Student Success Guides

Printable Preschool- 3-year-old

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

 ENGLISH LANGUAGE ARTS    
     Essential Learning: ENGLISH LANGUAGE ARTS
■    Speak in simple sentences to communicate wants and needs.
■    Begin to ask and answer simple questions (for example, who, what, where).
■    Follow simple one-step directions.
■    Explore rhyming words, syllables, and sounds in words.
■    Recognize own name in print.
■    With prompting and support, begin to experiment with writing and represent ideas visually (for example, scribbles, stamps, gluing pictures on paper).
Link to the English Language Arts Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=11

English Language Arts Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-ela.pdf

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200  Sydnee Dickson, Ed.D., State Superintendent of Public Instruction
 
     Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Point out print that you see everywhere you go: environmental print (road signs, logos, store signs, billboards), magazines, books, etc.
■    Sing a variety of songs and recite nursery rhymes, including ones from different cultures, in other languages, and songs and rhymes that incorporate body movement and fun actions.
■    Ask open-ended questions about what they are doing, seeing, feeling, reading, etc. (open-ended means there is not just one right answer but many different ways to answer).
■    Let kids explore with their hands to strengthen their muscles (playdough, short and thin pencils, crayons, scissors, spray bottles, markers, whiteboards, glue sticks, magnetic letters, paintbrushes, etc.).

 FINE ARTS    
     Essential Learning: FINE ARTS
■    With support, begin to work independently and cooperatively in dramatic play (also known as pretend play).
■    Demonstrate self-regulation through large motor balance, stability, and control in dance within a defined space.
■    With support, participate in listening to and singing simple songs and fingerplays.
■    Show interest and create works of art using a variety of tools (crayons, playdough, markers, scissors, etc.) and materials (clay, leaves, cardboard, etc.).
Link to the Utah Fine Arts Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=25

Fine Arts: Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-finearts.pdf
     Home-to-School Connections: FINE ARTS
■    Explore with musical instruments, listen to a variety of music, and dance together!
■    Have a special place in your house to hang up and display any creative work your child makes. Ask your child to tell you about their creative work.
■    Engage in creative activities with your child. Let the child take the lead in creating art projects, creating games, and acting out stories you read or help create with your child.
■    Acknowledge children’s effort and persistence when they are being creative. Tell them, “I love how hard you worked,” or “I can tell you took a lot of time to add all of these colors.”
■    Use color words wherever you go: “Wow, look at that blue bird!” “It’s by the red shoe,” or “I spy something green.”
 
 HEALTH EDUCATION    
     Essential Learning: HEALTH EDUCATION
■    Develop an awareness of appropriate and inappropriate touch.
■    Participate in and develop personal hygiene and care.
■    With support, begin to join in, maintain interactions, and interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others’ needs.
■    With support, express, identify, and label emotions (for example, happy, sad, angry, afraid) and feelings (for example, thirsty, hungry, hot, cold, tired).
■    With support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).
■    With support, begin to develop self-control by regulating one’s own impulses and feelings (such as following simple directions, waiting for turns, transitioning between activities, and complying with limitations).
Link to the full Utah Health Education Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=33

Health Education Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-health.pdf
     Home-to-School Connections: HEALTH EDUCATION
■    Play games that allow your child to practice different emotions, such as Simon Says (Simon says make a sad face), and Guess How I Feel (make a mad face and have them guess which emotion it is).
■    Practice breathing and other calming strategies with your child when they are calm and happy so that they are more likely to use them when upset.
■    Encourage your child to participate in daily routines, including brushing their teeth, putting on pajamas, etc.
■    Arrange playdates or visit play areas so that your child can interact with other kids their age and practice being a friend.
■    Talk about the food you are eating at mealtime and what healthy foods can do for your body.
■    Read stories and talk about how the characters feel. Ask your child about a time they felt that way.
 
 LIFELONG LEARNING PRACTICES    
     Essential Learning: LIFELONG LEARNING PRACTICES
■    With prompting, develop an increasing ability and willingness to engage in a self-selected task through challenges or difficulties.
■    With prompting, develop an increasing ability to connect new information or experiences to previous knowledge.
■    With prompting, show flexibility in approaching open-ended tasks.
■    With prompting, begin to participate in back-and-forth conversation with peers or adults.
■    Develop awareness of appropriate communication or actions when social problems arise to identify the problem and explore basic solutions.
■    Demonstrate awareness of identity, including personal information, characteristics, preferences, and abilities.
Link to the Lifelong Learning Practices Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=40

Lifelong Learning Practices, Strategies, and Activities: https://www.uen.org/core/prek/downloads/strategies-lifelonglearnering.pdf

Home-to-School Connections: LIFELONG LEARNING PRACTICES
■    Model what to do when you have a problem. You can say, “I have a problem and need to think of a solution. I could…”
■    Help your child make connections with previous information or experiences by reminding them of things they have done or learned before. For instance, if you see a bird, you could remind them of their trip to the zoo or a book they read about a bird.
■    Praise your child when they show that they are responsible and helpful.
■    Arrange playdates or go to places where your child can practice interacting with other kids and having conversations with others.
■    Encourage your child to persist through experiences that consist of productive struggle (not too hard and not too easy).

 MATHEMATICS    
     Essential Learning: MATHEMATICS
■    Count to ten by ones and recognize that numbers have a known sequence (for example, “1, 2, 3, 4, 5. What comes next?”).
■    Begin to recognize the difference between letters and numbers.
 
 (Continued from Essential Learning: MATHEMATICS) 
■    Begin to develop an understanding of the relationship between some numbers and quantities by counting one object as you say one number (one-to-one correspondence) for up to five objects, and answer the question “how many?”
■    Identify simple patterns in the environment and begin to duplicate and extend simple patterns (for example, pointing out alternating stripes on a shirt).
■    Match, point to, and begin to identify basic shapes by name.
■    Identify and describe measurable attributes (for example, big, small, tall, short).

Link to the Utah Mathematics Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=64

Mathematics Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-math.pdf
     Home-to-School Connection: MATHEMATICS
■    While eating, you can practice counting. At the beginning of a snack, for instance, you can count how many pretzels your child has.
■    Point out numbers and letters that you see in the environment. “Look! This is the number 3,” “I see the letter A. That’s in your name,” etc.
■    While playing, you can add patterns to what you are doing. For example, when building with colored blocks, you can make a simple pattern. You can point it out to your child and ask them what color comes next.
■    While playing, point out attributes such as which toy is longer, heavier, bigger, shorter, etc.
■    Play hide-and-seek or scavenger hunt games that include shapes and position words. For instance, you can hide something and give clues like “It’s under a chair” or “It’s in front of something you sleep on.” You can also do a scavenger hunt in your house for different shapes (for instance, find 3 triangles, 4 squares, etc.).

 PHYSICAL EDUCATION    
     Essential Learning: PHYSICAL EDUCATION
■    Begin to demonstrate awareness that personal boundaries exist.
■    Participate in activities that develop control and balance during actions that move the child from one place to another (for example, walk forward in a straight line, hop, run and stop, change direction, and jump over low objects).
■    Participate in activities that develop control of large muscles to manipulate objects (for example, throw and catch a ball, use a club to move a ball along the ground, ride wheeled toys).
■    Manipulate small pieces or objects (puzzle pieces, interlocking cubes, tongs, etc.) and build with a variety of blocks. 
■    With support, develop small muscle control by making lines, circles, and scribbles with writing tools (for example, chalk, crayons, paint, markers, digital tools).
Link to the Utah Physical Education Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=72

Physical Education Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-pe.pdf
     Home-to-School Connections: PHYSICAL EDUCATION
■    Set up an obstacle course that encourages your child to run, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, or twist to practice moving the whole body as well as isolated parts of the body.
■    Practice building with large and small blocks, molding clay, using scissors or tongs, stringing beads, placing pegs in holes, assembling puzzles, using a computer mouse, and using a variety of writing utensils (pencils, crayons, markers) and art mediums (painting, printing, stamping).
■    Praise your child when they maintain their own personal space and respect the personal space of others while playing or moving.
■    Play games with a ball that encourage throwing, catching, bouncing, and kicking.

 SCIENCE    
     Essential Learning: SCIENCE
■    Explore and describe patterns in weather and different seasons.
■    Obtain and communicate information about the effect of water and food on living things, such as plants that depend on water to live, and animals that depend on water and food to live.
■    Plan and carry out an investigation to determine the cause and effect of the speed or direction of an object when a push or pull occurs, such as having a marble or other object move a certain distance, follow a particular path, or knock down another object.
■    Plan and carry out an investigation using the five senses to determine the effect of sunlight on different surfaces and materials, such as determining if the effect is hot or cold or a light or dark surface.
Link to the Utah Science Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=80

Science Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-science.pdf 
 
     Home-to-School Connections: SCIENCE
■    Allow children to explore their surroundings and ask questions while they are doing so, such as, “What do you think will happen if…?”
■    Point out changes in children’s environment, including changes in the weather, seasons, etc.
■    Provide children with language to describe what they see, hear, touch, taste, etc.
■    Build ramps, forts, levers, etc. with children and let them discover what will happen when using them.

 SOCIAL STUDIES    
     Essential Learning: SOCIAL STUDIES
■    Recognize differences and commonalities in culture, ethnicity, and abilities within the immediate communities (for example, language, family structure, traditions, disabilities).
■    Demonstrate awareness of one’s own identity, including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members), and participate in respectful discussions about similarities and differences with others.
■    Identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).
■    Begin to demonstrate independence in interacting cooperatively with others by sharing, turn-taking, resolving conflicts, accepting consequences of actions, and recognizing others’ needs.
■    With support, discuss the difference between basic needs (for example, food, shelter, and clothing) and wants (for example, toys, games, and treats).
■    Recognize the importance of balancing media time with other activities.

Link to Social Studies Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=86

Social Studies Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-socialstudies.pdf
     Home-to-School Connections: SOCIAL STUDIES
■    Honor your family culture and maintain a respectful attitude when interacting with others who may have different cultural backgrounds. You can say, “We celebrate this way, but they celebrate that way. It’s ok that we do different things!”
■    Model behaviors that care for the environment. For example, pick up trash you see outside, turn lights off when you leave a room, put items in the recycling bin, etc.
 
 (Continued from Home-to-School Connections: SOCIAL STUDIES) 
■    Explain the importance of safety and why that practice is important. Praise your child when they make safe choices.
■    Provide children with choices as often as possible. For example, while dressing, let them pick between the blue shirt and the dinosaur shirt. When it’s snack time, let them pick between a banana and a string cheese, etc.
■    Model healthy use of technology. Help your child balance media time with other activities, such as encouraging them to play with other toys and items.

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (e.g., email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (e.g., strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes, while celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.
5Es FOR FAMILIES
To support your child in developing the characteristics found in Utah’s Portrait of a Graduate, you will find Utah’s 5Es for Families to be another helpful resource. By using the 5Es for Families, your home environment can support and enrich your child’s learning.
 

Printable Preschool- 4-year-old

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

 ENGLISH LANGUAGE ARTS    
     Essential Learning: ENGLISH LANGUAGE ARTS
■    Follow two-step directions.
■    Identify some letters, including the ones in their name.
■    Recognize rhyming words, begin to recognize the beginning sounds of words, and progress towards recognizing the ending sounds of words.
■    Begin to count syllables, recognize beginning sounds of words, and blend (combine word parts) and segment (break apart) words.
■    Print some letters and represent spoken words with written language using letter-like marks and scribbles.
Link to the English Language Arts Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=11

English Language Arts Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-ela.pdf

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200  Sydnee Dickson, Ed.D., State Superintendent of Public Instruction
 
     Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Point out print that you see everywhere you go: environmental print (road signs, logos, store signs, billboards), magazines, books, etc.
■    Sing a variety of songs and recite nursery rhymes, including ones from different cultures, in other languages, and songs and rhymes that incorporate body movement and fun actions.
■    Ask open-ended questions about what they are doing, seeing, feeling, reading, etc. (open-ended means there is not just one right answer but many different ways to answer). Use follow-up questions to extend conversations.
■    Model writing in different ways, such as writing down what your child says, labeling their drawings, making a menu, or writing a grocery list. Encourage your child to try writing letters, drawing, or scribbling with a variety of materials.

 FINE ARTS    
     Essential Learning: FINE ARTS
■    With support, begin to work independently and cooperatively in dramatic play (also known as pretend play).
■    With support, start, stop, and respond to musical cues.
■    Participate in musical activities by listening to, singing, and creating music.
■    Create works of art that reflect experiences using a variety of tools (crayons, play-dough, markers, scissors, etc.) and materials (clay, leaves, cardboard, etc.).
Link to the Utah Fine Arts Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=25

Fine Art:s Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-finearts.pdf
     Home-to-School Connections: FINE ARTS
■    Explore with musical instruments, listen to a variety of music, and dance together!
■    Have a special place in your house to hang up and display any creative work your child makes. Ask your child to tell you about their creative work.
■    Engage in creative activities with your child. Let the child take the lead in creating art projects, creating games, and acting out stories you read or help create with your child.
■    Acknowledge children’s effort and persistence when they are being creative. Tell them, “I love how hard you work,d” or “I can tell you took a lot of time to add all of these colors.”
■    Use color and texture words wherever you go: “Wow, look at that blue bird!” “It’s by the red shoe,” “I spy something green,” or “Feel how smooth this rock is!”
 
 HEALTH EDUCATION    
     Essential Learning: HEALTH EDUCATION
■    Show independence in personal hygiene and care.
■    With support, distinguish between appropriate and inappropriate touch.
■    Identify and practice how to make friends and be a good friend by developing and using friendship skills with peers and participating in cooperative play.
■    Express, identify, and label emotions of self and others (for example, happy, sad, angry, afraid, frustrated, bored) and feelings (for example, thirsty, hungry, hot, cold, tired).
■    With support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).
■    With support, develop and practice self-control by regulating one’s own impulses and feelings (such as following simple directions, waiting for turns, transitioning between activities, and complying with limitations).
Link to the full Utah Health Education Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=33

Health Education Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-health.pdf
     Home-to-School Connections: HEALTH EDUCATION
■    Play games that allow your child to practice different emotions, such as Simon Says (Simon says make a sad face), and Guess How I Feel (make a mad face and have them guess which emotion it is).
■    Practice breathing and other calming strategies with your child when they are calm and happy so that they are more likely to use them when upset.
■    Encourage your child to participate in daily routines, including brushing their teeth, putting on pajamas, etc.
■    Arrange playdates or visit play areas so that your child can interact with other kids their age and practice being a friend.
■    Talk about the food you are eating at mealtime and what healthy foods can do for your body.
■    Read stories and talk about how the characters feel. Ask your child about a time they felt that way.
 
 LIFELONG LEARNING PRACTICES    
     Essential Learning: LIFELONG LEARNING PRACTICES
■    Develop an increasing ability and willingness to continue with a task through challenges or difficulties.
■    Begin to connect new information or experiences with previous knowledge through interactions with teachers, peers, and the environment.
■    With prompting, display an increasing ability to engage in a variety of problem-solving strategies.
■    Use appropriate communication or actions when social problems arise to identify the problem and explore basic solutions.
■    Demonstrate awareness of one’s own identity, including personal information, characteristics, preferences, and abilities; and participate in respectful discussions about similarities and differences with others.
Link to the Lifelong Learning Practices Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=40

Lifelong Learning Practices, Strategies,s and Activities: https://www.uen.org/core/prek/downloads/strategies-lifelonglearnering.pdf

Home-to-School Connections: LIFELONG LEARNING PRACTICES
■    Model what to do when you have a problem. You can say, “I have a problem and need to think of a solution. I could…”
■    Praise your child when they show that they are responsible and helpful.
■    Help your child brainstorm solutions to problems that come up. For instance, when they can’t find something, ng you could say, “We could look in the kitchen, the bathroom, and the bedroom. Where should we look first?”
■    Arrange playdates or go to places where your child can practice interacting with other kids.
■    Encourage your child to persist through experiences that consist of productive struggle (not too hard and not too easy).
 
 MATHEMATICS    
     Essential Learning: MATHEMATICS
■ Course several objects from 0–10 and begin to associate them with a written numeral.
■    Count two sets of objects up to 10 to determine which has more.
■    Understand and represent addition up to five (adding to or putting together) and subtraction (taking from or taking apart) with concrete objects, fingers, movement, and simple drawings.
■    Duplicate, extend, and create simple patterns (for example, create a pattern with colored blocks and, after identifying the beginning pattern, ask “What color comes next?”).
■    Describe objects using vocabulary specific to measurable attributes (for example, length [long/short], weight [heavy/light], size [big/small], and distance [near/far]).
■    Describe objects in the environment by using names of shapes and identify the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
Link to the Utah Mathematics Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=64

Mathematics Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-math.pdf
     Home-to-School Connection: MATHEMATICS
■    While playing or during snacktime, you can practice counting, adding, and subtracting. At the beginning of a snack, for instance, you can count how many pretzels your child has, then after they have eaten one, ask how many they have now. Point out “, You had five, then you subtracted one when you ate it. Now you have four!”
■    Sing songs that include counting, such as “Five Little Speckled Frogs” and “Five Little Ducks.”
■    While playing, you can add patterns to what you are doing. For example, when building with colored blocks, you can make a simple pattern. You can point it out to your child and ask them what color comes next.
■    While playing, point out attributes such as which toy is longer, heavier, bigger, shorter, etc.
■    Play hide-and-seek or scavenger hunt games that include shapes and position words. For instance, you can hide something and give clues like “It’s under a chair” or “It’s in front of something you sleep on.” You can also do a scavenger hunt in your house for different shapes (for instance, find 3 triangles, 4 squares, etc.)
 
 PHYSICAL EDUCATION    
     Essential Learning: PHYSICAL EDUCATION
■    Begin to maintain personal boundaries while participating in movement activities.
■    Demonstrate control and balance during movement that moves the child from one place to another (for example, walk forward in a straight line, hop, run and stop, change direction, and jump over low objects).
■    Demonstrate control of large muscles to manipulate objects (for example, throw and catch a ball, use a club to move a ball, ride wheeled toys).
■    Demonstrate eye-hand coordination (for example, pour from one object to another, strike a stationary object).
■    Demonstrate eye-hand coordination by independently creating simple handwriting strokes such as straight and intersecting lines, circles, and other simple shapes using a variety of writing tools.
Link to the Utah Physical Education Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=72

Physical Education Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-pe.pdf
     Home-to-School Connections: PHYSICAL EDUCATION
■    Set up an obstacle course that encourages your child to run, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, or twist to practice moving the whole body as well as isolated parts of the body.
■    Practice building with large and small blocks, molding clay, using scissors or tongs, stringing beads, placing pegs in holes, assembling puzzles, using a computer mouse, and using a variety of writing utensils (pencils, crayons, markers) and art mediums (painting, printing, stamping).
■    Praise your child when they maintain their own personal space and respect the personal space of others while playing or moving.
■    Play games with a ball that encourage throwing, catching, bouncing, and kicking.
 
 SCIENCE    
     Essential Learning: SCIENCE
■    Explore and describe patterns in weather and different seasons.
■    Obtain and communicate information about the effect of water and food on living things, such as plants that depend on water to live, and animals that depend on water and food to live.
■    Plan and investigate to determine the cause and effect of the speed or direction of an object when a push or pull occurs, such as having a marble or other object move a certain distance, follow a particular path, or knock down another object.
■    Plan and carry out an investigation using the five senses to determine the effect of sunlight on different surfaces and materials, such as determining if the effect is hot or cold or a light or dark surface.
Link to the Utah Science Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=80

Science Strategies and Activities https://www.uen.org/core/prek/downloads/strategies-science.pdf 
     Home-to-School Connections: SCIENCE
■    Allow children to explore their surroundings and ask questions while they are doing so, such as, “What do you think will happen if…?”
■    Point out changes in children’s environment, including changes in the weather, seasons, etc.
■    Provide children with language to describe what they see, hear, touch, taste, etc.
■    Build ramps, forts, levers, etc. with children and let them discover what will happen when using them.
 
 SOCIAL STUDIES    
     Essential Learning: SOCIAL STUDIES
■    Recognize differences and commonalities in culture, ethnicity, and abilities within the immediate communities (for example, language, family structure, traditions, disabilities).
■    Demonstrate awareness of one’s own identity, including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members), and participate in respectful discussions about similarities and differences with others.
■    Identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).
■    Begin to demonstrate independence in interacting cooperatively with others by sharing, turn-taking, resolving conflicts, accepting consequences of actions, and recognizing others’ needs.
■    Identify the difference between basic needs (for example, food, shelter, clothing) and wants (for example, toys, games, treats).
■    Recognize the importance of balancing media time with other activities.

Link to Social Studies Early Learning Preschool Standards: https://schools.utah.gov/file/2f5c23cd-43cc-4ab1-b5d7-ef1f918362e9#page=86

Social Studies Strategies and Activities: https://www.uen.org/core/prek/downloads/strategies-socialstudies.pdf
     Home-to-School Connections: SOCIAL STUDIES
■    Honor your family culture and maintain a respectful attitude when interacting with others who may have different cultural backgrounds. You can say, “We celebrate this way, but they celebrate that way. It’s ok that we do different things!”
■    Model behaviors that care for the environment. For example, pick up trash you see outside, turn lights off when you leave a room, put items in the recycling bin, etc.
■    Explain the importance of safety and why that practice is important. Praise your child when they make safe choices.
■    Provide children with choices as often as possible. For example, while dressing, let them pick between the blue shirt and the dinosaur shirt. When it’s snack time, let them pick between a banana and a string cheese, etc.
■    Model healthy use of technology. Help your child balance media time with other activities, such as encouraging them to play with other toys and items.
 
PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (e.g., email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (e.g., strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes, while celebrating both successes and failures.
■    Acknowledging the positive contributions of educators to your child’s development, growth, and learning.

Printable Kindergarten

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: Kindergarten students can demonstrate grade level appropriate pho-nological awareness skills (recognize rhyming, blend and segment at the syllable level; identify beginning, middle and ending sounds, etc.).
■    Reading: Kindergarten students can name all consonant letters and connect them to their corresponding sound(s). They can also name the vowel letters, and connect the vowel to the short vowel sound in single-syllable words and the long vowel sound in open syllables in single-syllable words (me, we, he, etc.).
■    Reading: Kindergarten students can read and comprehend grade-level text with sufficient accuracy and fluency.
■    Writing: Kindergarten students can compose an opinion, informative, and narrative piece by using a combination of drawing, dictating, and writing.
■    Writing: Kindergarten students can participate in shared writing projects by legibly writing all upper- and lowercase manuscript letters.

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200  Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■    Speaking and Listening: Kindergarten students can prepare for and participate effectively in a range of conversations using grade-level appropriate vocabulary on topics and texts with both peers and adults, and express their own ideas in small and large groups.
■    Speaking and Listening: Kindergarten students can present information clearly while speaking to others.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!
    Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Read to your child; then, have a conversation about the story.
■    Listen to your child read and tell you stories. Have conversations about what they are reading.
■    Recite nursery rhymes, play word games, sing songs, and make up silly rhymes together.
■    Practice identifying letters in print all around your child (cereal boxes, road signs, etc.).
■    Visit the library and borrow books for yourself as well as for your child. Let your child know reading is important.
■    Listen and talk to your child. They are never too young or old to learn from conversation. Talk about things that interest them and encourage them to ask questions.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography; edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, and time).
■    Respond: Identify movements when watching and doing; use basic dance terminology to describe movement; describe movement from a culture or genre; describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect it to personal life and personal views; demonstrate movement of a specific topic; find a relationship between dance and culture, historical period, society, or community; connect to visual art; connect to other core content.
    Essential Learning: DRAMA
■    Create: Use imagination to create character and scene with movement, gesture, sound, and facial expression.

(Continued from Essential Learning FINE ARTS: DRAMA)
■    Perform: Share drama with invited guests that communicates meaning with body and voice.
■    Respond: Identify what drama is, how it happens, and share personal responses to drama performances.
■    Connect: Make personal and other content connections to drama experiences, including exploration of culture.

    Essential Learning: MUSIC
■    Create: Keep a steady beat, explore timbre and melody, generate rhythmic and melodic musical ideas.
■    Perform: Perform simple songs and rhythms.
■    Respond: Describe imagery conveyed by a music selection; identify elements that elicit feelings.
■    Connect: Connect music with other content and cultures.
    Essential Learning: VISUAL ARTS
■    Create: Create art using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Recognize that many cultures make art, and consider why people make art.
■    Connect: Look at different artworks and talk about how different artworks can make you feel (mood).
Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

SOURCES
Utah Arts and Museums Parent Community Handbook: https://artsandmuseums.utah.gov/wp-content/uploads/2019/04/par-ent-community-handbook-insides_2PRESS.pdf
    Home-to-School Connections: FINE ARTS
■    Provide materials for children to create:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing.
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
•    An “art area” where messes are OK.

(Continued from Home-to-School Connections: FINE ARTS)
■    Use arts for parties and celebrations:
•    Go to live arts, music, dance, and drama performances.
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.
•    Go to museums.
•    Gather art supplies and make a mural.
■    Consider a variety of arts activities:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self: Identify trusted adults and describe what makes these adults trusted and safe.
■    Mental and Emotional Health: Identify how emotions feel and how the body reacts to those emotions. Practice methods to calm down, like counting, deep breathing, or singing songs.
■    Nutrition: List a variety of foods in each food group; discuss the importance of trying new foods.
■    Human Development: Describe why oral hygiene, washing the body and hands, and wearing clean clothes are important for a healthy body. Explain how booster seats, seatbelts, helmets, and other safety equipment keep you safe and healthy.
■    Human Development: Distinguish between appropriate and inappropriate touch. Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.

Link to the full Utah Health Education Core Standards: https://www.schools.utah.gov/curr/health?mid=908&tid=1
    Home-to-School Connections: HEALTH EDUCATION
■    Talk with your child about safe people, such as a parent, guardian, relative, teacher, counselor, or clergy, and make a list of at least three specific people that your child could go to for help.
■    Practice methods to calm down when feeling frustrated or angry.
■    Prepare a meal together with a variety of foods and colors.

(Continued from Home-to-School Connections: HEALTH EDUCATION)
■    Discuss why booster seats and seatbelts are important, and always model proper use.

MATHEMATICS    
    Essential Learning: MATHEMATICS
STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
KINDERGARTEN STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in kindergarten. These skills lay the foundation for future success in mathematics.
Counting and Cardinality
•    Know number names and the counting sequence (1, 2, 3,…).
•    Count to tell the number of objects.
•    Identify and compare quantities.
Operations and Algebraic Thinking
Understand addition as putting together and adding to, and understand subtraction as taking from.
Numbers and Operations in Base Ten
Compose and decompose (build and break apart) numbers 11 through 19 to gain foundations for place value (for example, 18 =10+8).
Measurement and Data
Describe and compare measurable attributes (characteristics) of objects and classify objects and count the number of objects in each category (for example, longer/shorter).

(Continued from Essential Learning: MATHEMATICS)
Geometry
•    Identify and describe shapes, including squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.
•    Analyze, compare, and build shapes.
Link to the Utah Mathematics Core Standards (K–5): https://www.schools.utah.gov/file/8686fa6b-4ded-4a33-92a5-e444a5029f48
    Home-to-School Connection: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort, perseverance, and the learning process without focusing attention on speed.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about how they solved the problem.
■    Count with familiar items: Count together using items like blocks, coins, or toys. Practice counting by ones and tens. Practice representing addition and subtraction by adding groups of objects together or separating groups and taking objects away.
■    Develop estimation skills: When things are stored or poured into varying-sized containers, you have an opportunity to build your child’s concept of quantity and estimation. During meal time, ask which bowl has more and which has less. Ask your child to guess how many cereal pieces will cover a note card or piece of paper.
■    Use real money with your child: Engage your child in transactions at the store using real currency rather than credit or debit cards. Help them practice counting coins and making groups of ten with pennies and dimes.
■    Use calendars at home: Keep a calendar displayed in your home. Practice saying the days of the week and counting down the days until an exciting event.
■    Play games with math and math vocabulary: Play counting games and simple games with addition and subtraction during downtime, such as driving in the car. For example: I’m thinking of a number that’s greater than four and less than nine.
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Perform hopping, galloping, running, sliding, skipping, jumping, and landing while maintaining balance. Toss underhand, kick a stationary ball, jump a long rope with teacher-assisted turning, and transfer weight from one foot to another.
■    Attain Efficient Movement and Performance: Travel in different directions and speeds.
■    Components to Maintain Health and Fitness: Actively participate in physical activity. Understand how food provides energy, and that hydration is necessary during physical activity.
■    Develop Cooperative Skills: Follow directions and share equipment with others.
■    Personal Value of Physical Activity: Identify physical activities that are enjoyable.
Link to the Utah Physical Education Core Standards: https://schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11
    Home-to-School Connections: PHYSICAL EDUCATION
■    Practice and play a variety of physical activities together.
■    Let your child help plan a healthy meal and discuss how the meal supports an active lifestyle.
■    Invite other children to participate in games and activities of all ability levels, practice cooperation and sportsmanship.
■    Talk about games and activities you enjoy and teach your child how to play or participate in them.

SCIENCE    
    Essential Learning: SCIENCE
WEATHER PATTERNS:
■    Obtain, evaluate, and communicate information about local, observable weather conditions to describe patterns over time.
■    Obtain, evaluate, and communicate information on the effect of forecasted weather patterns on human behavior.
■    Carry out an investigation using the five senses to determine the effect of sunlight on different surfaces and materials.
■    Design a solution that will reduce the warming effect of sunlight on an area.

(Continued from Essential Learning: SCIENCE)
LIVING THINGS AND THEIR SURROUNDINGS:
■    Obtain, evaluate, and communicate information to describe patterns of what living things (plants and animals, including humans) need to survive.
■    Obtain, evaluate, and communicate information about patterns in the relationships between the needs of different living things (plants and animals, including humans) and the places they live.
■    Obtain, evaluate, and communicate information about how living things (plants and animals, including humans) affect their surroundings to survive.
■    Design and communicate a solution to address the effects that living things (plants and animals, including humans) experience while trying to survive in their surroundings.
FORCES, MOTION, AND INTERACTIONS:
■    Plan and conduct an investigation to compare the effects of different strengths or different directions of forces on the motion of an object.
■    Analyze data to determine how a design solution causes a change in the speed or direction of an object with a push or a pull.

Link to the Utah Science with Engineering Education (SEEd) Core Standards:
https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb-98b9ebc
    Home-to-School Connections: SCIENCE
■    Collect and observe data about the weather (e.g., sunny, windy, cloudy, rainy, cold, warm) for one week during the fall, winter, and spring. Describe patterns in the data for each time of year.
■    Observe plants and animals to see what they need to survive. How do they find what they need to survive in the places where they live?
■    Push a ball with less strength and more strength. What effect does the type of push have on the ball?

SOCIAL STUDIES    
    SOCIAL STUDIES will be coming soon.
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.
 

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.

Printable 1st Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: First-grade students can demonstrate grade-level-appropriate phonological awareness skills (add, delete, and substitute initial and final sounds in simple syllable words; isolate sounds in four to five-sound words, etc.).
■    Reading: First-grade students can blend four to five sound words while reading, identify and begin reading words of all syllable types, decode two-syllable words, and read and spell words with spelling-sound correspondences.
■    Reading: First-grade students can read grade-level-appropriate text. They can ask and answer questions about the main idea and key details in texts. They can clarify the meaning of unknown and multiple-meaning words.
■    Writing: First-grade students can compose an opinion, informative, and narrative piece by using appropriate conventions, producing complete, simple, and compound sentences, and including a concluding sentence.

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■    Writing: First-grade students can participate in shared research and writing projects by legibly writing all upper- and lowercase manuscript letters.
■    Speaking and Listening: First-grade students can prepare for and participate effectively in a range of conversations using grade-level appropriate vocabulary on topics and texts with diverse partners and express their own ideas in small and large groups, building on others’ ideas and expressing their own ideas clearly.
■    Speaking and Listening: First-grade students can produce complete sentences to present information clearly when speaking to others.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Listen to your child read and tell you stories. Have conversations about what they are reading.
■    Play board games and card games, and talk about what’s happening as you play.
■    During screen time, help choose programs that will both interest them and build knowledge. Ask what they have learned, and find books on these subjects at the local library.
■    Keep what your child enjoys reading around the house.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography; edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, and time).
■    Respond: Identify movements when watching and doing; use basic dance terminology to describe movement; describe movement from a culture or genre; describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect it to personal life and personal views; demonstrate movement of a specific topic; find a relationship between dance and culture, historical period, society, or community; connect to visual art; connect to other core content.
    Essential Learning: DRAMA
■    Create: Use imagination to create character and scene with movement, gesture, sound, and facial expression.

(Continued from Essential Learning FINE ARTS: DRAMA)
■    Perform: Share drama with invited guests that communicates meaning with body and voice.
■    Respond: Identify what drama is, how it happens, and share personal responses to drama performances.
■    Connect: Make personal and other content connections to drama experiences, including exploration of culture.

    Essential Learning: MUSIC
■    Create: Keep a steady beat, explore timbre and melody, generate rhythmic and melodic musical ideas.
■    Perform: Perform simple songs and rhythms.
■    Respond: Describe imagery conveyed by a music selection; identify elements that elicit feelings.
■    Connect: Connect music with other content and cultures.
    Essential Learning: VISUAL ARTS
■    Create: Create art using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Recognize that many cultures make art, and consider why people make art.
■    Connect: Look at different artworks and talk about how different artworks can make you feel (mood).

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

    Home-to-School Connections: FINE ARTS
■    Provide materials for children to create:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing.
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
•    An “art area” where messes are OK.
■    Use arts for parties and celebrations:
•    Go to live arts, music, dance, and drama performances.
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.

(Continued from Home-to-School Connections: FINE ARTS)
•    Go to museums.
•    Gather art supplies and make a mural.
■    Consider a variety of arts activities:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self: Demonstrate how to express gratitude, treat others with kindness, and respect differences.
■    Mental and Emotional Health: Demonstrate healthy ways to express needs, wants, and feelings.
■    Safety and Disease Prevention: Identify when an environment is not safe and understand how to react and report to a trusted adult. Recognize the importance of using electronic devices only with supervision.
■    Substance Abuse Prevention: Explain the importance of only taking medicine with adult supervision.
■    Nutrition: Identify foods and beverages that are healthy choices for the body and explain the importance of choosing healthy foods at each meal.
■    Human Development: Describe why oral hygiene, washing the body and hands, and wearing clean clothes are important for a healthy body. Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.
Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

    Home-to-School Connections: HEALTH EDUCATION
■    Practice methods to calm down when feeling frustrated or angry.
■    Make a safety plan for the home. Some ideas are:
•    Use of safety equipment like helmets and seatbelts.
•    How to evacuate in case of fire or earthquake, and where to meet after.
•    Firearm safety.
•    What to do in case of injuries like cuts, falls, or other medical emergencies.
•    When to call 911.
■    Prepare a meal together with a variety of foods and colors.

(Continued from Home-to-School Connections: HEALTH EDUCATION)
■    Talk with your child about safe people, such as parents, guardians, relatives, teachers, counselors, or clergy, and make a list of at least three specific people that your child could go to for help.

MATHEMATICS EDUCATION    
    Essential Learning: MATHEMATICS
■    STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
■    FIRST GRADE STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in first grade. These skills lay the foundation for future success in mathematics.
Operations and Algebraic Thinking
•    Represent and solve problems involving addition and subtraction within 20.
•    Understand and apply properties of addition (for example, 3+8=11 and 8+3=11).
•    Understand and apply the relationship between addition and subtraction (for example, 8+3=11 and 11-3=8).
•    Work with addition and subtraction equations.
Numbers and Operations in Base Ten
•    Count to 120 starting at any number.
•    Understand place value.
•    Use place value strategies to add and subtract within 100.
Measurement and Data
•    Measure lengths using standard and non-standard units.
•    Tell and write time in hours and half hours.
•    Represent and interpret data.
•    Identify the value of coins.
Geometry
Reason with shapes and their attributes (characteristics).

(Continued from: MATHEMATICS)

Link to the full Utah Core Standards for Mathematics
https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

    Home-to-School Connections: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort, perseverance, and the learning process without focusing attention on speed and correctness.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about their reasoning for how they solved the problem.
■    Count with familiar items: Count together using items like blocks, coins, or candy. Practice counting by ones and tens. Practice representing addition and subtraction by adding groups of objects together or separating groups and taking objects away.
■    Develop estimation skills: When things are stored or poured into varying-sized containers, you have an opportunity to build your child’s concept of quantity and estimation. During meal time, ask which bowl has more and which has less. Ask your child to order glasses of milk from least to most full.
■    Use real money with your child: Engage your child in transactions at the store using real currency rather than credit or debit cards. Help them practice counting coins and making groups of ten with pennies and dimes.
■    Use calendars at home: Keep a calendar displayed in your home. Practice saying the days of the week and counting down the days till an exciting event.
■    Use analog clocks: Practice telling time on analog clocks and watches at home. Help your child build their understanding of time by making connections between digital and analog displays. Include time-telling language when talking with your child—for example, half-hour, quarter to the hour, an hour and a half, half past, etc.
■    Play games with math and math vocabulary: Play counting games and simple games with addition and subtraction during downtime, like while driving in the car—for example, I’m thinking of a number that’s greater than 4 and less than 9.
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Demonstrating proper technique for hop-ping, galloping, running, twisting, and stretching. Catch soft objects of various sizes, dribble a ball with one hand, kick a stationary ball, jump forward and backward using a self-turned rope.
■    Attain Efficient Movement and Performance: Travel in different directions and speeds around, over, under, and through objects.
■    Components to Maintain Health and Fitness: Actively participate in physical activity and understand the benefits of exercise. Differentiate between healthy and unhealthy foods and the importance of hydration.
■    Develop Cooperative Skills: Follow rules and safety procedures for games and activities.
■    Personal Value of Physical Activity: Discuss the enjoyment of participating in activities with others.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11

    Home-to-School Connections: PHYSICAL EDUCATION
■    Practice and play a variety of physical activities together that encourage throwing, catching, dribbling, and kicking a ball. Practice jumping rope.
■    Let your child help plan a healthy meal and discuss how the meal supports an active lifestyle.
■    Invite other children to participate in games and activities of all ability levels, practice cooperation and sportsmanship. Make up rules for a new game and follow them.
■    Talk about games and activities you enjoy and teach your child how to play or participate in them.

SCIENCE    
    Essential Learning: SCIENCE
■    SEASONS AND SPACE PATTERNS:
•    Obtain, evaluate, and communicate information about the movement of the sun, moon, and stars to describe predictable patterns.
•    Obtain, evaluate, and communicate information about the patterns observed at different times of the year to relate the amount of daylight to the time of year.
•    Design a device that measures the varying patterns of daylight.

(Continued from Essential Learning: SCIENCE)
■    THE NEEDS OF LIVING THINGS AND THEIR OFFSPRING:
•    Plan and carry out an investigation to determine the effect of sunlight and water on plant growth.
•    Construct an explanation by observing patterns of external features of living things that survive in different locations.
•    Obtain, evaluate, and communicate information about the patterns of plants and nonhuman animals that are alike, but not exactly like, their parents.
•    Construct an explanation of the patterns in the behaviors of parents and offspring that help offspring to survive.
■    LIGHT AND SOUND:
•    Plan and carry out an investigation to show the cause and effect relation-ship between sound and vibrating matter.
•    Use a model to show the effect of light on objects.
•    Plan and carry out an investigation to determine the effect of materials in the path of a beam of light.
•    Design a device in which the structure of the device uses light or sound to solve the problem of communicating over a distance.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc

    Home-to-School Connections: SCIENCE
■    Observe the location of the sun in the morning, at noon, and in the evening for a week. What pattern do you notice?
■    Observe a mother animal with her babies. How does she help them to survive?
■    Shine a flashlight onto different objects. Which objects allow the light to travel through them? Which objects do not allow light to pass through them? Which objects reflect the light?

SOCIAL STUDIES    
    SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.
 

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.

Printable 2nd Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: Second-grade students can demonstrate grade-level appropriate phonological awareness skills (add, delete, and substitute initial and final sounds in five to six sound words; isolate, produce, blend, and segment sounds in five to six sound words).
■    Reading: Second-grade students can blend five to six sound words while reading, identify and begin reading words of all syllable types, decode multi-syllable words, and read and spell grade-appropriate words with spelling-sound correspondences.
■    Reading: Second-grade students can read grade-level-appropriate text with sufficient accuracy and fluency. They can ask and answer questions to demonstrate understanding of texts. They can clarify the meaning of unknown and multi-
ple-meaning words. They can use text structure and text features to demonstrate understanding of texts.

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■    Writing: Second-grade students can compose an opinion, informative, and narrative piece by producing, expanding, and rearranging complete, simple, and compound sentences and include a concluding sentence. They also use appropriate conventions in their writing pieces.
■    Writing: Second-grade students can participate in shared research and writing projects on a single topic while legibly writing all upper- and lowercase manuscript letters.
■    Speaking and Listening: Second-grade students can initiate, prepare for, and participate effectively in a range of conversations using grade-level-appropriate vocabulary on topics and texts with diverse partners and express their own ideas in small and large groups, building on others’ ideas and expressing their own ideas clearly.
■    Speaking and Listening: Second-grade students can present information, stories, or opinions, sequencing ideas logically and using relevant descriptions, facts, and details.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Have your child read every day at home. Encourage them to read to younger siblings, cousins, or other children they know.
■    Have your child write about things they are doing, letters to family and friends, or about things that they are interested in.
■    Engage your child in conversations about interests and texts they are reading.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography; edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, and time).
■    Respond: Identify movements when watching and doing; use basic dance terminology to describe movement; describe movement from a culture or genre; describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect it to personal life and personal views; demonstrate movement of a specific topic; find a relationship between dance and culture, historical period, society, or community; connect to visual art; connect to other core content.

(Continued from Essential Learning: FINE ARTS)
    Essential Learning: DRAMA
■    Create: Use imagination to create character and scene with movement, gesture, sound, and facial expression.
■    Perform: Share drama with invited guests that communicates meaning with body and voice.
■    Respond: Identify what drama is, how it happens, and share personal responses to drama performances.
■    Connect: Make personal and other content connections to drama experiences, including exploration of culture.

    Essential Learning: MUSIC
■    Create: Keep a steady beat, explore timbre and melody, generate rhythmic and melodic musical ideas.
■    Perform: Perform simple songs and rhythms.
■    Respond: Describe imagery conveyed by a music selection; identify elements that elicit feelings.
■    Connect: Connect music with other content and cultures.
    Essential Learning: VISUAL ARTS
■    Create: Create art using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Recognize that many cultures make art, and consider why people make art.
■    Connect: Look at different artworks and talk about how different artworks can make you feel (mood).

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

    Home-to-School Connections: FINE ARTS
■    PROVIDE MATERIALS FOR CHILDREN TO CREATE:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing.
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
•    An “art area” where messes are OK.
■    USE ARTS FOR PARTIES AND CELEBRATIONS:
•    Go to live arts, music, dance, and drama performances.

(Continued from Home-to-School Connections: FINE ARTS)
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.
•    Go to museums.
•    Gather art supplies and make a mural.
■    CONSIDER A VARIETY OF ARTS ACTIVITIES:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self: Identify ways to set, recognize, respect, and communicate personal boundaries. Practice active listening skills.
■    Mental and Emotional Health: Identify the causes of different emotions and practice methods to express them appropriately.
■    Safety and Disease Prevention:
•    Identify personal behaviors that contribute to personal health and safe technology use.
•    Describe reasons why people visit a healthcare provider like a doctor, dentist, or counselor.
■    Substance Abuse Prevention: Recognize the health implications of harmful substances and demonstrate how to refuse alcohol, tobacco, nicotine, and other substances.
■    Nutrition: Identify food and beverage choices that contribute to good health. Recognize the signals the body sends when hungry or full.
■    Human Development: Identify the proper names for body parts. Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.

Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

    Home-to-School Connections: HEALTH EDUCATION
■    Discuss some of your personal boundaries with your child and why they are important to you.

(Continued from Home-to-School Connections: HEALTH EDUCATION)
■    Keep scheduled appointments with medical providers such as child well checks, dentist, and optometrist.
■    Prepare a healthy meal together, and discuss why the foods chosen are healthy.
■    Use correct names for body parts at home.
■    Talk with your child about safe people, such as parents, guardians, relatives, teachers, counselors, or clergy, and make a list of at least three specific people that your child could go to for help.

MATHEMATICS EDUCATION    
    Essential Learning: MATHEMATICS
■    STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
■    SECOND GRADE STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in second grade. These skills lay the foundation for future success in mathematics.
Operations and Algebraic Thinking
•    Represent and solve problems involving addition and subtraction within 20.
•    Fluently add and subtract within 20.
•    Work with equal groups of objects to gain foundations for multiplication.
Numbers and Operations in Base Ten
•    Understand place value.
•    Use place-value strategies to add and subtract.
Measurement and Data
•    Measure and estimate lengths in standard units.
•    Relate addition and subtraction to length.
•    Work with time and money.
•    Represent and interpret data.
Geometry
Reason with shapes and their attributes (characteristics).

(Continued from: MATHEMATICS)

Link to the full Utah Core Standards for Mathematics
https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

    Home-to-School Connections: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort, perseverance, and the learning process without focusing attention on speed and correctness.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about their reasoning for how they solved the problem.
■    Count with familiar items: Count together using items like blocks, coins, or candy. Practice counting by ones and tens. Practice representing addition and subtraction by adding groups of objects together or separating groups and taking objects away.
■    Develop estimation skills: When things are stored or poured into varying-sized containers, you have an opportunity to build your child’s concept of quantity and estimation. During meal time, ask which bowl has more and which has less. Ask your child to order glasses of milk from least to most full.
■    Use real money with your child: Engage your child in transactions at the store using real currency rather than credit or debit cards. Help them practice counting coins and making groups of ten with pennies and dimes.
■    Use calendars at home: Keep a calendar displayed in your home. Practice saying the days of the week and counting down the days till an exciting event.
■    Use analog clocks: Practice telling time on analog clocks and watches at home. Help your child build their understanding of time by making connections between digital and analog displays. Include time-telling language when talking with your child—for example, half-hour, quarter to the hour, an hour and a half, half past, etc.
■    Play games with math and math vocabulary: Play counting games and simple games with addition and subtraction during downtime, like while driving in the car—for example, I’m thinking of a number that’s greater than 4 and less than 9.
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Skip, run, jump, and dance in a well-developed pattern. Throw overhand, dribble while walking, dribble with feet with control of the ball and body.
■    Attain Efficient Movement and Performance: Combine dance and other movement skills using shapes, levels, and different pathways.
■    Components to Maintain Health and Fitness: Recognize the balance of physical activity, nutrition, and hydration. Recognize opportunities for participation in physical activity outside of school.
■    Develop Cooperative Skills: Work collaboratively and safely with others.
■    Personal Value of Physical Activity: Identify physical activities that build confidence and challenge.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11

    Home-to-School Connections: PHYSICAL EDUCATION
■    Practice and play a variety of physical activities together that encourage skipping, running, throwing, and catching.
■    Let your child help plan a healthy meal and discuss how the meal supports an active lifestyle.
■    Invite other children to participate in games and activities of all ability levels, practice cooperation and sportsmanship. Make up rules for a new game and follow them.
■    Talk about games and activities you enjoy and teach your child how to play or participate in them.

SCIENCE    
    Essential Learning: SCIENCE
■    CHANGES IN THE EARTH’S SURFACE:
•    Develop and use models illustrating the patterns of landforms and water on Earth.
•    Construct an explanation about changes in Earth’s surface that happen quickly or slowly.
•    Design solutions to slow or prevent wind or water from changing the shape of land.

(Continued from Essential Learning: SCIENCE)
■    LIVING THINGS AND THEIR HABITATS:
•    Obtain, evaluate, and communicate information about patterns of living things (plants and animals, including humans) in different habitats.
•    Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats.
•    Develop and use a model that mimics the function of an animal dispersing seeds or pollinating plants.
•    Design a solution to a human problem by mimicking the structure and function of plants and/or animals and how they use their external parts to help them survive, grow, and meet their needs.
■    PROPERTIES OF MATTER:
•    Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties.
•    Construct an explanation showing how the properties of materials influence their intended use and function.
•    Develop and use a model to describe how an object, made of a small set of pieces, can be disassembled and reshaped into a new object with a different function.
•    Obtain, evaluate, and communicate information about changes in matter caused by heating or cooling.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc

    Home-to-School Connections: SCIENCE
■    Consider ways to stop wind or water from changing the shape of the ground in your yard or neighborhood.
■    Observe and describe the plants and animals in your neighborhood. Determine what resources they need to survive and what features they have that help them to survive.
■    Sort different toys in your house based on properties such as color, texture, hardness, and strength.

SOCIAL STUDIES    
    SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.
 

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators to your child’s development, growth, and learning.

Printable 3rd Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may require additional support, or when a child would benefit from extra challenges. By utilizing these resources, you can discover additional ways to support your child’s learning at home while fostering growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: Third-grade students can demonstrate grade-level appropriate phonological awareness skills (reversal of sounds and sound chaining, including addition, deletion, substitution, and resequencing at all word positions).
■    Reading: Third-grade students can use knowledge of all letter-sound correspondences, syllabication patterns, morphology, and etymology to read unfamiliar multisyllabic words (in and out of context). They read and spell words of all syllable types, understand the meaning of most common prefixes and derivational suffixes, and identify the unaccented syllable in multisyllabic words.
■    Reading: Third-grade students can read grade-level-appropriate text with sufficient accuracy and fluency to support comprehension. They can ask and answer questions and compare and contrast themes, settings, and plots to demonstrate understanding of texts. They can clarify the meaning of unknown and multi-
ple-meaning words. They can use text structure and text features to demonstrate understanding of texts.
1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■    Writing: Third-grade students can compose argumentative, informative, and narrative pieces where they introduce a topic or establish a situation, support and/ or build upon the situation with supporting information, and include a concluding statement. They use appropriate conventions in their writing pieces.
■    Writing: Third-grade students can conduct short research projects to build knowledge about a topic while legibly writing all upper- and lowercase cursive and manuscript letters.
■    Speaking and Listening: Third-grade students can prepare for and participate effectively in a range of conversations and collaborations using grade-level appropriate vocabulary with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own ideas clearly.
■    Speaking and Listening: Third-grade students can present information, stories, or opinions, sequencing ideas logically and using relevant descriptions, facts, and details to elaborate on main ideas or themes.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Make reading a part of your daily routine by setting aside a quiet time, with limited distractions, for your child to read.
■    Keep what your child enjoys reading around the house.
■    Encourage your child to read and write about topics they are interested in. Help them incorporate new learned vocabulary words to enrich their writing.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography. Edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time).
■    Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community. Connect to visual art. Connect to other core content.

    Essential Learning: DRAMA
■    Create: Develop drama that answers Who, What, When, Where, and Why; develop character and mood; and resolve conflict.
■    Perform: Analyze the character, setting, and plot in a story, and use choices to enhance drama performance.
■    Respond: Recognize and share artistic choices when participating in or observing a drama work.
■    Connect: Investigate common social issues and express them through a drama work, and explain how drama connects oneself to one’s community or culture.

    Essential Learning: MUSIC
■    Create: Improvise rhythmic and melodic patterns connected to a specific purpose and context.
■    Perform: Make interpretive decisions, with guidance, regarding the use of musical elements to express ideas and emotions.
■    Respond: Identify music elements that are characteristic of different genres of music.
■    Connect: Identify connections between a music genre and cultural or historical contexts.

    Essential Learning: VISUAL ARTS
■    Create: Create art based on other cultures with detail, using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Evaluate artwork based on subject matter, use of media, and the context it was created in.
■    Connect: Analyze what materials were used to make different artworks. Consider the subject matter and message.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

    Home-to-School Connections: FINE ARTS
■    Provide materials for children to create:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing.
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
•    An “art area” where messes are OK.

(Continued from Home-to-School Connections: FINE ARTS)
■    Use arts for parties and celebrations:
•    Go to live arts, music, dance, and drama performances.
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.
•    Go to museums.
•    Gather art supplies and make a mural.
■    Consider a variety of arts activities:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self:
•    Set a measurable short-term goal.
•    Define verbal and nonverbal communication and demonstrate how people communicate in both ways. Explain how effective communication resolves conflict.
•    Describe how to interact with those who are different from oneself and demonstrate ways to treat others with dignity and respect.
■    Mental and Emotional Health: Identify healthy strategies individuals may use to cope with disappointment, grief, sadness, and loss.
■    Safety and Disease Prevention: Explain and practice procedures to follow in case of emergency. Describe how to react and promptly report to a trusted adult or emergency services.
■    Substance Abuse Prevention: Examine the consequences to the brain and body when substances are inhaled or ingested, such as smoking, vaping, pollutants, chemicals, poisons, or energy drinks.
■    Nutrition: Demonstrate healthy behaviors to maintain or improve personal nutrition, fitness, and oral health, including encouraging healthy food behavior and physical activity.
■    Human Development: Identify the proper names for body parts. Discuss how to clearly say no, leave a situation or interaction, and identify and talk with a trusted adult when feeling uncomfortable, afraid, or unsafe.

Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

    Home-to-School Connections: HEALTH EDUCATION
■    Play a game like charades that requires the use of nonverbal communication and discuss how nonverbal and verbal communication are both important ways to communicate with others.
■    Make a safety plan for the home. Some ideas are:
•    Use of safety equipment like helmets and seatbelts.
•    How to evacuate or shelter in place in case of fire, earthquake, or other emergency, and where to meet after.
•    Firearm safety.
•    What to do in case of injuries like cuts, falls, or other medical emergencies.
•    When to call 911.
■    Prepare a healthy meal together and discuss how nutrition and physical activity are both important for a healthy body.
■    Talk with your child about safe people, such as parents, guardians, relatives, teachers, counselors, or clergy, and make a list of at least three specific people that your child could go to for help.

MATHEMATICS EDUCATION    
    Essential Learning: MATHEMATICS
■    STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
■    THIRD GRADE STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in third grade. These skills build on their prior knowledge and lay the foundation for future success in mathematics.
Operations and Algebraic Thinking
•    Represent and solve problems involving multiplication and division within 100.
•    Demonstrate understanding of the properties of multiplication.
•    Demonstrate understanding of the relationship between multiplication and division.

(Continued from Essential Learning: MATHEMATICS)
•    Use the four operations (addition, subtraction, multiplication, and division) to identify and explain patterns in arithmetic.
Numbers and Operations in Base Ten
Use place-value strategies to perform multi-digit arithmetic. A range of algorithms and strategies may be used.
Numbers and Operations—Fractions
•    Develop understanding of fractions as numbers.
•    Focus on halves, thirds, fourths, sixths, and eighths.
Measurement and Data
•    Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
•    Represent and interpret data.
•    Understand concepts of area and perimeter.
Geometry
Reason with shapes and their attributes (characteristics).

Link to the full Utah Core Standards for Mathematics
https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

    Home-to-School Connections: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort,
perseverance, and the learning process without focusing attention on speed and correctness.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about their reasoning for how they solved the problem.
■    Share everyday mathematical moments: Include your child in day-to-day activities that involve precise mathematics. Talk with your child about the mathematics involved in completing the task—for example, fractions involved in cooking and baking, using sewing patterns, measuring wood for a project, etc.
■    Encourage everyday mathematical reasoning: Talk with your child about how you can use mental mathematics to figure out the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to effi-ciently double a recipe’s ingredients, or how to mathematically represent a thrown or kicked ball’s trajectory, etc.
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Perform movement patterns such as leaping, sprinting, dribbling a ball at a slow speed, receiving a passed ball from the foot, kicking a ball while running, throwing with accuracy, and performing jump rope skills.
■    Attain Efficient Movement and Performance: Combine movement skills such as direction, force, levels, and time.
■    Components to Maintain Health and Fitness: Engage in a variety of physical activities. Compare the balance of physical activity, nutrition, and hydration.
■    Develop Cooperative Skills: Work collaboratively and safely with others while following rules of a variety of physical activities.
■    Personal Value of Physical Activity: Discuss the challenge that comes from learning a new physical activity and the positive social interactions that result from participation.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11

    Home-to-School Connections: PHYSICAL EDUCATION
■    Practice and play a variety of physical activities together that encourage throwing, catching, kicking, and a variety of movement skills such as direction, speed, and levels.
■    Stress the importance of balancing nutrition, hydration, and activity level for a healthy body.
■    Encourage involvement in recreational activities and good sportsmanship.
■    Tell positive stories about participation in physical activities, including friendships that resulted from that participation.

SCIENCE    
    Essential Learning: SCIENCE
■    WEATHER AND CLIMATE PATTERNS:
•    Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season.
•    Obtain and communicate information to describe climate patterns in different regions of the world.
•    Design a solution that reduces the effects of a weather-related hazard.
■    EFFECTS OF TRAITS ON SURVIVAL:
•    Develop and use models to describe changes that organisms go through during their life cycles.

(Continued from Essential Learning: SCIENCE)
•    Analyze and interpret data to identify patterns of traits that plants and animals have inherited from their parents.
•    Construct an explanation that the environment can affect the traits of an organism.
•    Construct an explanation showing how variations in traits and behaviors can affect the ability of an individual to survive and reproduce.
•    Engage in argument from evidence that in a particular habitat (system), some organisms can survive well, some survive less well, and some cannot survive at all.
•    Design a solution to a problem caused by a change in the environment that impacts the types of plants and animals living in that environment.
■    FORCE AFFECTS MOTION:
•    Plan and carry out investigations that provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
•    Analyze and interpret data from observations and measurements of an object’s motion to identify patterns in its motion that can be used to predict future motion.
•    Construct an explanation that the gravitational force exerted by Earth causes objects to be directed downward, toward the center of the spherical Earth.
•    Ask questions to plan and carry out an investigation to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
•    Design a solution to a problem in which a device functions by using scientific ideas about magnets.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/e9774917-1173-4587-92c6-1e3fa52dbc7d

    Home-to-School Connections: SCIENCE
■    Observe and record weather conditions at your home for two weeks. Determine if these conditions are normal or not for the time of year and communicate a reason for your answer.
■    Observe and record the life cycle of a butterfly, mealworm, or quick-growing plant.
■    Explore what happens to different animals when the weather gets cold. Determine what each type of animal does to survive.
■    Investigate what happens when two magnets are brought together and when one magnet is brought close to various objects.

SOCIAL STUDIES    
    Essential Learning: SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.
 

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.

Printable 4th Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: Fourth-grade students can use knowledge of all letter-sound correspondences, syllabication patterns, morphology, and etymology to read unfamiliar multisyllabic words (in and out of context).
■    Reading: Fourth-grade students can read grade-level appropriate text with sufficient accuracy and fluency to support comprehension. They can summarize, describe, and compare and contrast themes, settings, and plots to demonstrate understanding of texts. They can clarify the meaning of unknown and multiple-meaning words and phrases.
■    Reading: Fourth-grade students can analyze the structural elements of different types of text when writing or speaking about a text. They can describe the overall structure using terms like sequence, comparison, cause/effect, and problem/ solution.
■    Writing: Fourth-grade students can compose argumentative, informative, and narrative pieces where they introduce a topic or establish a situation, support the
1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
topic or build upon the situation and include a concluding statement. They use appropriate conventions in their writing pieces.
■    Writing: Fourth-grade students can conduct short research projects to build knowledge through investigation of different aspects of a topic while using fluent cursive and manuscript handwriting.
■    Speaking and Listening: Fourth-grade students can prepare for and participate effectively and orderly in a range of conversations, collaborations, and civil discussions using grade-level appropriate vocabulary with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own ideas clearly.
■    Speaking and Listening: Fourth-grade students can present information, stories, or opinions, sequencing ideas logically and using relevant descriptions, facts, and details to elaborate on main ideas or themes.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Make reading a part of your daily routine by setting aside a quiet time, with limited distractions, for your child to read.
■    Encourage your child to read and write about topics they are interested in. Help them explain how an author uses reasons and evidence to support the information provided in the text. Help them apply this reasoning to support their own knowledge and opinions while speaking and writing.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography. Edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time).
■    Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community. Connect to visual art. Connect to other core content.
    Essential Learning: DRAMA
Create: Develop drama that answers Who, What, When, Where, and Why.

(Continued from Essential Learning: DRAMA)
character and mood; and resolve conflict.
■    Perform: Analyze the character, setting, and plot in a story, and use choices to enhance drama performance.
■    Respond: Recognize and share artistic choices when participating in or observing a drama work.
■    Connect: Investigate common social issues and express them through a drama work, and explain how drama connects oneself to one’s community or culture.

    Essential Learning: MUSIC
■    Create: Improvise rhythmic and melodic patterns connected to a specific purpose and context.
■    Perform: Make interpretive decisions, with guidance, regarding the use of musical elements to express ideas and emotions.
■    Respond: Identify music elements that are characteristic of different genres of music.
■    Connect: Identify connections between a music genre and cultural or historical contexts.

    Essential Learning: VISUAL ARTS
■    Create: Create art based on other cultures with detail, using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Evaluate artwork based on subject matter, use of media, and the context it was created in.
■    Connect: Analyze what materials were used to make different artworks. Consider the subject matter and message.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

    Home-to-School Connections: FINE ARTS
■    Provide materials for children to create:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
•    An “art area” where messes are OK.

(Continued from Home-to-School Connections: FINE ARTS)
■    Use arts for parties and celebrations:
•    Go to live arts, music, dance, and drama performances.
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.
•    Go to museums.
•    Gather art supplies and make a mural.
■    Consider a variety of arts activities:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self:
•    Set a specific and measurable short-term goal and track the progress.
•    Describe how choices can have positive or negative consequences and give examples of how a person’s decisions can be positively or negatively influenced by others, including peers.
■    Mental and Emotional Health:
•    Identify healthy ways to manage and reduce stress.
•    Define empathy and practice demonstrating empathy with peers.
■    Safety and Disease Prevention:
•    Describe how immediate response increases a victim’s chance for survival and the proper use of basic first aid in a variety of situations.
•    Explain facts about common chronic health conditions and discuss empathy towards individuals living with these conditions.
■    Substance Abuse Prevention: Explain how choosing to refuse alcohol, tobacco,
nicotine, and other substances relates to accomplishing personal goals.
■    Nutrition: Identify the basic nutrients and describe their functions: carbohydrates, proteins, fats, vitamins, minerals, and water. Recognize that calories are needed for growth and body function and that caloric needs change throughout the lifespan.
■    Human Development:
•    Describe the skeletal and muscular systems and their basic functions.
•    List multiple trusted adults to talk with if feeling uncomfortable, afraid, or unsafe about an interaction or other harmful situations. Explain the need to talk with more than one adult if the issue is not resolved.

Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

    Home-to-School Connections: HEALTH EDUCATION
■    Discuss how treating others with mental and physical health conditions with empathy is important.
■    Prepare a healthy meal together and list the nutrients in the meal. Explain how calories are just a measure of how much energy is in the food.
■    Talk with your child about safe people, such as parents, guardians, relatives, teachers, counselors, or clergy, and make a list of at least three specific people that your child could go to for help.

MATHEMATICS EDUCATION    
    Essential Learning: MATHEMATICS
■    STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
■    FOURTH GRADE STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in fourth grade. These skills build on their prior knowledge and lay the foundation for future success in mathematics.
Operations and Algebraic Thinking
•    Use the four operations with whole numbers (addition, subtraction, multiplication, and division) to solve problems.
•    Gain familiarity with factors and multiples.
•    Generate and analyze numeric and shape patterns.
Numbers and Operations in Base Ten
•    Generalize place value understanding for multi-digit whole numbers (less than 1,000,000) by analyzing patterns, writing whole numbers in a variety of ways, making comparisons, and rounding.

(Continued from Essential Learning: MATHEMATICS)
•    Use place value understanding to perform multi-digit addition, subtraction, multiplication, and division. Division in fourth grade is limited to one-digit divisors, for example, 125 ÷ 5 = 25, where 5 is the divisor.
Numbers and Operations—Fractions
•    Extend understanding of equivalence and ordering of fractions.
•    Build fractions from unit fractions, for example, 1/6 + 1/6 + 1/6 = 3/6.
•    Understand, order, and compare decimals to the hundredth place, for example, 2/100 is equal to 0.02 (2 hundredths).
Measurement and Data
•    Solve problems involving the measurement and conversion of measurements from a larger unit to a smaller unit.
•    Apply knowledge of area and perimeter to solve real-world and mathematical problems.
•    Represent and interpret data through the use of a line plot.
•    Understand various concepts of angles and angle measurement.
Geometry
Draw and identify lines and angles, as well as classify shapes by properties of their lines and angles.

Link to the full Utah Core Standards for Mathematics
https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

    Home-to-School Connections: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort,
perseverance, and the learning process without focusing attention on speed and correctness.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about their reasoning for how they solved the problem.
■    Share everyday mathematical moments: Include your child in day-to-day activities that involve precise mathematics. Talk with your child about the mathematics involved in completing the task—for example, fractions involved in cooking and baking, using sewing patterns, measuring wood for a project, etc.
■    Encourage everyday mathematical reasoning: Talk with your child about how you can use mental mathematics to figure out the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to effi-ciently double a recipe’s ingredients, or how to mathematically represent a thrown or kicked ball’s trajectory, etc.

(Continued from Home-to-School Connections: MATHEMATICS)
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Set an appropriate running pace for distance, use spring-and-step takeoffs while jumping and landing, combine movements to create and perform a dance, catch and throw above the head with accuracy, dribble with hands and feet with control.
■    Attain Efficient Movement and Performance: Apply the concept of open spaces to combination skills. Apply simple offensive and defensive strategies.
■    Components to Maintain Health and Fitness: Identify the components of health-related fitness (e.g., cardiovascular fitness, muscular strength, muscular endurance, and flexibility).
■    Develop Cooperative Skills: Reflect on personal behavior, listen respectfully to corrective feedback, and praise the movement performance of others.
■    Personal Value of Physical Activity: Examine the health benefits of participating in physical activity.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11

    Home-to-School Connections: PHYSICAL EDUCATION
■    Learn or create a dance routine and perform it at home.
■    Practice activities that require offensive and defensive strategy.
■    Encourage the acceptance of corrective feedback and praise the performance of others.
■    Tell positive stories about participation in physical activities and the enjoyment that came from those experiences.

SCIENCE    
    Essential Learning: SCIENCE
■    ORGANISMS FUNCTIONING IN THEIR ENVIRONMENT:
•    Construct an explanation from evidence that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

(Continued from Essential Learning: SCIENCE)
•    Develop and use a model of a system to describe how animals receive different types of information from their environment through their senses, process the information in their brain, and respond to the information.
•    Analyze and interpret data from fossils to provide evidence of the stability and change in organisms and environments from long ago.
•    Engage in argument from evidence based on patterns in rock layers and fossils found in those layers to support an explanation that environments have changed over time.
■    ENERGY TRANSFER:
•    Construct an explanation to describe the cause and effect relationship between the speed of an object and the energy of that object.
•    Ask questions and make observations about the changes in energy that occur when objects collide.
•    Plan and carry out an investigation to gather evidence from observations that energy can be transferred from place to place by sound, light, heat, and electrical currents.
•    Design a device that converts energy from one form to another.
■    WAVE PATTERNS:
•    Develop and use a model to describe the regular patterns of waves.
•    Develop and use a model to describe how visible light waves reflected from objects enter the eye, causing objects to be seen.
•    Design a solution to an information transfer problem using wave patterns.
■    OBSERVABLE PATTERNS IN THE SKY:
•    Construct an explanation that the differences in the apparent brightness of the sun compared to other stars are due to the relative distance (scale) of stars from Earth.
•    Analyze and interpret data of observable patterns to show that Earth rotates on its axis and revolves around the sun.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/e9774917-1173-4587-92c6-1e3fa52dbc7d

    Home-to-School Connections: SCIENCE
■    Observe plants and animals in their environment to look for features that help them to survive.
■    Observe fossils for evidence of the type of environment the organisms lived in and the features that helped them to survive.
■    Observe what happens to the energy of objects when they collide.
■    Investigate the patterns of waves that occur when a pebble is thrown into calm water.
■    Investigate the length of an object’s shadow at noon on the same day of the week for eight weeks.

SOCIAL STUDIES    
    Essential Learning: SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.

Printable 5th Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS    
    Essential Learning: ENGLISH LANGUAGE ARTS
■    Reading: Fifth-grade students can use knowledge of all letter-sound correspondences, syllabication patterns, morphology, and etymology to read unfamiliar multisyllabic words (in and out of context).
■    Reading: Fifth-grade students can read grade-level-appropriate text with sufficient accuracy and fluency to support comprehension. They can identify and refer to evidence, describe, compare, and contrast themes, settings, and plots to demonstrate understanding of texts. They can clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
■    Reading: Fifth-grade students can explain the structural elements of different types of text when writing or speaking about a text. They can describe the overall structure using terms like sequence, comparison, cause/effect, and problem/ solution.

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■    Writing: Fifth-grade students can compose argumentative, informative, and narrative pieces where they introduce a topic or establish a situation, support the topic with evidence or build upon the situation, use linking words, phrases, and clauses, and include a concluding statement. They use appropriate conventions in their writing pieces.
■    Writing: Fifth-grade students can conduct short research projects to answer a question while using fluent cursive and manuscript handwriting.
■    Speaking and Listening: Fifth-grade students can prepare for and participate effectively and orderly in a range of conversations, collaborations, and civil discussions using grade-level appropriate vocabulary with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own ideas clearly.
■    Speaking and Listening: Fifth-grade students can present information or opinions, sequencing ideas logically and using relevant descriptions, facts, and details to elaborate on main ideas or themes.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■    Provide opportunities for your child to read every day. Support your child in finding books, videos, and other resources in order for them to write and/or speak about the subject knowledgeably.
■    Encourage your child to ask questions to clarify their understanding of topics, texts, and other resources.
■    Engage your child in discussions about themselves, their peers, and the world around them.

FINE ARTS    
    Essential Learning: DANCE
■    Create: Improvise simple choreography. Edit and fix the choreography.
■    Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time).
■    Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■    Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community. Connect to visual art. Connect to other core content.

    Essential Learning: DRAMA
■    Create: Develop drama that answers who, what, when, where, and why; develop character and mood; and resolve conflict.
■    Perform: Analyze the character, setting, and plot in a story; use choices to enhance drama performance.
■    Respond: Recognize and share artistic choices when participating in or observing a drama work.
■    Connect: Investigate common social issues, express them through a drama work, and explain how drama connects oneself to one’s community or culture.

    Create: Improvise rhythmic and melodic patterns for a specific purpose and context. Perform: Make interpretive decisions, with guidance, about musical elements to express ideas and emotions. Respond: Identify music elements that show different genres of music. Connect: Recognize links between a genre and its cultural or historical settings.

    Essential Learning: VISUAL ARTS
■    Create: Create art based on other cultures with detail, using materials and tools safely.
■    Present: Learn about different cultures and their art.
■    Respond: Evaluate artwork based on subject matter, use of media, and the context it was created in.
■    Connect: Analyze what materials were used to make different artworks. Consider the subject matter and message.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7

    Home-to-School Connections: FINE ARTS
■    Provide materials for children to create:
•    Old clothes, hats, and props for playmaking and movement exploration.
•    Simple musical instruments.
•    A stage area created by hanging old sheets or an open space for dancing/playing.
•    Puppets and puppet stage.
•    Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines for making collages, and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.

(Continued from Home-to-School Connections: FINE ARTS)
•    An “art area” where messes are OK.
■    Use arts for parties and celebrations:
•    Go to live arts, music, dance, and drama performances.
•    Have the children create and perform dance, drama, or music performances.
•    Sing simple songs together.
•    Play drama games.
•    Go to museums.
•    Gather art supplies and make a mural.
■    Consider a variety of arts activities:
•    Create simple melodies, write plays and dance pieces, and perform them.
•    Organize a children’s group or playdate to meet for arts activities or experiences.
•    Take children to live dance, music, and theatre productions.
•    Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
•    Make funny faces or sculptures out of food.

HEALTH EDUCATION    
    Essential Learning: HEALTH EDUCATION
■    Health Foundations and Protective Factors of Healthy Self: Define SMART goal and identify how SMART criteria improve the effectiveness of a goal.
■    Mental and Emotional Health: Practice a variety of stress management techniques and help eliminate stigmas regarding mental health.
■    Safety and Disease Prevention:
•    Learn to respond effectively to environments and practice decision-making skills for safety and disease prevention.
•    Compare and contrast infectious and chronic diseases and recognize when others have a chronic disease or disability, and practice methods of treating them respectfully.
■    Substance Abuse Prevention: Resist peer pressure and substance use by iden-
tifying practices that promote a lifestyle free from alcohol, tobacco, nicotine, and other drugs.
■    Nutrition: Use a food label to calculate how caloric intake can change depending on the number of servings consumed. Create a healthy meal, including a beverage, using current dietary guidelines.
■    Human Development: Understand puberty and maturation, including: the timing of puberty, basic structures and functions of the reproductive and endocrine systems, body changes during puberty, physical, social, and emotional changes that occur with puberty.
Note: Parental consent is required prior to instruction, and parents are encouraged to participate in the maturation presentation.

Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

    Home-to-School Connections: HEALTH EDUCATION
■    Practice healthy stress management techniques together, such as family walks, listening to music, coloring, or yoga.
■    Discuss your family values and expectations around substance use and the consequences of decisions.
■    Using current nutrition guidelines, prepare a balanced meal together.
■    Discuss your experience with puberty and maturation. Answer questions your student has before and after the maturation presentation.

MATHEMATICS EDUCATION    
    Essential Learning: MATHEMATICS
■    STANDARDS FOR MATHEMATICAL PRACTICE
The Standards for Mathematical Practice describe the ways students interact with math concepts. These standards represent the behaviors, skills, and habits your child will develop as they engage and progress in their mathematics learning.
Students will:
1.    Make sense of problems and persevere in solving them.
2.    Reason abstractly and quantitatively.
3.    Construct viable arguments and critique the reasoning of others.
4.    Model with mathematics.
5.    Use appropriate tools strategically.
6.    Attend to precision.
7.    Look for and make use of structure.
8.    Look for and express regularity in repeated reasoning.
■    FIFTH GRADE STANDARDS FOR MATHEMATICS
These are the critical skills your child will be learning in fifth grade. These skills build on their prior knowledge and lay the foundation for future success in mathematics.
Operations and Algebraic Thinking
•    Write and interpret numerical expressions using parentheses, brackets, and braces; for example, add 8 and 7, then multiply by 2, can be written as 2 x (8+7).
•    Analyze patterns and relationships.
Numbers and Operations in Base Ten
•    Understand the place value system.
•    Perform mathematical operations with multi-digit whole numbers and with decimals to hundredths.
Numbers and Operations—Fractions
•    Use equivalent fractions as a strategy to add and subtract fractions.

(Continued from Essential Learning: MATHEMATICS)
•    Multiply and divide fractions.
Measurement and Data
•    Convert measurements in U.S. customary and metric units.
•    Represent and interpret data.
•    Understand ways to find the volume of a rectangular prism.
Geometry
•    Graph points on the coordinate plane to solve real-world and mathematical problems.
•    Classify two-dimensional figures into categories based on their properties.

Link to the full Utah Core Standards for Mathematics
https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

    Home-to-School Connections: MATHEMATICS
■    Portray a positive view of math: Speak positively about math around your child. This will help build their identity as mathematicians and encourage them to persevere through challenging tasks.
■    Focus on flexibility and perseverance rather than speed: When engaging in mathematics with your child, encourage them to try multiple strategies to solve problems. Support their growing understanding by celebrating effort,
perseverance, and the learning process without focusing attention on speed and correctness.
■    Encourage your child to explain their thinking: If you notice errors in your child’s mathematics, avoid telling them that they’re wrong. Rather, engage them in a conversation about their reasoning for how they solved the problem.
■    Share everyday mathematical moments: Include your child in day-to-day activities that involve precise mathematics. Talk with your child about the mathematics involved in completing the task—for example, fractions involved in cooking and baking, using sewing patterns, measuring wood for a project, etc.
■    Encourage everyday mathematical reasoning: Talk with your child about how you can use mental mathematics to figure out the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to effi-ciently double a recipe’s ingredients, or how to mathematically represent a thrown or kicked ball’s trajectory, etc.
■    Regularly check in with your child’s teacher(s): Touch base with your child’s teacher through email, phone calls, conferences, etc., to further discuss ways in which you can support your child’s learning at home.

PHYSICAL EDUCATION    
    Essential Learning: PHYSICAL EDUCATION
■    Motor Skills and Movement Patterns: Throw and catch a ball above the head,

(Continued from Essential Learning: PHYSICAL EDUCATION)
chest and waist level. Combine dribbling with other skills. Create a jump rope routine using either a short or long rope.
■    Attain Efficient Movement and Performance: Use offensive and defensive strategies in a group game.
■    Components to Maintain Health and Fitness: Design a fitness plan and analyze the impact of food choices and hydration on physical activity, sports, and personal health.
■    Develop Cooperative Skills: Actively involve others with both higher and lower skill abilities in activities.
■    Personal Value of Physical Activity: Express the enjoyment and/or challenge of participating in a favorite physical activity.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11

    Home-to-School Connections: PHYSICAL EDUCATION
■    Practice and play a variety of sports or physical activities together.
■    Plan a healthy meal and discuss the nutritional value and how the meal supports an active lifestyle.
■    Invite other children to participate in games and activities of all ability levels, practice cooperation and sportsmanship.
■    Talk about games, sports, and activities you enjoy and teach your child how to play or participate in them.

SCIENCE    
    Essential Learning: SCIENCE
■    CHARACTERISTICS AND INTERACTIONS OF EARTH’S SYSTEMS:
•    Analyze and interpret data to describe patterns of Earth’s features.
•    Use mathematics and computational thinking to compare the quantity of saltwater and freshwater in various reservoirs to provide evidence for the distribution of water on Earth.
•    Ask questions to plan and carry out investigations that provide evidence for the effects of weathering and the rate of erosion on the geosphere.
•    Design solutions to reduce the effects of naturally occurring events that impact humans.
■    PROPERTIES AND CHANGES OF MATTER:
•    Develop and use a model to describe that matter is made of particles on a scale that is too small to be seen.
•    Ask questions to plan and carry out investigations to identify substances based on patterns of their properties.

(Continued from Essential Learning: SCIENCE)
•    Plan and carry out investigations to determine the effect of combining two or more substances.
•    Use mathematics and computational thinking to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight of matter is conserved.
■    CYCLING OF MATTER IN ECOSYSTEMS:
•    Construct an explanation that plants use air, water, and energy from sunlight to produce plant matter needed for growth.
•    Obtain, evaluate, and communicate information that animals obtain energy and matter from the food they eat for body repair, growth, and motion, and to maintain body warmth.
•    Develop and use a model to describe the movement of matter among plants, animals, decomposers, and the environment.
•    Evaluate design solutions whose primary function is to conserve Earth’s environments and resources.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/e9774917-1173-4587-92c6-1e3fa52dbc7d

    Home-to-School Connections: SCIENCE
■    Look at maps to see where mountains, oceans, rivers, lakes, and other land and water features occur. Describe any patterns you observe.
■    Look for examples of weathering and erosion in your area. What might be causing it?
■    Make a toy out of Legos. Weigh it. Take the toy apart and weigh all the pieces. Is there a pattern?
■    Investigate what resources help plants to grow.
■    Explore what different animals need to survive.

SOCIAL STUDIES    
    Essential Learning: SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.
 

PARTNER WITH YOUR CHILD’S TEACHER(S)
Productive relationships between parents and teachers are essential to learning. You can facilitate the development of a respectful relationship with your child’s teacher(s) by:
■    Introducing yourself.
■    Asking about the best means to communicate effectively regarding your child’s learning (for example: email, notes, phone calls).
■    Sharing anything that would be important to consider when planning for your child’s learning experiences (for example: strengths, areas for growth, goals, and/or any other special considerations).
■    Attending parent-teacher conferences and identifying ways you can support your child’s development, growth, and learning.
■    Asking your child about what they are learning and reinforcing their learning at home by maintaining focus on the learning process rather than outcomes and celebrating both successes and failures.
■    Acknowledging the positive contributions of educators on your child’s development, growth, and learning.

Printable 6th Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS
 Essential Learning: ENGLISH LANGUAGE ARTS
■ Reading: Sixth-grade students can cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. They can determine the theme or main idea of a text and provide an objective summary.
■ Reading: Sixth-grade students can clarify the meaning of unknown and multi-
ple-meaning words and phrases, choosing flexibly from a range of strategies. They can determine the meaning of words, phrases, figurative language, connotative meanings, and figures of speech.
■ Reading: Sixth-grade students can analyze how a sentence, paragraph, stanza, chapter, scene, or section fits into the overall structure and how it contributes to the development of theme, main idea, settings, or plot. (RL). Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and how it contributes to the development of the main idea.

1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

■ Writing: Sixth-grade students can compose argumentative, informative, and narrative pieces where they introduce a topic or establish a situation, support the topic with evidence or build upon the situation, use linking words, phrases, and clauses, and include a concluding section or resolution. They use appropriate conventions in their writing pieces.
■ Writing: Sixth-grade students can conduct short research projects to answer a question.
■ Speaking and Listening: Sixth-grade students can prepare for and participate effectively and orderly in a range of conversations, collaborations, and civil discussions using grade-level appropriate vocabulary with peers on topics, texts, and issues, building on others’ ideas, qualifying or justifying responses with reasoning and elaboration, and expressing their own ideas clearly.
■ Speaking and Listening: Sixth-grade students can present claims and findings, sequencing ideas logically and using relevant descriptions, facts, and details to elaborate on main ideas or themes.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■ Talk with your child about what is in the news, or what is happening at school or your workplace.
■ Have reading materials readily available around your home and encourage your child to read or play trivia games to engage them.
■ Encourage good study habits, including goal setting and completing assignments on time. Encourage them to ask for help when needed.

FINE ARTS
 Essential Learning: DANCE
■ Create: Improvise simple choreography. Edit and fix the choreography.
■ Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time).
■ Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■ Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community. Connect to visual art. Connect to other core content.

 Essential Learning: DRAMA
■ Create: Develop drama that answers who, what, when, where, and why; develop character and mood; and resolve conflict.
■ Perform: Analyze the character, setting, and plot in a story; use choices to enhance drama performance.
■ Respond: Recognize and share artistic choices when participating in or observing a drama work.
■ Connect: Investigate common social issues, express them through a drama work, and explain how drama connects oneself to one’s community or culture.
 Essential Learning: MUSIC
■ Create: Improvise rhythmic and melodic patterns connected to a specific purpose and context.
■ Perform: Make interpretive decisions, with guidance, regarding the use of musical elements to express ideas and emotions.
■ Respond: Identify music elements that are characteristic of different genres of music.
■ Connect: Identify connections between a music genre and cultural or historical contexts.
 Essential Learning: VISUAL ARTS
■ Create: Create art based on other cultures with detail, using materials and tools safely.
■ Present: Learn about different cultures and their art.
■ Respond: Evaluate artwork based on subject matter, use of media, and the context it was created in.
■ Connect: Analyze what materials were used to make different artworks. Consider the subject matter and message.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7
 Home-to-School Connections: FINE ARTS
■ Provide materials for children to create:
• Old clothes, hats, and props for playmaking and movement exploration.
• Simple musical instruments.
• A stage area created by hanging old sheets or an open space for dancing/playing.
• Puppets and puppet stage.
• Art materials to explore the art-making process: crayons, markers, colored pencils, water with food coloring for watercolors, scrap paper, old magazines

for making collages and/or cardboard from cereal boxes/paper towel rolls for sculpture, etc.
• An “art area” where messes are OK.
■ Use arts for parties and celebrations:
• Go to live arts, music, dance, and drama performances.
• Have the children create and perform dance, drama, or music performances.
• Sing simple songs together.
• Play drama games.
• Go to museums.
• Gather art supplies and make a mural.
■ Consider a variety of arts activities:
• Create simple melodies, write plays and dance pieces, and perform them.
• Organize a children’s group or playdate to meet for arts activities or experiences.
• Take children to live dance, music, and theatre productions.
• Make puppets out of materials around the house: sticks, pinecones, old socks, lunch sacks, etc.
• Make funny faces or sculptures out of food.

HEALTH EDUCATION
 Essential Learning: HEALTH EDUCATION
■ Health Foundations and Protective Factors of Healthy Self:
• Create a SMART goal and track the progress.
• Explain how personal values, differences, and beliefs contribute to personal boundaries and how personal boundaries are an important factor in making healthy decisions.
■ Mental and Emotional Health: List warning signs of depression, anxiety, and suicide and identify how, why, and when talking with a trusted adult is needed. Discuss strategies to help oneself and others affected by mental and emotional health issues.
■ Safety and Disease Prevention: Describe various ways the media can influence thoughts and feelings that may lead one to take unnecessary risks and develop strategies for minimizing risk (for example, dangerous activities, unsafe challenges, purchase choices, eating behaviors).
■ Substance Abuse Prevention: Explain how the development of the frontal lobe impacts decision-making and how harmful substances affect development.
■ Nutrition: Evaluate personal nutritional habits and physical activity levels and set goals. Recognize the importance of a healthy body image and develop appropriate food and exercise behaviors.
■ Human Development:
• Describe the digestive, respiratory, and cardiovascular systems and their basic functions. Discuss how to clearly say no, leave a situation or interaction, and

identify and talk with a trusted adult when feeling uncomfortable, afraid or unsafe and the possible need to talk with more than one adult.
Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7
 Home-to-School Connections: HEALTH EDUCATION
■ Discuss together the importance of seeking help for mental health concerns and when it is necessary to seek help for others who have mental health issues, including suicide.
■ Discuss your family values and expectations around substance use and the consequences of decisions.
■ Set goals to improve or maintain the health of each person in the family, including both nutrition and physical activity.
■ Talk with your child about safe people, such as parents, guardians, relatives, teachers, counselors, or clergy, and make a list of at least three specific people that your child could go to for help.

MATHEMATICS EDUCATION
 Essential Learning: MATHEMATICS
■ STANDARDS FOR MATHEMATICAL PRACTICE describe the mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes.
Students will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
■ SIXTH GRADE STANDARDS FOR MATHEMATICS
The Utah Core Standards for Mathematics describe the significant areas of learning and should be developed in tandem with the Standards for Mathematical Practice. These are the critical skills students will be learning in sixth grade to build their mathematical understanding.
Students will:
• Apply and use operations with rational numbers.
• Understand ratio concepts and apply proportional reasoning.

• Simplify expressions and solve equations.
• Represent and analyze relationships.
Link to the Utah Core Standards for Mathematics Middle/Junior High
https://www.schools.utah.gov/file/c18dee7b-338d-43a0-94f9-0960c9a5a9dd

Major work of grade 6 Mathematics https://www.schools.utah.gov/file/a505401a-bef9-4ae4-9624-03c2a27beb68
 Home-to-School Connections: MATHEMATICS
Families of Utah secondary mathematics students are in a unique position to show the value and importance of deep mathematical thinking:
■ Encourage your student to play mathematical puzzles and games.
■ Encourage your student to take mathematical risks and find value in the learning process by honoring the logic in students' thinking, even when the answer is incorrect.
■ Encourage mathematical success through developing flexibility with numbers (number talks, asking in-the-moment mental mathematical questions: how much would this 20% discount be?).
■ Allow your student to build his/her/their own mathematical identity by remaining neutral when mathematical topics come up in conversation.
■ Encourage and model number sense and flexibility through everyday mathemati-cal reasoning—use mental mathematics to figure out: the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to efficiently double a recipe’s ingredients, talk about the mathematical representa-tion of a thrown or kicked ball’s trajectory, etc.
■ Encourage a growth mindset by understanding that all students have unlimited mathematical potential and that mathematical achievement involves working hard and taking risks.
■ Understand that mathematical proficiency is more than fact fluency and recall, it includes five interwoven components: adaptive reasoning, strategic compe-
tence, conceptual understanding, productive disposition, and procedural fluency. (Kilpatrick, et. al, 2001

Adapted from Advice for Parents
https://www.youcubed.org/wp-content/uploads/2017/03/Parent-Night-Handout-vF-1-2.pdf
References
Kilpatrick, J., Swafford, J., Findell, B., & National Research Council (U.S.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

PHYSICAL EDUCATION
 Essential Learning: PHYSICAL EDUCATION
■ Motor Skills and Movement Patterns: Demonstrate competency in movement skills to small group games such as basketball, volleyball, speedball, and flag football. Demonstrate correct rhythm and patterns for a dance form.
■ Attain Efficient Movement and Performance: Demonstrate strategies in a small group setting in both offensive and defensive situations to create or deny open space.
■ Components to Maintain Health and Fitness: Design a fitness plan, including warm-up and cool-down, and analyze the impact of proper nutrition and hydration on physical activity, sports, and personal health.
■ Develop Cooperative Skills: Exhibit personal responsibility by using appropriate etiquette, demonstrate respect for facilities and equipment, and exhibit safe behaviors. Identify and use appropriate strategies to reinforce positive fitness behaviors, such as positive self-talk.
■ Personal Value of Physical Activity: Identify how physical activity reduces stress and promotes positive social interactions.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11
 Home-to-School Connections: PHYSICAL EDUCATION
■ Practice and play a variety of sports or physical activities together, including small group games.
■ Plan a healthy meal, discuss the nutritional value, and how the meal supports an active lifestyle.
■ Stress the importance of using fitness equipment safely, showing respect for recreational facilities such as parks and playgrounds, and reinforcing positive fitness behaviors.
■ Describe how physical activity has reduced personal stress and promoted healthy friendships.

SCIENCE
 Essential Learning: SCIENCE
■ STRUCTURE AND MOTION WITHIN THE SOLAR SYSTEM:
• Develop and use a model of the sun-Earth-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
• Develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.

• Use computational thinking to analyze data and determine the scale and properties of objects in the solar system.
■ ENERGY AFFECTS MATTER:
• Develop models to show that molecules are made of different kinds, proportions, and quantities of atoms.
• Develop a model to predict the effect of heat energy on states of matter and density.
• Plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change of average particle motion in various types or amounts of matter.
• Design an object, tool, or process that minimizes or maximizes heat energy transfer.
■ EARTH’S WEATHER PATTERNS AND CLIMATE:
• Develop a model to describe how the cycling of water through Earth’s systems is driven by energy from the sun, gravitational forces, and density.
• Investigate the interactions between air masses that cause changes in weather conditions.
• Develop and use a model to show how unequal heating of the Earth’s systems causes patterns of atmospheric and oceanic circulation that determine regional climates.
• Construct an explanation supported by evidence for the role of the natural greenhouse effect in Earth’s energy balance, and how it enables life to exist on Earth.
■ STABILITY AND CHANGE IN ECOSYSTEMS:
• Analyze data to provide evidence for the effects of resource availability on organisms and populations in an ecosystem. Ask questions to predict how changes in resource availability affect organisms in those ecosystems.
• Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
• Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
• Construct an argument supported by evidence that the stability of populations is affected by changes to an ecosystem.
• Evaluate competing design solutions for preserving ecosystem services that protect resources and biodiversity based on how well the solutions maintain stability within the ecosystem.
Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/907086b7-f433-42e5-83e0-2ffd746f7fcb
 Home-to-School Connections: SCIENCE
■ Observe and record what the moon looks like for a month. What patterns are you noticing? Using objects to represent the Earth, moon, and sun, develop a model that describes these changes.
■ Investigate what happens to the shape of an ice cube and a chocolate bar as they

They are heated by the sun. Using paper and a pencil, develop a model that predicts why these changes occur.
■ Watch a weather forecast. How does the meteorologist describe the movement of different air masses? How does this predicted movement affect the forecasted weather?
■ Research different interactions among organisms such as competition, predation, and mutualism. Where do you see examples of these relationships in organisms in your neighborhood?

SOCIAL STUDIES
 Essential Learning: SOCIAL STUDIES
The social studies parent guides will be coming as soon as those new standards have been approved by the Board.

Printable 7th Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS
 Essential Learning: ENGLISH LANGUAGE ARTS
Seventh-grade students can:
■ Analyze grade-level literature and informational texts by citing and inferring from textual evidence.
■ Determine the theme or main idea of grade-level text.
■ Provide an objective summary of grade-level text.
■ Determine the meaning of unknown words and phrases in text.
■ Analyze the structure of a text and how it contributes to textual meaning.
■ Evaluate whether the arguments, claims, and evidence in a text are valid and relevant.
■ Use the writing process to compose well-organized argumentative, informative, and narrative pieces using precise word choice and appropriate grammar and conventions.
1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■ Conduct short research projects to answer a question.
■ Participate in conversations and collaborations with peers about a variety of topics using grade-level appropriate text and vocabulary.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■ Ensure your child has access to many different kinds of reading material at home. Read some of the same articles or books together and discuss what you read.
■ Encourage your child to write for practical and useful purposes, like helping create a grocery shopping list for the week or writing a get-well-soon card to a friend.
■ Visit a local museum together. Take time to closely observe the details of the exhibits and displayed objects, and talk about what you see there.

FINE ARTS
 Essential Learning: DANCE
■ Create: Improvise. Apply choreographic devices and dance structures to compose original dances with artistic intent. Revise choreography based on self-reflection and feedback.
■ Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time). Evaluate personal healthful practices in dance, including nutrition and injury prevention.
■ Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■ Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community.
 Essential Learning: MEDIA ARTS
■ Create: Conceptualize, generate, develop, and organize ideas and work. Complete and refine media artworks.
■ Present: Analyze, interpret, and select artistic work for performance. Develop techniques and concepts to refine artistic work. Express meaning through presentation of media works.
■ Respond: Perceive and analyze artistic work and process. Interpret intent and meaning. Apply criteria to evaluate artistic work and process.

(Continued from Essential Learning FINE ARTS: MEDIA ARTS)
■ Connect: Synthesize and relate knowledge from personal and collaborative experience to make and receive art. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
LEVELS 1, 2, AND 3:
■ Create: Conceptualize, generate, develop, and organize ideas and work. Complete and refine media artworks.
■ Present: Analyze, interpret, refine, and select artistic work for presentation. Convey meaning in the way the art is presented.
■ Respond: Understand, evaluate, and articulate how works of art convey meaning for the observer and the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.
 Essential Learning: MUSIC
GENERAL
■ Create: Generate simple rhythmic and melodic ideas and phrases.
■ Perform: Demonstrate an understanding of music elements through observation of a live or recorded performance.
■ Respond: Identify and discuss how musical elements work to express meaning.
■ Connect: Experience how music connects us to history, culture, heritage, community, and to other academic subjects.
INSTRUMENTAL: LEVELS 1, 2, 3
■ Create: Improvise/generate and respond to simple melodic ideas and phrases.
■ Perform: Develop fluency in technical performance skills.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
CHOIR: LEVELS 1, 2, 3
■ Create: Sing a consequent phrase for a given antecedent phrase.
■ Perform: Demonstrate technical performance skills by singing correct pitches and rhythms with appropriate tone.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
THEORY/COMPOSITION
■ Create: Generate rhythmic, melodic, and harmonic phrases.
■ Perform: Identify and implement strategies for improving the technical accuracy and expressive aspects of works.

(Continued from Essential Learning FINE ARTS: MUSIC)
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
 Essential Learning: THEATRE
■ Create: Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes.
■ Perform: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. Use body and voice to communicate meaning.
■ Respond: Formulate understanding and appreciation of a drama/theatre work by considering its specific and intended purpose.
■ Connect: Examine historical and contemporary social, cultural, or global issues through different forms of drama/theatre work.
 Essential Learning: VISUAL ARTS
LEVELS 1, 2, AND 3:
■ Create: Generate artistic work with personal meaning by conceptualizing, organizing, and completing artistic ideas. Refine original work through persistence, reflection, and evaluation. Write an artist statement.
■ Present: Develop skills and concepts to refine artistic work for presentation by analyzing and evaluating methods for preparing and presenting art.
■ Respond: Evaluate and articulate how works of art convey meaning for the observer as well as the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7
Utah Arts and Museums Parent Community Handbook: https://artsandmuseums.utah.gov/wp-content/uploads/2019/04/parent-commu-nity-handbook-insides_2PRESS.pdf
 Home-to-School Connections: FINE ARTS
■ Provide materials to create:
• Old clothes and hats for costumes.
• Space for creating dance, music, theatre, and visual art.
• Stage areas.
• Props, musical instruments, puppets, art supplies, filming equipment, etc.

(Continued from Home-to-School Connections: FINE ARTS)
■ Use arts for parties and celebrations:
• Go to a live arts performance.
• Use a handheld video camera and create art.
• Go to museums.
• Gather art supplies and make a mural.
■ Consider a variety of arts activities:
• Organize performances and arts activities.
• Support individual arts development.
• Encourage individual practice.
• Create homemade valentines, Christmas cards, etc.
• Use a smartphone to make a short video.
• Create a film piece from a storybook.
• Take children to see a variety of films and movies.
• Organize neighborhood field trips.

HEALTH EDUCATION
 Essential Learning: HEALTH EDUCATION
■ Health Foundations and Protective Factors of Healthy Self: Create a health-related SMART goal, apply effective decision-making strategies, practice resiliency skills, demonstrate assertiveness to communicate personal boundaries, and show respect for the boundaries of others.
■ Mental and Emotional Health: Explore a variety of stress management techniques, identify the risk factors for the development of mental health disorders, explain the importance of early intervention and treatment, and explore relevant facts about self-harming behaviors and suicide.
■ Safety and Disease Prevention: Demonstrate proficiency in basic first aid and CPR, identify safe online behaviors, compare and contrast the signs, symptoms, prevention methods, and risk factors of infectious, acute, and chronic diseases.
■ Substance Abuse Prevention: Practice methods to resist peer pressure, examine the safe use and misuse of prescription medications and over-the-counter medications, investigate consequences of substance use, explain how addiction is a disease, and the need for professional intervention.
■ Nutrition: Describe the function of the six basic nutrients, explain how nutrition and fitness contribute to health, explore advertising claims of supplements, fad diets, and weight-loss products, and describe the signs, symptoms, and consequences of eating disorders and disordered eating.
■ Human Development:
Note: Parental consent is required prior to sex education instruction.
• Describe the changes of adolescence and recognize the individual differences in growth and development. Describe the anatomy and physiology of the reproductive system. Describe the benefits of practicing sexual abstinence.

(Continued from Essential Learning: HEALTH EDUCATION)
Understand the process of pregnancy, practices for a healthy pregnancy, pregnancy prevention, and Utah’s Newborn Safe Haven Law. Identify common reproductive conditions and diseases, including cancers, STI’s, and STI prevention and treatment options. Identify accurate and credible sources of information about sexual health. Recognize characteristics of healthy and unhealthy relationships. Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7
 Home-to-School Connections: HEALTH EDUCATION
■ Discuss the importance of setting and accepting others’ personal boundaries. Discuss factors that contribute to one’s personal boundaries, such as family values and religion.
■ Discuss together the importance of seeking help for mental health concerns and when it is necessary to seek help for others who have mental health issues, including suicide.
■ Discuss your family values and expectations around substance use and the consequences of decisions.
■ Talk with your child about the importance of abstaining from sexual activity and how to report harassment or sexual assault.

MATHEMATICS EDUCATION
 Essential Learning: MATHEMATICS
■ STANDARDS FOR MATHEMATICAL PRACTICE describe the mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes.
Students will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
■ SEVENTH GRADE STANDARDS FOR MATHEMATICS
The Utah Core Standards for Mathematics describe the significant areas of learning and should be developed in tandem with the Standards for Mathematical.

(Continued from Essential Learning: MATHEMATICS)
Practice. These are the critical skills students will be learning in seventh grade to build their mathematical understanding.
Students will:
• Apply and use operations with rational numbers.
• Understand ratio concepts and apply proportional reasoning.
• Simplify expressions and solve equations.
• Represent and analyze relationships.
Link to the Utah Core Standards for Mathematics Middle/Junior High
https://www.schools.utah.gov/file/c18dee7b-338d-43a0-94f9-0960c9a5a9dd

Major work of grade 7 Mathematics https://www.schools.utah.gov/file/3b6d53aa-e6fd-4e15-9155-76df6d6e4954
 Home-to-School Connections: MATHEMATICS
Parents of Utah secondary mathematics students are in a unique position to show the value and importance of deep mathematical thinking:
■ Encourage your student to play mathematical puzzles and games.
■ Encourage your student to take mathematical risks and find value in the learning process by honoring the logic in students' thinking, even when the answer is incorrect.
■ Encourage mathematical success through developing flexibility with numbers (for example: number talks, asking in-the-moment mental mathematical questions—how much would this 20% discount be?).
■ Allow your student to build his/her/their own mathematical identity by remaining neutral when mathematical topics come up in conversation.
■ Encourage and model number sense and flexibility through everyday mathemati-cal reasoning—use mental mathematics to figure out: the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to efficiently double a recipe’s ingredients, talk about the mathematical representa-tion of a thrown or kicked ball’s trajectory, etc.
■ Encourage a growth mindset by understanding that all students have unlimited mathematical potential and that mathematical achievement involves working hard and taking risks.
■ Understand that mathematical proficiency is more than fact fluency and recall, it includes five interwoven components: adaptive reasoning, strategic compe-
tence, conceptual understanding, productive disposition, and procedural fluency. (Kilpatrick, et. al, 2001)

Adapted from Advice for Parents
https://www.youcubed.org/wp-content/uploads/2017/03/Parent-Night-Handout-vF-1-2.pdf

(Continued from MATHEMATICS)
References
Kilpatrick, J., Swafford, J., Findell, B., & National Research Council (U.S.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

PHYSICAL EDUCATION
BEGINNING OF TEAM SPORTS
 Essential Learning: PHYSICAL EDUCATION
■ Motor Skills and Movement Patterns: Demonstrate correct technique for a variety of movements such as sliding, running, hopping, twisting, stretching, throwing, a variety of dances, and balancing.
■ Attain Efficient Movement and Performance: Link skills together, such as dribbling and passing. Perform skills in a complex environment, such as dribbling on the run or throwing to a moving target.
■ Components to Maintain Health and Fitness: Assess one’s own fitness level and create personal fitness goals based on assessment results, monitoring the progress using a checklist, journal, or other tracking tool.
■ Develop Cooperative Skills: Demonstrate an understanding of different skill levels among peers and respect others of various cultural backgrounds.
■ Personal Value of Physical Activity: Celebrate the successes and achievements of self and others.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11
 Home-to-School Connections: PHYSICAL EDUCATION
■ Practice and play a variety of sports or physical activities, including team sports, together.
■ Assess and discuss personal fitness levels. Set goals to maintain or improve personal fitness.
■ Encourage learning about different cultures.
■ Model behaviors that celebrate the success of others.

SCIENCE
 Essential Learning: SCIENCE
■ FORCES ARE INTERACTIONS BETWEEN MATTER:
• Carry out an investigation that provides evidence that a change in an object’s motion is dependent on the mass of the object and the sum of the forces acting on it.
• Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects in a system.
• Construct a model using observational evidence to describe the nature of fields existing between objects that exert forces on each other, even though the objects are not in contact.
• Collect and analyze data to determine the factors that affect the strength of electric and magnetic forces.
• Engage in argument from evidence to support the claim that gravitational interactions within a system are attractive and dependent upon the masses of interacting objects.
■ CHANGES TO EARTH OVER TIME:
• Develop a model of the rock cycle to describe the relationship between energy flow and matter cycling that creates igneous, sedimentary, and metamorphic rocks.
• Construct an explanation based on evidence for how processes have changed Earth’s surface at varying time and spatial scales.
• Ask questions to identify constraints of specific geologic hazards and evaluate competing design solutions for maintaining the stability of human-engineered structures, such as homes, roads, and bridges.
• Develop and use a scale model of the matter in the Earth’s interior to demonstrate how differences in density and chemical composition (silicon, oxygen, iron, and magnesium) cause the formation of the crust, mantle, and core.
• Ask questions and analyze and interpret data about the patterns between plate tectonics and: (1) The occurrence of earthquakes and volcanoes. (2) Continental and ocean floor features. (3) The distribution of rocks and fossils.
• Make an argument from evidence for how the geologic time scale shows the age and history of Earth.
■ STRUCTURE AND FUNCTION OF LIFE:
• Plan and carry out an investigation that provides evidence that the basic structures of living things are cells.
• Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function.
• Construct an explanation using evidence to explain how body systems have various levels of organization.

(Continued from Essential Learning: SCIENCE)
■ REPRODUCTION AND INHERITANCE:
• Develop and use a model to explain the effects that different types of reproduction have on genetic variation.
• Obtain, evaluate, and communicate information about specific animal and plant adaptations and structures that affect the probability of successful reproduction.
• Develop and use a model to describe why genetic mutations may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
• Obtain, evaluate, and communicate information about the technologies that have changed the way humans affect the inheritance of desired traits in organisms.
■ CHANGES IN SPECIES OVER TIME
• Construct an explanation that describes how the genetic variation of traits in a population can affect some individuals’ probability of surviving and reproducing in a specific environment.
• Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.
• Construct explanations that describe the patterns of body structure similarities and differences within modern organisms and between ancient and modern organisms to infer possible evolutionary relationships.
• Analyze data to compare patterns in the embryological development across multiple species to identify similarities and differences not evident in the fully formed anatomy.

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc
 Home-to-School Connections: SCIENCE
■ Build different kinds of paper airplanes to investigate the distance they travel when dropped from the same height.
■ Identify different kinds of weathering and erosion happening on driveways, roads, sidewalks, walls, and other rock-based structures, and look for patterns to explain what may cause the difference in rate of change. Look for possible solutions to slow weathering.
■ Use programs like Google Earth to identify and explain the effects of the movement of tectonic plates.
■ Soak different objects in a saturated salt solution overnight to observe and measure the effects it causes. What happens when they are left in sugar, corn syrup, or other solutions? What is causing the change?

(Continued from Home-to-School Connections: SCIENCE)
■ Look for patterns in different heritable traits between family members, using pictures if necessary, to track how genes are passed in families.

SOCIAL STUDIES
UTAH STUDIES
 Essential Learning: SOCIAL STUDIES
Students will:
■ Analyze primary and secondary sources to explain the causes and effects of
European-American exploration, including the response and involvement of Utah’s American Indian tribes.
■ Explain how their own connection to Utah is a reflection of the complex history of the state.
■ Identify the civic virtues and principles codified by the Utah Constitution.
■ Make an evidence-based argument regarding the appropriate roles of local, state, and federal governments in resolving a current and/or historical issue.
■ Select a recent event they think will be worthy of remembering, recording, or interpreting, and make an argument for its potential historical significance.
Utah Core Standards for Social Studies, Grades 7 through 12 https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec
 Home-to-School Connections:
■ Utah is an amazing place, rich in resources, in geographic wonders, in inspiring history, and in the diversity of its people. The study of Utah permits students to understand more deeply the place they call home, while developing essential skills. Utah Studies offers an opportunity for students to learn about their own families and cultures as well as those of others.
■ Civic engagement is one of the fundamental purposes of education, and Utah studies classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues
■ Students should have ample opportunities to engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
■ Students should be able to identify local, state, national, or international problems; engage with solutions to these problems; and share their ideas with appropriate public and/or private stakeholders.
■ Students should be encouraged to apply knowledge of governmental structure, historical concepts, geographic interrelationships, and economic principles to analyze and explain current events.

(Continued from Home-to-School Connections: SOCIAL STUDIES)
■ Students should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Utah Portrait of a Graduate at https:// schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.

Printable 8th Grade

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS
 Essential Learning: ENGLISH LANGUAGE ARTS
Eighth-grade students can:
■ Analyze grade-level literature and informational texts by citing and inferring from textual evidence.
■ Determine the theme or main idea of grade-level text.
■ Provide an objective summary of grade-level text.
■ Determine the meaning of unknown words and phrases in text.
■ Analyze the structure of a text and how it contributes to textual meaning.
■ Evaluate whether the arguments, claims, and evidence in a text are valid and relevant.
■ Use the writing process to compose well-organized argumentative, informative, and narrative pieces using precise word choice and appropriate grammar and conventions.
1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■ Conduct short research projects to answer a question.
■ Participate in conversations and collaborations with peers about a variety of topics using grade-level appropriate text and vocabulary.

Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
■ Ensure your child has access to many different kinds of reading material at home. Read some of the same articles or books together and discuss what you read.
■ Encourage your child to write for practical and useful purposes, like helping create a grocery shopping list for the week or writing a get-well-soon card to a friend.
■ Visit a local museum together. Take time to closely observe the details of the exhibits and displayed objects, and talk about what you see there.

FINE ARTS
 Essential Learning: DANCE
DANCE, LEVELS 1, 2, 3
■ Create: Improvise. Apply choreographic devices and dance structures to compose original dances with artistic intent. Revise choreography based on self-reflection and feedback.
■ Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time). Evaluate personal healthful practices in dance, including nutrition and injury prevention.
■ Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■ Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community.
 Essential Learning: MEDIA ARTS
■ Create: Conceptualize, generate, develop, and organize ideas and work. Complete and refine media artworks.
■ Present: Analyze, interpret, and select artistic work for performance. Develop techniques and concepts to refine artistic work. Express meaning through presentation of media works.

(Continued from Essential Learning: FINE ARTS)
■ Respond: Perceive and analyze artistic work and process. Interpret intent and meaning. Apply criteria to evaluate artistic work and process.
■ Connect: Synthesize and relate knowledge from personal and collaborative experience to make and receive art. Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
LEVELS 1, 2, 3:
■ Create: Conceptualize, generate, develop, and organize ideas and work. Complete and refine media artworks.
■ Present: Analyze, interpret, refine, and select artistic work for presentation. Convey meaning in the way the art is presented.
■ Respond: Understand, evaluate, and articulate how works of art convey meaning for the observer and the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.
 Essential Learning: MUSIC
GENERAL
■ Create: Generate simple rhythmic and melodic ideas and phrases.
■ Perform: Demonstrate an understanding of music elements through observation of a live or recorded performance.
■ Respond: Identify and discuss how musical elements work to express meaning.
■ Connect: Experience how music connects us to history, culture, heritage, community, and to other academic subjects.
INSTRUMENTAL: LEVELS 1, 2, 3
■ Create: Improvise/generate and respond to simple melodic ideas and phrases.
■ Perform: Develop fluency in technical performance skills.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
CHOIR: LEVELS 1, 2, 3
■ Create: Sing a consequent phrase for a given antecedent phrase.
■ Perform: Demonstrate technical performance skills by singing correct pitches and rhythms with appropriate tone.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
THEORY/COMPOSITION
■ Create: Generate rhythmic, melodic, and harmonic phrases.

(Continued from Essential Learning: FINE ARTS)
■ Perform: Identify and implement strategies for improving the technical accuracy and expressive aspects of works.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
 Essential Learning: THEATRE
THEATRE, LEVELS 1, 2, 3
■ Create: Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes.
■ Perform: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. Use body and voice to communicate meaning.
■ Respond: Formulate understanding and appreciation of a drama/theatre work by considering its specific and intended purpose.
■ Connect: Examine historical and contemporary social, cultural, or global issues through different forms of drama/theatre work.
 Essential Learning: VISUAL ARTS
LEVELS 1, 2, AND 3:
■ Create: Generate artistic work with personal meaning by conceptualizing, organizing, and completing artistic ideas. Refine original work through persistence, reflection, and evaluation. Write an artist statement.
■ Present: Develop skills and concepts to refine artistic work for presentation by analyzing and evaluating methods for preparing and presenting art.
■ Respond: Evaluate and articulate how works of art convey meaning for the observer as well as the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7
Utah Arts and Museums Parent Community Handbook: https://artsandmuseums.utah.gov/wp-content/uploads/2019/04/parent-commu-nity-handbook-insides_2PRESS.pdf
 Home-to-School Connections: FINE ARTS
■ Provide materials to create:
• Old clothes and hats for costumes.

(Continued from Home-to-School Connections: FINE ARTS)
• Space for creating dance, theatre, and visual art.
• Stage areas.
• Props, musical instruments, puppets, art supplies, filming equipment, etc.
■ Use arts for parties and celebrations:
• Go to a live arts performance.
• Use a handheld video camera and create art.
• Go to museums.
• Gather art supplies and make a mural.
■ Consider a variety of arts activities:
• Organize performances and arts activities.
• Support individual arts development.
• Encourage individual practice.
• Create homemade valentines, Christmas cards, etc.
• Use a smartphone to make a short video.
• Create a film piece from a storybook.
• Take children to see a variety of films and movies.
• Organize neighborhood field trips.

HEALTH EDUCATION
 Essential Learning: HEALTH EDUCATION
■ Health Foundations and Protective Factors of Healthy Self: Create a health-related SMART goal, apply effective decision-making strategies, practice resiliency skills, demonstrate assertiveness to communicate personal boundaries, and show respect for the boundaries of others.
■ Mental and Emotional Health: Explore a variety of stress management techniques, identify the risk factors for the development of mental health disorders, explain the importance of early intervention and treatment, and explore relevant facts about self-harming behaviors and suicide.
■ Safety and Disease Prevention: Demonstrate proficiency in basic first aid and CPR, identify safe online behaviors, compare and contrast the signs, symptoms, prevention methods, and risk factors of infectious, acute, and chronic diseases.
■ Substance Abuse Prevention: Practice methods to resist peer pressure, examine the safe use and misuse of prescription medications and over-the-counter medications, investigate consequences of substance use, explain how addiction is a disease, and the need for professional intervention.
■ Nutrition: Describe the function of the six basic nutrients, explain how nutrition and fitness contribute to health, explore advertising claims of supplements, fad diets, and weight-loss products, and describe the signs, symptoms, and consequences of eating disorders and disordered eating.
■ Human Development:
Note: Parental consent is required prior to sex education instruction.

(Continued from Essential Learning: HEALTH EDUCATION)
Describe the changes of adolescence and recognize the individual differences in growth and development. Describe the anatomy and physiology of the reproductive system. Describe the benefits of practicing sexual abstinence. Understand the process of pregnancy, practices for a healthy pregnancy, pregnancy prevention, and Utah’s Newborn Safe Haven Law. Identify common reproductive conditions and diseases, including cancers, STIs, and STI prevention and treatment options-
tions. Identify accurate and credible sources of information about sexual health. Recognize characteristics of healthy and unhealthy relationships. Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7
 Home-to-School Connections: HEALTH EDUCATION
■ Discuss the importance of setting and accepting others’ personal boundaries. Discuss factors that contribute to one’s personal boundaries, such as family values and religion.
■ Discuss together the importance of seeking help for mental health concerns and when it is necessary to seek help for others who have mental health issues, including suicide.
■ Discuss your family values and expectations around substance use and the consequences of decisions.
■ Talk with your child about the importance of abstaining from sexual activity and how to report harassment or sexual assault.

MATHEMATICS EDUCATION
 Essential Learning: MATHEMATICS
■ STANDARDS FOR MATHEMATICAL PRACTICE describe the mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes.
Students will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

(Continued from Essential Learning: MATHEMATICS)
■ EIGHTH GRADE STANDARDS FOR MATHEMATICS
The Utah Core Standards for Mathematics describe the significant areas of learning and should be developed in tandem with the Standards for Mathematical Practice. These are the critical skills students will be learning in eighth grade to build their mathematical understanding.
Students will:
• Apply and use operations with rational numbers.
• Understand ratio concepts and apply proportional reasoning.
• Simplify expressions and solve equations.
• Represent and analyze relationships.

Link to the full Utah Core Standards for Mathematics https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

Major work of grade 8 Mathematics https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=3
 Home-to-School Connections: MATHEMATICS
Parents of Utah secondary mathematics students are in a unique position to show the value and importance of deep mathematical thinking:
■ Encourage your student to play mathematical puzzles and games.
■ Encourage your student to take mathematical risks and find value in the learning process by honoring the logic in students' thinking, even when the answer is incorrect.
■ Encourage mathematical success through developing flexibility with numbers (for example: number talks, asking in-the-moment mental mathematical questions—how much would this 20% discount be?).
■ Allow your student to build his/her/their own mathematical identity by remaining neutral when mathematical topics come up in conversation.
■ Encourage and model number sense and flexibility through everyday mathemati-cal reasoning—use mental mathematics to figure out: the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to efficiently double a recipe’s ingredients, talk about the mathematical representa-tion of a thrown or kicked ball’s trajectory, etc.
■ Encourage a growth mindset by understanding that all students have unlimited mathematical potential and that mathematical achievement involves working hard and taking risks.
■ Understand that mathematical proficiency is more than fact fluency and recall, it includes five interwoven components: adaptive reasoning, strategic compe-
tence, conceptual understanding, productive disposition, and procedural fluency. (Kilpatrick, et. al, 2001)

(Continued from MATHEMATICS)
Adapted from Advice for Parents
https://www.youcubed.org/wp-content/uploads/2017/03/Parent-Night-Handout-vF-1-2.pdf
References
Kilpatrick, J., Swafford, J., Findell, B., & National Research Council (U.S.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

PHYSICAL EDUCATION
BEGINNING TEAM SPORTS
 Essential Learning: PHYSICAL EDUCATION
■ Motor Skills and Movement Patterns: Use correct technique in a variety of games, sports, and dances. Create and perform a variety of activities that combine traveling, rolling, balancing, and weight transfer.
■ Attain Efficient Movement and Performance: Identify and demonstrate similarities and differences between a variety of movement skills such as badminton, volleyball, soccer, football, baseball, and basketball.
■ Components to Maintain Health and Fitness: Assess personal level of fitness and maintain a basic exercise plan, including all components of health-related fitness (for example, assessment of strength, muscular endurance, cardiovascular endurance, flexibility). Describe the relationship between physical activity and nutrition.
■ Develop Cooperative Skills: Demonstrate the ability to work and support others with both teammates and opponents. Seek out, participate with, and show respect for persons of like and different abilities, skills, and cultures.
■ Personal Value of Physical Activity: Celebrate the successes and achievements of self and others. Participate in activities that provide enjoyable social interactions.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11
 Home-to-School Connections: PHYSICAL EDUCATION
■ Practice and play a variety of sports or physical activities, including team sports, together.
■ Assess and discuss personal fitness levels. Maintain an exercise and nutrition plan at home that encourages a healthy and active lifestyle.
■ Encourage activities that include people from other backgrounds and cultures, such as city recreation activities.
■ Model behaviors that celebrate the success of others.

SCIENCE
 Essential Learning: SCIENCE
■ MATTER AND ENERGY INTERACT IN THE PHYSICAL WORLD:
• Develop a model to describe the scale and proportion of atoms and molecules.
• Obtain information about various properties of matter, evaluate how different materials’ properties allow them to be used for particular functions in society, and communicate your findings.
• Plan and conduct an investigation and then analyze and interpret data to identify patterns in changes in a substance’s properties to determine whether a chemical reaction has occurred.
• Obtain and evaluate information to describe how synthetic materials come from natural resources, what their functions are, and how society uses these new materials.
• Develop a model that uses computational thinking to illustrate cause and  effect relationships in particle motion, temperature, density, and state of a pure substance when heat energy is added or removed.
• Develop a model to describe how the total number of atoms does not change in a chemical reaction, indicating that matter is conserved.
• Design, construct, and test a device that can affect the rate of a phase change.
■ ENERGY IS STORED AND TRANSFERRED IN PHYSICAL SYSTEMS:
• Use computational thinking to analyze data about the relationship between the mass and speed of objects and the relative amount of kinetic energy of the objects.
• Ask questions about how the amount of potential energy varies as the distance within the system changes. Plan and conduct an investigation to answer a question about potential energy.
• Engage in an argument to identify the strongest evidence that supports the claim that the kinetic energy of an object changes as energy is transferred to or from the object.
• Use computational thinking to describe a simple model for waves that shows the pattern of wave amplitude being related to wave energy.
• Develop and use a model to describe the structure of waves and how they are reflected, absorbed, or transmitted through various materials.
• Obtain and evaluate information to communicate the claim that the structure of digital signals is a more reliable way to store or transmit information than analog signals.
■ LIFE SYSTEMS STORE AND TRANSFER MATTER AND ENERGY:
• Plan and conduct an investigation and use the evidence to construct an explanation of how photosynthetic organisms use energy to transform matter.

(Continued from Essential Learning: SCIENCE)
• Develop a model to describe how food is changed through chemical reactions to form new molecules that support growth and/or release energy as matter cycles through an organism.
• Ask questions to obtain, evaluate, and communicate information about how changes to an ecosystem affect the stability of cycling matter and the flow of energy among living and nonliving parts of an ecosystem.
■ INTERACTIONS WITH NATURAL SYSTEMS AND RESOURCES:
• Construct a scientific explanation based on evidence that shows that the uneven distribution of Earth’s mineral, energy, and groundwater resources is caused by geological processes.
• Engage in an argument supported by evidence about the effect of per-capita consumption of natural resources on Earth’s systems.
• Design a solution to monitor or mitigate the potential effects of the use of natural resources. Evaluate competing design solutions using a systematic process to determine how well each solution meets the criteria and constraints of the problem.
• Analyze and interpret data on the factors that change global temperatures and their effects on regional climates.
• Analyze and interpret patterns of the occurrence of natural hazards to forecast future catastrophic events, and investigate how data are used to develop technologies to mitigate their effects

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc
 Home-to-School Connections: SCIENCE
■ Investigate how hard water buildup (white substance on showers, sinks, and faucets) is affected by soaking them in vinegar. Obtain, evaluate, and communicate information about what causes hard water to build up, what hard water buildup is made of, and what vinegar contains that affects it.
■ Have a cannonball splash competition and look for patterns to see what affects the size of the splash the most, or test what aspects of rocks falling into water cause the biggest splash.
■ After a snowstorm, watch for patterns to see which areas melt the fastest and investigate why those areas melt snow at a faster rate.
■ Choose different types of activities and do that activity for a five-minute period, and compare your resting heart rate before and after the activity. Explain what is causing the change in heart rate?
■ Do a water use analysis to estimate the amount of water used on a weekly basis (cooking, cleaning, and watering yards). Identify ways that you or your family can conserve water.

SOCIAL STUDIES
U.S. HISTORY I
 Essential Learning: SOCIAL STUDIES
Students will:
■ Analyze evidence, including artifacts and other primary sources, to make evidence-based inferences about life among several American Indian nations prior to European exploration of the Americas.
■ Explain historic and modern regional differences that had their origins in the colonial period, such as the institution of slavery; patterns of life in urban and rural areas; differences between the French continental interior, Spanish southwest, and English northeast; and the location of manufacturing centers.
■ Explain how the ideas and events of the American Revolution continue to shape American identity.
■ Use evidence to explain how the Constitution is a transformative document that contributed to American exceptionalism.
■ Use case studies to document the expansion of democratic principles and rights over time.
■ Use primary sources representing multiple perspectives to interpret conflicts that arose during American expansion, especially as American Indians were forced from their traditional lands and as tensions grew over free and slave holding territory.
■ Use current events to evaluate the implications of the Civil War and Reconstruction for contemporary American life.
Utah Core Standards for Social Studies, Grades 7 through 12 https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec
 Home-to-School Connections:
■ United States History I includes events and issues in United States history from the Age of Exploration through Reconstruction, emphasizing the 18th and 19th centuries. Students will be expected to make connections between historically
significant events and current issues, helping to deepen their understanding of the context and complexity of civic life and preparing them for civic engagement.
Civic engagement is one of the fundamental purposes of education, and U.S. history classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues.
■ Your student should have ample opportunities to engage in deliberative, collaborative, and civil dialogue regarding historical and current issues and share these experiences with you.
■ Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These skills include the ability to think

(Continued from Home-to-School Connections: SOCIAL STUDIES)
Critically about evidence, use diverse forms of evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence and place their interpretations within historical contexts.
■ Students should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Portrait of a Graduate at https:// schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.

Printable High School

Parent Guide to Student Success
Parents are important partners in achieving the Utah State Board of Education’s vision that “each student is prepared to succeed and lead by having knowledge and skills to learn, engage civically, and lead meaningful lives.” The purpose of this document is to help parents better understand what their children should learn, when a child may need more help, or when a child would benefit from extra challenges. By using these resources, you may find more ways to advance your child’s learning at home while encouraging growth in their communication, critical thinking, and problem-solving skills.

ENGLISH LANGUAGE ARTS
 Essential Learning: ENGLISH LANGUAGE ARTS
9TH AND 10TH GRADE STUDENTS CAN:
■ Analyze grade-level literature and informational texts by citing and inferring from
textual evidence.
■ Determine the theme or main idea of grade-level text and analyze its development over the entirety of the text.
■ Provide an objective summary of grade-level text.
■ Clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, prefixes, and roots.
■ Evaluate the effectiveness of how an author structures a text and how this structure enhances textual meaning.
■ Evaluate an argument and specific claims from multiple sources and evaluate whether the evidence is relevant and sufficient. Identify false statements and claims.
1
Utah State Board of Education 250 East 500 South P.O. Box 144200 Salt Lake City, UT 84114-4200 Sydnee Dickson, Ed.D., State Superintendent of Public Instruction

(Continued from Essential Learning: ENGLISH LANGUAGE ARTS)
■ Use the writing process to compose well-organized argumentative, informative, and narrative pieces using appropriate grammar, conventions, and style.
■ Conduct short and more sustained research projects to answer a question or solve a problem.
■ Participate in conversations and collaborations with peers about a variety of topics using grade-level appropriate text and vocabulary.
11TH AND 12TH GRADE STUDENTS CAN:
■ Analyze grade-level literature and informational texts by citing and inferring from
textual evidence.
■ Determine two or more themes or main ideas of grade-level text and analyze their development over the text’s entirety.
■ Provide an objective summary of grade-level text.
■ Clarify the meaning of unknown and multiple-meaning words and phrases.
■ Analyze the impact of authors’ and speakers’ specific word choices on meaning, tone, and mood.
■ Compare the effectiveness of the structures of multiple texts about similar topics or themes.
■ Evaluate an argument and specific claims from multiple sources and evaluate whether the evidence is relevant, sufficient, and valid.
■ Use the writing process to compose well-organized and coherent argumentative, informative, and narrative pieces on complex topics or themes using appropriate grammar and conventions.
■ Conduct short and more sustained research projects using multiple sources to answer a question or solve a problem.
■ Participate in conversations and collaborations with peers about a variety of topics using grade-level appropriate text and vocabulary.
Link to the English Language Arts Core Standards: Link to the new ELA Standards coming soon!

Home-to-School Connections: ENGLISH LANGUAGE ARTS
9TH AND 10TH GRADE STUDENTS
■ Share books and articles with your teen about their favorite topics and hobbies.
Have conversations about what they read.
■ Read current events together; contrast what you have read with the information shown via TV/cable news or social media. Ask them to distinguish between facts and opinions.
■ If your teen is interested in journalism, photography, creative writing, or debate, encourage them to sign up for the school newspaper, yearbook, literary magazine, or debate club/class.

(Continued from Home-to-School Connections: ENGLISH LANGUAGE ARTS)
11TH AND 12TH GRADE STUDENTS
■ Give your teen the opportunity to choose their own reading material. Ask them to
share their thoughts about what they are reading.
■ Suggest that your teen conduct research on topics, issues, and questions that interest them. They may want to write a letter to an elected official calling for change or voicing their support.
■ Encourage your teen to self-advocate in the classroom when issues or questions about an assignment arise by speaking to their teachers or composing an email.

FINE ARTS
 Essential Learning: DANCE
DANCE: LEVELS 1, 2, 3
■ Create: Improvise. Apply choreographic devices and dance structures to compose original dances with artistic intent. Revise choreography based on self-reflection and feedback.
■ Perform: Perform the elements of dance (awareness of space, shapes, locomotor and non-locomotor movement, energy qualities and degrees, body parts, time). Evaluate personal healthful practices in dance, including nutrition and injury prevention.
■ Respond: Identify movements when watching and doing. Use basic dance terminology to describe movement. Describe movement from a culture or genre. Describe why a dance is artistic.
■ Connect: Identify emotions when watching a dance and connect them to personal life and personal views. Demonstrate movement of a specific topic. Find a relationship between dance and culture, historical period, society, or community. Connect to visual art. Connect to other Core content.
 Essential Learning: MEDIA ARTS
MEDIA ARTS: LEVELS 1, 2, 3
■ Create: Conceptualize, generate, develop, and organize ideas and work. Complete and refine media artworks.
■ Present: Analyze, interpret, refine, and select artistic work for presentation. Convey meaning in the way the art is presented.
■ Respond: Understand, evaluate, and articulate how works of art convey meaning for the observer and the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.

(Continued from Essential Learning: FINE ARTS)

 Essential Learning: MUSIC
GENERAL
■ Create: Generate simple rhythmic and melodic ideas and phrases.
■ Perform: Demonstrate an understanding of music elements through observation of a live or recorded performance.
■ Respond: Identify and discuss how musical elements work to express meaning.
■ Connect: Experience how music connects us to history, culture, heritage, community, and to other academic subjects.
INSTRUMENTAL: LEVELS 1, 2, 3
■ Create: Improvise/generate and respond to simple melodic ideas and phrases.
■ Perform: Develop fluency in technical performance skills.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
CHOIR: LEVELS 1, 2, 3
■ Create: Sing “call and response” musical phrases.
■ Perform: Demonstrate technical performance skills by singing correct pitches and rhythms with appropriate tone.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
THEORY/COMPOSITION
■ Create: Generate rhythmic, melodic, and harmonic phrases.
■ Perform: Identify and implement strategies for improving the technical accuracy and expressive aspects of works.
■ Respond: Consider how the use of music elements helps predict the composer’s intent.
■ Connect: Examine how music relates to personal development and enjoyment of life.
 Essential Learning: THEATRE
THEATRE: LEVELS 1, 2, 3
■ Create: Use correct form and structure to create a scene or play with a beginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes.

(Continued from Essential Learning FINE ARTS: THEATRE)
■ Perform: Interpret the character, setting, and essential events in a story or script that make up the dramatic structure in a drama/theatre work. Use body and voice to communicate meaning.
■ Respond: Formulate understanding and appreciation of a drama/theatre work by considering its specific and intended purpose.
■ Connect: Examine historical and contemporary social, cultural, or global issues through different forms of theatre work.
 Essential Learning: VISUAL ARTS
VISUAL ARTS: LEVELS 1, 2, 3
■ Create: Generate artistic work with personal meaning by conceptualizing, organizing, and completing artistic ideas. Refine original work through persistence, reflection, and evaluation. Write an artist statement.
■ Present: Develop skills and concepts to refine artistic work for presentation by analyzing and evaluating methods for preparing and presenting art.
■ Respond: Evaluate and articulate how works of art convey meaning for the observer as well as the creator.
■ Connect: Relate artistic skills, ideas, and work with personal meaning and external context.

Link to the Utah Fine Arts Core Standards: https://www.schools.utah.gov/file/d1fde2c5-7463-4892-9d23-8584924537a7
Utah Arts and Museums Parent Community Handbook: https://artsandmuseums.utah.gov/wp-content/uploads/2019/04/parent-commu-nity-handbook-insides_2PRESS.pdf
 Home-to-School Connections: FINE ARTS
■ Provide materials to create:
• Old clothes and hats for costumes.
• Space for creating dance, music, theatre, and visual art.
• Stage areas.
• Props, musical instruments, puppets, art supplies, filming equipment, etc.
■ Use arts for parties and celebrations:
• Go to a live arts performance.
• Use a handheld video camera and create art.
• Go to museums.
• Gather art supplies and make a mural.
■ Consider a variety of arts activities:
• Organize performances and arts activities.
• Support individual arts development.
• Encourage individual practice.
• Create homemade birthday, holiday cards, etc.

(Continued from Home-to-School Connections: FINE ARTS)
• Use a smartphone to make a short video.
• Create a film piece from a storybook.
• Take children to see a variety of films and movies.
• Organize neighborhood field trips.

HEALTH EDUCATION
 Essential Learning: HEALTH EDUCATION
■ Health Foundations and Protective Factors of Healthy Self: Use SMART goal criteria to design and implement a plan for positive lifelong habits. Develop resilience skills. Communicate personal boundaries and show respect for the boundaries of others. Model strategies to prevent, manage, or resolve interpersonal conflict in healthy ways.
■ Mental and Emotional Health: Apply stress management techniques to a personal stressor. Explore ways to understand, accept, and reduce the stigma of mental health disorders. Research risk factors and warning signs of suicide and know how to seek help when needed.
■ Safety and Disease Prevention: Demonstrate high-quality hands-on CPR, AED, and appropriate first aid. Practice safe online behaviors. Research preventative measures for chronic and infectious health conditions.
■ Substance Abuse Prevention: Explore risk and protective factors for making healthy decisions about substance use. Evaluate the physical, mental, emotional, social, legal, and financial impacts of substance use. Identify community resources available to support individuals impacted by substance abuse and addiction.
■ Nutrition: Develop lifelong strategies for maintaining nutrition and physical activity. Explain the effects of eating disorders and disordered eating on healthy growth and development. Assess the relationship between food and culture.
■ Human Development:
Note: Parental consent is required prior to sex education instruction.
Understand the function of reproductive anatomy. Describe the anatomy and physiology of the reproductive system. Describe the benefits of practicing sexual abstinence. Understand the process of conception, pregnancy, practices for a healthy pregnancy, pregnancy prevention, parenting responsibilities, and Utah’s
Newborn Safe Haven Law. Identify common reproductive conditions and diseases including cancers, STIs, and STI prevention and treatment options. Identify accurate and credible sources of information about sexual health. Recognize characteristics of healthy and unhealthy relationships. Recognize harassment, abuse, discrimination, and relationship violence prevention and reporting strategies.
Link to the full Utah Health Education Core Standards: https://schools.utah.gov/file/ed906f78-eaf5-44fa-892f-984e28c4c2a7

 Home-to-School Connections: HEALTH EDUCATION
■ Discuss the importance of setting and accepting others’ personal boundaries. Discuss factors that contribute to one’s personal boundaries, such as family values and religion.
■ Discuss together the importance of seeking help for mental health concerns and when it is necessary to seek help for others who have mental health issues, including suicide.
■ Discuss your family values and expectations around substance use and the consequences of decisions.
■ Talk with your child about the importance of abstaining from sexual activity and how to report harassment or sexual assault.

MATHEMATICS EDUCATION
 Essential Learning: MATHEMATICS
■ STANDARDS FOR MATHEMATICAL PRACTICE describe the mathematical habits of mind that teachers should seek to develop in their students. Students become mathematically proficient in engaging with mathematical content and concepts as they learn, experience, and apply these skills and attitudes.
Students will:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
9TH–12TH GRADE STANDARDS FOR MATHEMATICS
The Utah Core Standards for Mathematics describe the significant areas of learning and should be developed in tandem with the Standards for Mathematical Practice.
In grades nine through 12, students will build their mathematical understanding. Students will:
• Create, interpret, manipulate, and solve algebraic equations.
• Understand, compare, and represent functions (defined by rates of change, multiple representations, and building functions).
• Describe characteristics of functions (definition of a function, transformations, features of functions).
• Understand, apply, and prove congruence and similarity as defined in terms of geometric transformations.

(Continued from MATHEMATICS)

Link to the full Utah Mathematics Core Standards https://www.schools.utah.gov/curr/mathematics/core?mid=4514&tid=1

Major work of the Grade Secondary Mathematics I https://www.schools.utah.gov/file/ebcf5ee5-fb78-449e-ac39-2df081f7cd72
Major work of the Grade Secondary Mathematics II https://www.schools.utah.gov/file/b7ae7b8b-40f1-40ae-9e30-3eb99b5c4cc3
Major work of the Grade Secondary Mathematics III https://www.schools.utah.gov/file/6809fc86-7df4-484c-8b9b-1078ee9401e0
 Home-to-School Connections: MATHEMATICS
Parents of Utah Secondary Mathematics students are in a unique position to show the value and importance of deep mathematical thinking.
■ Encourage your student to play mathematical puzzles and games.
■ Encourage your student to take mathematical risks and find value in the learning process by honoring the logic in students' thinking, even when the answer is incorrect.
■ Associate mathematical success with flexibility with numbers—not speed.
■ Allow your student to build his/her/their own mathematical identity by remaining neutral when mathematical topics come up in conversation.
■ Encourage and model number sense and flexibility through everyday mathemati-cal reasoning (use mental mathematics to figure out: the money you will save on a sale at a store, how long you can drive on a tank of gas during a road trip, how to efficiently double a recipe’s ingredients, talking about the mathematical represen-tation of a thrown or kicked ball’s trajectory, etc.).
■ Encourage a growth mindset by understanding that all students have unlimited mathematical potential and that mathematical achievement involves working hard and taking risks.
■ Understand that mathematical proficiency is more than fact fluency and recall; it includes five interwoven components: adaptive reasoning, strategic compe-
tence, conceptual understanding, productive disposition, and procedural fluency. (Kilpatrick, et. al, 2001)
Adapted from Advice for Parents
https://www.youcubed.org/wp-content/uploads/2017/03/Parent-Night-Handout-vF-1-2.pdf
References
Kilpatrick, J., Swafford, J., Findell, B., & National Research Council (U.S.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

PHYSICAL EDUCATION
 Essential Learning: PHYSICAL EDUCATION
FITNESS FOR LIFE
■ Motor Skills and Movement Patterns: Participate in and demonstrate proficiency in two or more lifetime activities that promote health-related fitness.
■ Attain Efficient Movement and Performance: Identify concepts, including terminology, regarding the structure and function of the human body and safe exercise practices.
■ Components to Maintain Health and Fitness: Design and implement a fitness plan that includes:
• The five components of fitness (body composition, flexibility, muscular strength, muscular endurance, and cardiorespiratory endurance)
• Adaptations related to aging
• Overload, progression, specificity, and reversibility
• Frequency, intensity, time, and type (FIIT)
• Nutritional plan, including snacks and hydration
■ Develop Cooperative Skills: Identify appropriate risks and safety factors in the selection of fitness activities and the precautions to take during training. Identify the benefits and dangers of various dietary supplements, and understand the effects
of weight loss and weight gain on personal health, and develop a healthy self-concept.
■ Personal Value of Physical Activity: Analyze the mental, social, and psychological health benefits of a self-selected physical activity.
INDIVIDUAL LIFETIME ACTIVITIES
■ Motor Skills and Movement Patterns: Participate in and demonstrate proficiency in three or more lifetime activities such as dance, outdoor recreation, net games, aquatics, or individual performance activities.
■ Attain Efficient Movement and Performance: Participate in a number of individual activities demonstrating advanced strategies and rules.
■ Components to Maintain Health and Fitness: Use measures such as blood pressure, heart rate, body mass, pedometers, rates of perceived exertion, or pacing to assess and track activity readiness. Explain how age affects activity performance and strategies for a life-long fitness plan. List the benefits of activity and proper nutrition for a lifelong healthy lifestyle. Explain how physical activity increases longevity and quality of life through stress reduction.
■ Develop Cooperative Skills: Accept differences between personal characteristics and body image. Understand the role the media can play in unrealistic body image and athletic elitism.
■ Personal Value of Physical Activity: Participate in lifetime activities that are personally relevant.

(Continued from Essential Learning: PHYSICAL EDUCATION)
PARTICIPATION, SKILLS, AND TECHNIQUES
■ Motor Skills and Movement Patterns: Demonstrate individual competency in one or more cardiovascular and strength training skills that promote health-related fitness.
■ Attain Efficient Movement and Performance: Participate in a number of individual and team activities, demonstrating strategies and rules.
■ Components to Maintain Health and Fitness: Analyze and compare health and fitness benefits from participation in a variety of activities, including how to calculate and apply the target heart rate. Describe how proper nutrition and exercise are necessary for a lifelong healthy lifestyle.
■ Develop Cooperative Skills: Exhibit proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance.
■ Personal Value of Physical Activity: Analyze the mental, social, and psychological health benefits of a self-selected physical activity.

Link to the full Utah Physical Education Core Standards https://www.schools.utah.gov/file/6192280d-2ab2-4ff1-b5dd-a9c2f95c1b11
 Home-to-School Connections: PHYSICAL EDUCATION
FITNESS FOR LIFE
■ Plan time to be physically active together, this could be at a recreation center, outdoors, or in the home.
■ Create a fitness and nutritional plan at home that supports a healthy lifestyle.
■ Discuss the benefits and dangers of nutritional supplements. Research the validity of supplements together before purchasing and using them.
■ Discuss how physical activity can improve mental and social health.
The Fitness for Life class may NOT be substituted for athletic participation as stated in R277-700 and as outlined in the document Physical Education Guidelines at https://schools.utah.gov/file/58c8b43b-0fea-4632-af17-0d96a16cbb16.
INDIVIDUAL LIFETIME ACTIVITIES
■ Plan time to be physically active together, this could be at a recreation center, outdoors, or in the home.
■ Discuss how long-term healthy eating and physical activity work together in promoting a healthy lifestyle and how aging can impact both.
■ Reinforce positive self-talk and the impact the media can have on body image and unrealistic expectations about appearance and performance.
■ Share experiences with participation in lifetime activities that are enjoyable.
The Individual Lifetime Activities class has four supplemental standards that may fulfill the graduation requirement. These supplemental courses are: Dance, Outdoor.

(Continued from Home-to-School Connections: PHYSICAL EDUCATION)
Recreation, Strength and Conditioning, and Yoga. The standards for these can be found in the Utah Physical Education Core Standards beginning on page 73.
The Individual Lifetime Activities class may be substituted for athletic participation in collaboration with the local education agency and under the guidance of R277-700 as outlined in the document Physical Education Guidelines at https://schools.utah. gov/file/58c8b43b-0fea-4632-af17-0d96a16cbb16.
PARTICIPATION, SKILLS, AND TECHNIQUES
■ Plan time to exercise together, both for cardiovascular health and strength training.
■ Discuss how long-term healthy eating and physical activity work together in promoting a healthy lifestyle.
■ Model respect for others during games, physical activities, and viewing sporting events.
■ Talk about the benefits of physical activity to mental health.
This Participation, Skills and Techniques class may be substituted for athletic par-ticipation in collaboration with the local education agency and under the guidance of R277-700 as outlined in this document: Physical Education Guidelines at https:// schools.utah.gov/file/58c8b43b-0fea-4632-af17-0d96a16cbb16

SCIENCE
 Essential Learning: BIOLOGY
■ INTERACTIONS WITH ORGANISMS AND THE ENVIRONMENT:
• Plan and carry out an investigation to analyze and interpret data to determine how biotic and abiotic factors can affect the stability and change of a population.
• Develop and use a model to explain the cycling of matter and the flow of energy among organisms in an ecosystem.
• Analyze and interpret data to determine the effects of photosynthesis and cellular respiration on the scale and proportion of carbon reservoirs in the carbon cycle.
• Develop an argument from evidence for how ecosystems maintain relatively consistent numbers and types of organisms in stable conditions.
• Design a solution that reduces the impact caused by human activities on the environment and biodiversity.
■ STRUCTURE AND FUNCTION OF LIFE:
• Construct an explanation based on evidence that all organisms are primarily composed of carbon, hydrogen, oxygen, and nitrogen, and that the matter

(Continued from Essential Learning SCIENCE: BIOLOGY)
taken into an organism is broken down and recombined to make macromolecules necessary for life functions.
• Ask questions to plan and carry out an investigation to determine how (a) the structure and function of cells, (b) the proportion and quantity of organelles, and (c) the shape of cells result in cells with specialized functions.
• Develop and use a model to illustrate the cycling of matter and flow of energy through living things by the processes of photosynthesis and cellular respiration.
• Plan and carry out an investigation to determine how cells maintain stability within a range of changing conditions by the transport of materials across the cell membrane.
• Construct an explanation about the role of mitosis in the production, growth, and maintenance of systems within complex organisms.
• Ask questions to develop an argument for how the structure and function of interacting organs and organ systems, which make up multicellular organisms, contribute to homeostasis within the organism.
• Plan and carry out an investigation to provide evidence of homeostasis and that feedback mechanisms maintain stability in organisms.
■ GENETIC PATTERNS:
• Construct an explanation for how the structure of DNA is replicated, and how DNA and RNA code for the structure of proteins, which regulate and carry out the essential functions of life and result in specific traits.
• Use computational thinking and patterns to make predictions about the expression of specific traits that are passed in genes on chromosomes from parents to offspring.
• Engage in an argument from evidence that inheritable genetic variation is caused during the formation of gametes.
• Plan and carry out an investigation and use computational thinking to explain the variation and patterns in the distribution of the traits expressed in a population.
• Evaluate design solutions where biotechnology was used to identify and/or modify genes in order to solve (effect) a problem.
■ EVOLUTIONARY CHANGE:
• Obtain, evaluate, and communicate information to identify the patterns in the evidence that support biological evolution.
• Construct an explanation based on evidence that natural selection is a primary cause of evolution.
• Analyze and interpret data to identify patterns that explain the claim that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
• Engage in an argument from evidence that changes in environmental conditions may cause increases in the number of individuals of some species,

(Continued from Essential Learning SCIENCE: BIOLOGY)
the emergence of new species over time, and/or the extinction of other species.
• Evaluate design solutions that can best solve a real-world problem caused by natural selection and adaptation of populations.

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc
 Home-to-School Connections: BIOLOGY
■ Go on a hike or visit an area that has not been developed by humans to estimate what percentage of living things are plants, herbivores (animals that eat only plants), or predators (animals that eat animals). Build a food web for the area.
■ Plan and carry out an investigation to build a terrarium in a sealed container that contains all the right types and numbers of organisms to survive for several weeks/ months.
■ Obtain information about Henrietta Lacks and why her cells are still living today, when she passed away more than 50 years ago.
■ Look for patterns in different heritable traits amongst family members, using pictures if necessary, to track how genes are passed in families.
■ Investigate an invasive species found in Utah (zebra mussels, phragmites, or other) and see how it has affected an area(s) near your home.
 Essential Learning: CHEMISTRY
■ THE STRUCTURE AND PROPERTIES OF ATOMS:
• Obtain, evaluate, and communicate information regarding the structure of the atom on the basis of experimental evidence.
• Analyze and interpret data to identify patterns in the stability of isotopes and predict likely modes of radioactive decay.
• Use mathematics and computational thinking to relate the rates of change in quantities of radioactive isotopes through radioactive decay (alpha, beta, and positron) to ages of materials or persistence in the environment.
• Construct an explanation about how fusion can form new elements with greater or lesser nuclear stability.
• Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
■ THE STRUCTURE AND PROPERTIES OF MOLECULES:
• Analyze data to predict the type of bonding most likely to occur between two elements using the patterns of reactivity on the periodic table.
• Plan and carry out an investigation to compare the properties of substances at the bulk scale and relate them to molecular structures.

(Continued from Essential Learning SCIENCE: CHEMISTRY)
• Engage in an argument supported by evidence that the functions of natural and designed macromolecules are related to their chemical structures.
• Evaluate design solutions where synthetic chemistry was used to solve a problem (cause and effect).
■ STABILITY AND CHANGE IN CHEMICAL SYSTEMS:
• Use mathematics and computational thinking to analyze the distribution and proportion of particles in solution.
• Analyze data to identify patterns that assist in making predictions of the outcomes of simple chemical reactions.
• Plan and carry out an investigation to observe the change in properties of substances in a chemical reaction to relate the macroscopically observed properties to the molecular level changes in bonds and the symbolic notation used in chemistry.
• Use mathematics and computational thinking to support the observation that matter is conserved during chemical reactions and matter cycles.
• Develop solutions related to the management, conservation, and utilization of mineral resources (matter).
• Construct an explanation using experimental evidence for how reaction conditions affect the rate of change of a reaction.
• Design a solution that would refine a chemical system by specifying a change in conditions that would produce increased or decreased amounts of a product at equilibrium.
• Obtain, evaluate, and communicate information regarding the effects of designed chemicals in a complex real-world system.
■ ENERGY IN CHEMICAL SYSTEMS:
• Construct an argument from evidence about whether a simple chemical reaction absorbs or releases energy.
• Construct an explanation of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
• Design a device that converts energy from one form into another to solve a problem.
• Use models to describe the changes in the composition of the nucleus of the atom during nuclear processes, and compare the energy released during nuclear processes to the energy released during chemical processes.
• Develop an argument from evidence to evaluate a proposed solution to societal energy demands based on prioritized criteria and trade-offs that account for a range of constraints that could include cost, safety, reliability, as well as possible social, cultural, and environmental impacts.

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc

Home-to-School Connections: CHEMISTRY
• Watch a documentary or read an article about the “Radium Girls” to identify the effects of radioactive materials on humans and why it took so long to identify the effects they were having.
• Investigate and explain why some household substances can dissolve in water and others cannot.
• Obtain and evaluate information to explain why salt is added to roads and sidewalks to melt snow. Identify other things that could affect the rate at which snow melts.
• Investigate how hard water buildup (white substance on showers, sinks, and faucets) is affected by soaking them in vinegar. Obtain, evaluate, and communicate information about what causes hard water to build up, what hard water buildup is made of, and what vinegar contains that affects it.
• Identify the materials inside chemical hand warmers or cold packs and investigate what causes them to change temperature.
Essential Learning: EARTH AND SPACE SCIENCE
■ MATTER AND ENERGY IN SPACE:
• Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion, releasing energy in the sun’s core.
• Construct an explanation of the Big Bang theory based on astronomical evidence of electromagnetic radiation, motion of distant galaxies, and composition of matter in the universe.
• Develop a model to illustrate the changes in matter occurring in a star’s life cycle.
• Design a solution to a space exploration challenge by breaking it down into smaller, more manageable problems that can be solved through the structure  and function of a device.
■ PATTERNS IN EARTH’S HISTORY AND PROCESSES:
• Analyze and interpret data to construct an explanation for the changes in Earth’s formation and 4.6 billion-year history.
• Develop and use a model based on evidence of Earth’s interior and describe the cycling of matter by thermal convection.
• Construct an explanation for how plate tectonics results in patterns on Earth’s surface. Emphasize past and current plate motions.
• Develop and use a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales.
• Engage in argument from evidence for how the simultaneous coevolution of Earth’s systems and life on Earth led to periods of stability and change over geologic time.
• Evaluate design solutions that reduce the effects of natural disasters on humans.

(Continued from Essential Learning: EARTH AND SPACE SCIENCE)
■ SYSTEM INTERACTIONS: ATMOSPHERE, HYDROSPHERE, AND GEOSPHERE:
• Plan and carry out an investigation of the properties of water and its effects on Earth materials and surface processes.
• Construct an explanation of how heat (energy) and water (matter) move throughout the oceans, causing patterns in weather and climate.
• Construct an explanation for how energy from the sun drives atmospheric processes and how atmospheric currents transport matter and transfer energy.
• Analyze and interpret patterns in data about the factors influencing the weather of a given location.
• Develop and use a quantitative model to describe the cycling of carbon among Earth’s systems.
• Analyze and interpret data from global climate records to illustrate changes to Earth’s systems throughout geologic time and make predictions about future variations using modern trends.
• Engage in argument from evidence to support the claim that one change to Earth’s surface can create climate feedback loops that cause changes to other systems.
■ STABILITY AND CHANGE IN NATURAL RESOURCES:
• Construct an explanation for how the availability of natural resources, the occurrence of natural hazards, and changes in climate affect human activity.
• Use computational thinking to explain the relationships between the sustainability of natural resources and biodiversity within Earth systems.
• Evaluate design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios on large and small scales.
• Evaluate design solutions for a major global or local environmental problem based on one of Earth’s systems.

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc

Home-to-School Connections: EARTH AND SPACE SCIENCE
■ All stars appear to twinkle in the night sky; on a clear night, look for patterns in the colors you see in each star. Then use a star identification app to identify the star and its properties to explain why it looks the way it does.
■ Use a program like Google Earth to identify different volcanoes around the globe and look for patterns and what may cause them to form in each location.
■ Investigate one of the times that a container of floating objects, like toys or shoes, fell off a ship and where those floating objects moved around the ocean. Compare that movement to the known ocean surface currents.

(Continued from Home-to-School Connections: EARTH AND SPACE SCIENCE)
■ Observe the color of the sky at sunrise, midday, sunset, and night, and obtain information to explain the colors that can be observed at those times.
■ Obtain information about water availability over the past ten to 100 years. Identify what is causing the changes to occur.
■ Many necessary minerals are mined in Utah; obtain information about what materials are mined in Utah, their uses, and why they are found in Utah.
 Essential Learning: PHYSICS
■ FORCES AND INTERACTIONS:
• Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Second Law of Motion.
• Use mathematics and computational thinking to support the claim that the total momentum of a system is conserved when there is no net force acting on the system.
• Design a solution that has the function of minimizing the impact force on an object during a collision.
■ ENERGY:
• Analyze and interpret data to track and calculate the transfer of energy within a system.
• Plan and conduct an investigation to provide evidence that the transfer of thermal energy—when two components of different temperatures are combined within a closed system—results in a more uniform energy distribution among the components in the system.
• Develop and use models on the macroscopic scale to illustrate that energy can be accounted for as a combination of energies associated with the motion of objects and energy associated with the relative positions of objects.
• Design a solution by constructing a device that converts one form of energy into another form of energy to solve a complex real-life problem.
• Design a solution to a major global problem that accounts for societal energy needs and wants.
■ FIELDS
• Use mathematics and computational thinking to compare the scale and  proportion of gravitational and electric fields using Newton’s Law of Gravitation and Coulomb’s Law.
• Plan and conduct an investigation to provide evidence that an electric current causes a magnetic field and that a changing magnetic field causes an electric current.
• Analyze and interpret data to compare the effect of changes in the position of interacting objects on electric and gravitational forces and energy.
• Develop and use a model to evaluate the effects on a field as characteristics of its source and surrounding space are varied.

(Continued from Essential Learning SCIENCE: PHYSICS)
■ WAVES:
• Analyze and interpret data to derive both qualitative and quantitative relationships based on patterns observed in frequency, wavelength, and speed of waves traveling in various media.
• Engage in an argument based on evidence that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations, one model better explains interactions within a system than the other.
• Evaluate information about the effects that different frequencies of electromagnetic radiation have when absorbed by biological materials.
• Ask questions and construct an explanation about the stability of digital transmission and storage of information and their impacts on society.
• Obtain, evaluate, and communicate information about how devices use the principles of electromagnetic radiation and their interactions with matter to transmit and capture information and energy.

Link to the full Utah Science with Engineering Education (SEEd) Core Standards https://www.schools.utah.gov/file/f4cb6568-bb85-4908-a1f6-45feb98b9ebc
 Home-to-School Connections: PHYSICS
■ Most people use a phone case to protect their phone if it falls. Investigate the properties of an effective phone case that help minimize damage after a fall.
■ Investigate what happens to a sealed bag of air when placed in colder or hotter temperatures and explain why the changes occur.
■ On a clear night with limited light pollution, identify satellites orbiting Earth; plan and carry out an investigation to measure how fast they are moving to estimate how far or close to Earth they are.
■ When a balloon is filled with air and tied, it can be charged by rubbing it on someone’s hair or a cloth. Using a charged balloon, identify the charges of other objects as they either attract or repel the balloon.
■ In a thunderstorm, use your understanding of light and sound waves to determine if the storm is moving toward you or away from you.

SOCIAL STUDIES
 Essential Learning: WORLD GEOGRAPHY (9th–10th)
Students will:
■ Describe the significant forces that influence the physical environment, such as plate tectonics, erosion, climate, and natural disasters, and explain how the effects of physical processes vary across regions of the world.
■ Use geographic reasoning to propose actions that mitigate or solve issues, such as natural disasters, pollution, climate change, and habitat loss.

(Continued from Essential Learning SOCIAL STUDIES: WORLD GEOGRAPHY)
■ Investigate the effects of significant patterns of human movement that shape urban and rural environments over time, such as mass urbanization, immigration, and the movement of refugees.
■ Identify and describe the essential defining characteristics and functions of culture.
■ Explain how cooperation and conflict have many causes, such as differing ideas regarding boundaries, resource control, and land use, as well as ethnic, tribal, and national identities.
■ Describe and compare the function and distribution of economic activities in primary, secondary, and tertiary sectors.
Utah Core Standards for Social Studies, Grades 7 through 12 https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec
 Home-to-School Connections: WORLD GEORAPHY
■ World geography is the study of physical and human characteristics of the Earth’s people, places, and environments. Students will develop geographic thinking skills by studying the“why of where” as they examine the interactions, interconnections, and implications of forces shaping our world today.
■ Civic engagement is one of the fundamental purposes of education, and geo-graphically-informed students can better participate in their communities and the world in a responsible, informed, and civically minded way. The skills and habits of mind that students develop as they study the world through geography will nurture their sense of citizenry, as well as civic and global awareness.
■ Of particular importance in a geography course is developing the skill of asking geographic questions. Geography students use evidence to make inferences about the interconnections and interactions between people and places. They also use spatial thinking to identify patterns and processes occurring at various scales.
■ Students should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Utah Portrait of a Graduate at https:// schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.
 Essential Learning: WORLD HISTORY (9th–10th)
Students will:
■ Use geographic concepts to explain the factors that led to the development of civilization, and compare and contrast the environmental impact of civilizations, pastoralists, and hunter-gatherers.
■ Identify and explain patterns in the development, diffusion, and syncretism of world religions and philosophies, including Judaism, Hinduism, Greek philosophy, Confucianism, Buddhism, Christianity, and Islam.

(Continued from Essential Learning SOCIAL STUDIES: WORLD HISTORY)
■ Evaluate historians’ interpretations regarding the patterns in the development of civilizations in the Americas compared to other places in the world.
■ Compile and corroborate primary sources as evidence to explain the impact of global exchange and colonization.
■ Identify the key ideas and characteristics of current political, economic, and intellectual revolutions, such as a contemporary revolution, a social movement, or an independence movement.
■ Make a case for the most significant social, political, and economic consequences of 20th-century global conflicts and crises, such as human migration, genocide, poverty, epidemics, the creation of social welfare systems, the rise of dictators, the nuclear arms race, and human rights violations.
■ Identify a pressing global problem and select the most promising political, technological, medical, or scientific advances being created to address those problems
Utah Core Standards for Social Studies, Grades 7 through 12 https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec
 Home-to-School Connections: WORLD HISTORY
■ One of the fundamental purposes of public schools is the preparation of young people for civic engagement in solving local and global problems, and world history classrooms are an ideal location to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues.
■ Your student should have ample opportunities to engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
■ Your student should be able to identify national and international problems, engage with solutions to these problems, and share their ideas with appropriate public and/or private stakeholders.
■ Your student should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Utah Portrait of a Graduate at https://schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.
 Essential Learning: U.S. HISTORY II (10th–11th)
Students will:
■ Assess how innovations in transportation, science, agriculture, manufacturing, technology, communication, and marketing transformed America in the 19th and early 20th centuries.
■ Use primary and secondary sources to identify and explain the conditions that led to the rise of reform movements, such as organized labor, suffrage, and temperance.

(Continued from Essential Learning SOCIAL STUDIES: U.S. HISTORY II)
■ Examine and evaluate the role of the media and propaganda in promoting involvement in foreign affairs, using events such as the Spanish-American War and World War I.
■ Identify the civil rights objectives held by various groups, assess the strategies used, and evaluate the success of the various civil rights movements in reaching their objectives, paying specific attention to American Indian, women, and other racial and ethnic minorities.
■ Investigate how individual and institutional decisions made during the 1920s, such as over-production, buying on credit, poor banking policies, and stock market speculation, helped lead to the boom of the 1920s and then the Great Depression.
■ Cite and compare historical arguments from multiple perspectives regarding the use of “total war” in World War II, focusing on the changing objectives, weapons, tactics, and rules of war, such as carpet bombing, civilian targets, the Holocaust, and the development and use of the atom bomb.
■ Use evidence to demonstrate how technological developments (such as television and social media), government policies (such as Supreme Court decisions), trends (such as rock ‘n’ roll or environmental conservation), and/or demographic changes (such as the growth of suburbs and modern immigration) have influenced American culture.
■ Students will select the most historically significant events of the 21st century and defend their selection.

Link to Utah Core Standards for Grades 7–12 Social Studies https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec
 Home-to-School Connections: U.S. HISTORY II
■ United States History II addresses the making of modern America, highlighting the events and issues in United States history from the late Industrial Revolution to modern times. Contextualizing the study of modern America by helping students make connections across the span of U.S. history can enrich and deepen their understanding of their own place in the American story.
■ Civic engagement is one of the fundamental purposes of education, and U.S. history classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues.
■ Your student should have ample opportunities to engage in deliberative, collaborative, and civil dialogue regarding historical and current issues, and share these experiences with you.
■ Of particular importance in a United States history course is developing the reading, thinking, and writing skills of historians. These skills include the ability to think critically about evidence, use diverse forms of evidence to construct interpretations, and defend these interpretations through argumentative historical writing. Students will corroborate their sources of evidence and place their interpretations within historical contexts.

(Continued from Home-to-School Connections SOCIAL STUDIES: U.S.HISTORY II)
■ Your student should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Utah Portrait of a Graduate at https://schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.

Essential Learning: U.S. GOVERNMENT AND CITIZENSHIP (11th–12th)
Students will:
■ Explain how documents, challenges, events, and ideas, such as the rule of law, the social contract, compromise, the Declaration of Independence, the Articles of
The Confederation, Shays’s Rebellion, and the Federalist Papers significantly influenced the United States Constitution.
■ Examine various perspectives on a current rights-related issue; take a position; defend that position using the Constitution and Bill of Rights, historical precedents, Supreme Court decisions, and other relevant resources; and share that position, when possible, with relevant stakeholders.
■ Explain the purpose and importance of fulfilling civic responsibilities, including serving on juries; voting; serving on boards, councils, and commissions; remaining well-informed; contacting elected officials; and other duties associated with active citizenship.
■ Explain the processes and motivations for how and why people organize to participate in civic society, such as developing political affiliations, joining political parties, and supporting special interest groups and other non-governmental or non-partisan civic organizations, and evaluate the political impact of those affiliations.
■ Examine the fiscal decisions governmental agencies must make and the economic philosophies that guide those decisions.
■ Propose and defend budget priorities at either the local, state, tribal, or federal level; and share their findings with appropriate stakeholders.

Link to Utah Core Standards for Grades 7–12 Social Studies https://www.schools.utah.gov/file/4a897eb8-f6c6-4025-8b7e-6666f10a8dec

Home-to-School Connections: U.S. GOVERNMENT AND CITIZENSHIP (11th–12th)
■ The goal of this course is to foster informed, responsible participation in public life. This course should nurture desirable dispositions, including a commitment to the American ideals of liberty, equality, opportunity, and justice for all.
■ Civic engagement is one of the fundamental purposes of education. U.S. government classrooms are the ideal locations to foster civic virtue, consider current issues, learn how to act civilly toward others, and build a civic identity and an awareness of global issues.

AND CITIZENSHIP)
■ Your student should have ample opportunities to engage in deliberative, collaborative, and civil dialogue regarding historical and current issues, and share these experiences with you.
■ Your student should also have opportunities to develop and demonstrate values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem-solving, responsibility, diligence, resilience, empathy, self-control, and cooperation, many referenced in the Utah Portrait of a Graduate at https://schools.utah.gov/file/bccb96eb-e6a6-47cf-9745-cf311675ad8b.