 

B:  P 

C:  O 

D:  N 

F:  M & below 

 A:  R & above 

B:  Q 

C:  P 

D:  O 

F:  N & below 

By the end of 3rd grade, students should be reading on a level P. The differences between each reading level are listed below: 

Level   M  N  O  P  Q 
Characteristics 
  • chapter books with complex vocabulary 
  • increased strategies needed to figure out words 
  • several characters talking on one page 
  • details are very important 
  • use of similes, metaphors and idioms 
  • learn about characters and events outside of their own experiences 
  • books from different genres, including biographies and informational books 
  • chapter books are very complex with sophisticated and more complex plots 
  • chapter books of 100 or more pages, with complex vocabulary and sentence structures 
  • flashbacks 
  • increased dialogue 
  • books address social issues 
  • several episodes in the story 
  • more interactive characters 
  • books from different genres, including biographies and informational books 
  • chapter books are very complex, with sophisticated and more complex plots 
  • challenging high frequency words 
  • complex sentence structures 
  • flashbacks 
  • increased dialogue 
  • books address social issues 
  • several episodes in the story 
  • more interactive characters 
  • character revealed through dialogue and action instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • complex sentence structures 
  • flashbacks 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • several episodes in the story 
  • characters revealed through dialogue and action instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • challenging high frequency words and complex vocabulary 
  • complex sentence structures 
  • flashbacks 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • texts are in different layouts and information are found in pictures, photographs, maps, etc 
  • characters revealed through dialogue and action instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 

Writing

By the end of the year, students should be able to analyze multiple texts to write an essay, including text evidence.   

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for 3rd grade: 

  • Add and subtract up to 1000 using multiple strategies
  • Multiply and divide within a 100 using different strategies
  • Understand where a fraction is on a number line
  • Understand fractions, equivalent fractions, comparing fractions
  • Classify shapes, find area of shapes
  • Continue to build on measurement, data collection, and time from previous grades

4th Grade

Reading Comprehension

1st Nine Weeks  2nd Nine Weeks  3rd Nine Weeks  4th Nine Weeks 
A:  R & above 

B:  Q 

C:  P 

D:  O 

F:  N & below 

 A:  S & above 

B:  R 

C:  Q 

D:  P 

F:  O & below 

 A:  T & above 

B:  S 

C:  R 

D:  Q 

F:  P & below 

 A:  U & above 

B:  T 

C:  S 

D:  R 

F:  Q & below 

 By the end of 4th grade, students should be reading on a level S. The differences between each reading level are listed below: 

Level   P  Q  R/S  T  U 
Characteristics 
  • complex sentence structures 
  • flashbacks 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • several episodes in the story 
  • characters revealed through dialogue and action instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • challenging high frequency words and complex vocabulary 
  • complex sentence structures 
  • flashbacks 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • texts are in different layouts and information are found in pictures, photographs, maps, etc 
  • characters revealed through dialogue and action instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • challenging high frequency words and complex vocabulary 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • full range of punctuation 
  • texts are in different layouts and information are found in pictures, photographs and maps, etc 
  • characters revealed through dialogue and action, instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • variety in print 
  • main ideas and themes require an understanding of cultural diversity 
  • selections contain multisyllabic and sophisticated words 
  • understands both the literal and connotative meaning of words 
  • fiction stories have many characters that change in the story and develop over time 
  • full range of punctuation and readers tools 
  • variety in print 
  • longer texts with many lines that require the reader to remember a lot of information 
  • several different themes and multiple story lines in a text 
  • selection may express layers of meaning through symbolism 
  • more characters to follow and their development is more complex 
  • full range of punctuation, including rarely used forms (such as dashes) 

Writing

By the end of the year, students should be able to write a complete text-based essay, following the FSA Writing Rubric below: 

Element  Total Possible Points 
Purpose, Focus and Organization 

4 
Evidence and Elaboration  4 
Conventions  2 

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for 4th grade: 

  • Multiply and divide with multi-digit whole numbers using different strategies
  • Add and subtract fractions 
  • Add and subtract mixed numbers with like denominators 
  • Multiply a whole number by a fraction 
  • Learn how fractions and decimals are equivalent forms 
  • Create and analyze a line plot 
  • Identify point, line, ray and segment to create angles
  • Apply all knowledge to real-world application 

5th Grade

Reading Comprehension

1st Nine Weeks  2nd Nine Weeks  3rd Nine Weeks  4th Nine Weeks 
A:  U & above 

B:  T 

C:  S 

D:  R 

F:  Q & below 

 A:  V & above 

B:  U 

C:  T 

D:  S 

F:  R & below 

 A:  W & above 

B:  V 

C:  U 

D:  T 

F:  S & below 

 A:  X & above 

B:  W 

C:  V 

D:  U 

F:  T & below 

By the end of 5th grade, students should be reading on a level V. The differences between each reading level are listed below: 

Level   R/S  T  U/V  W  X 
Characteristics 
  • challenging high frequency words and complex vocabulary 
  • text read on literal and figurative level 
  • themes about relationships, death, moral issues 
  • full range of punctuation 
  • texts are in different layouts and information are found in pictures, photographs and maps, etc 
  • characters revealed through dialogue and action, instead of by author narration 
  • tricky phrases, not just words (“raining cats and dogs”) 
  • variety in print 
  • main ideas and themes require an understanding of cultural diversity 
  • selections contain multisyllabic and sophisticated words 
  • understands both the literal and connotative meaning of words 
  • fiction stories have many characters that change in the story and develop over time 
  • full range of punctuation and readers tools 
  • variety in print 
  • longer texts with many lines that require the reader to remember a lot of information 
  • several different themes and multiple story lines in a text 
  • selection may express layers of meaning through symbolism 
  • more characters to follow and their development is more complex 
  • full range of punctuation, including rarely used forms (such as dashes) 
  • most text with very small font 
  • require knowledge of history or current events 
  • longer texts with many lines that require the reader to remember a lot of information 
  • several different themes and multiple story lines in a text 
  • selection may express layers of meaning through symbolism 
  • more characters to follow and their development is more complex 
  • deals with mature topics, such as war, death, survival, prejudice and poverty 
  • texts vary in length, print is generally in small font 
  • selection may express layers of meaning through symbolism 
  • depictions of struggles between good and evil 
  • selections contain multisyllabic and sophisticated words 
  • stories that go beyond the literal meaning of the text 
  • deals with mature topics such as war, death, survival, prejudice and poverty

Writing

By the end of the year, students should be able to write a complete text-based essay, following the FSA Writing Rubric below:  

Element  Total Possible Points 
Purpose, Focus and Organization 

4 
Evidence and Elaboration  4 
Conventions  2 

Math

Math concepts are reviewed and practiced throughout the year. Below you will find our end of the year goals for 5th grade: 

  • Apply all four operations with decimals (to hundredths) and fractions. 
  • Multiply and divide up to a four-digit dividend and 2-digit divisor
  • Convert between measurement systems
  • Graph on a coordinate plane
  • Classify two-dimensional shapes in attributes and categories
  • Find volume of rectangular prisms
  • Apply all knowledge to real-world application