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5.G.A. Understand the concept of axis, how to read coordinates, how to graph in the first quadrant, how to read and apply the information to real world problems.

Explain why certain shapes belong in certain groups and create a hierarchy of shapes proving it based on their attributes.

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4.G.A. Geometry: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1.) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

2.)Identify these in two-dimensional figures.

3.)Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size.

4.)Recognize a line of symmetry for a two-dimensional figure as a line across the figure.

5.)Identify line-symmetric figures and draw lines of symmetry.

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1. Partition shapes into equal parts in several different ways.

2. Name and categorize shapes.

3. Analyze and compare shapes and classify them according to similarities.

4. Decompose shapes into polygons of equal area.

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Students will be able to read a variety of literary and informational text.

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Students will be able to read a wide range of literary and informational texts to better understand the human experience.

Reading standards are a nice progression from basic texts to more detailed and complex texts - both in literature and informational

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Learning Continuum: Connection be grade levels

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Learning Continuum: Connection be grade levels

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3rd Grade:
In 3rd grade,  students understand that shapes in different categories have different attributes, but may share ?some of the same attributes.
In 3rd grade, students partition shapes into parts with equal areas.
In 3rd grade, students draw examples of quadrilaterals

4th Grade:
Use a protractor to measure angles.
Use an equation with a symbol for an unknown angle measure and use ?addition and subtraction to find the unknown angle.
Relate angles to circles.
Draw and classify two-dimensional figures according to parallel or ?perpendicular sides of angles of a specified size.

5th Grade:
In 5th grade, students understand attributes of two-dimensional figures regarding categories and subcategories.
In 5th grade, students use unit cubes to pack a right rectangular prism and explore volume of regular solids.

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Transformations
-Rotations, Reflections, Translations

Relationship with parallel lines and angles

2-Dimensional Figures with transformations similarity & dilation

Pythagorean Theorem & Converse
- Coordinate System

Volume
-Cones, Cylinders, Spheres in the Real-world

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Important for administrators to know because it ensures that you are aware of what standards are needed to be introduced/practiced/mastered for the next grade level up. Ensures that teachers are focused on progression and progress.

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As a principal it is important to make time/space for vertical content conversations to happen so that teachers understand where students come in and what the next level expects.  Vertical conversation can also support extension, remediation & points of mastery.

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Solve problems with scale drawings
draw geometric shapes
describe 2D cross sections from 3D models
area and circumference formulas, and the relationship between the two
suppl, compl, vert and adja angles
area, vol, sa of 2D and 3D

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I was surprised by how much fractional understanding kids need to have in 3rd grade

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vertical and grade level would be important: capture the nuanced difference between from grade to grade so that we don't have students in 1st grade writing paragraphs also in the 3rd grade still writing just paragraphs.

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PLC's should mandate vertical alignment so teachers all understand where their kids are coming FROM and what they need to know when they ADVANCE

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We noticed that the concepts have loose connections to each other, but to the untrained eye, it would be really difficult to understand the nuances of the standards from a vertical perspective.

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6th grade 
Essential Questions: 
Reading for All Purposes
Analyze literary elements within different types of literature to make meaning.

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6th grade 
Essential Questions: 
Reading for All Purposes
Analyze literary elements within different types of literature to make meaning.

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1. How does structure impact meaning?

2. How do authors use different elements to develop a story?

3. How do different genres affect audiences differently?

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We are going to need to rely upon our content experts in order to understand scope/sequence & connections across grade levels.

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Geometry (5,6,7)
Solving real-world problems - Area, Surface Area, Volume
-Formulas, Nets, fractional edge lengths, variety of polygons
Less overlap than expected.

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from grade to grade.

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Essential Questions:

1. How would changing the setting, character, plot, or point of view affect the outcome of a literary text?

2. How do authors appeal to the reader’s emotions and beliefs?

Essential Reasoning Skills:

1. Explain or connect ideas using supporting evidence (quote, example, text references).

2. Identify/make inferences about explicit or implicit central ideas.

3. Use reasoning, planning, and evidence to support inferences.

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Kids need to have "XYZ" mastered by the time they move up. Students should be able to "XYZ" by the end of 7th grade.

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Essential Questions:

1. How do authors develop theme?

2. How do authors convey mood?

3. How do different authors approach story elements?

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Looking at standards through essential questions can help elevate indicators for mastery of standards.

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Who checks to ensure that teachers address the essential content?

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discussed how Marzanos work translates to Generations and changing the tasks we ask students to perform. Thinking that it is totally applicable as we define what GLE's are for communication, critical thinking etc.

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Science alignment:
Although a lot of progress has been made to cull the list of standards and transform them from a more fact-based set of ideas to more process-based understandings I am curious why we continue to place importance on principles of quantum physics such as "The strong nuclear interaction provides the primary force that holds nuclei together. ". In terms of alignment, is it difficult to comprehend how students can jump from the middle to high school expectations without sacrificing the deeper meanings in favor of the facts.

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I think it is more important for a leader to build capacity than to try to be a savant. Certainly a casual understanding of curriculum is important (especially when evaluating) but, at least in high school, trying to have comprehensive knowledge of four cores and several specials seems a bit of an over-stretch. The principal's job should be to ensure that the individual departments are being faithful to the school's mission & vision and assisting them with the difficult task of separating the "viable" from the supplementary.

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I would suspect that navigating the three curricula would be simplified bu spending the most time on the intended... this is the work of viability.  Unless you have a building full of newbies there should be some sense of how to make the intended and then implemented mesh pretty well, if planned with honesty and intentionality. The Actual is the work of the "guaranteed" aspect and must be analyzed yearly.