Explanation of the Alignment of the Core Knowledge Sequence and the Colorado Grade Level Expectations
The following documents contain an alignment of the Core Knowledge Sequence and the Colorado Grade Level Expectations. The documents are all working drafts, so please feel free to make comments or suggest changes.
The alignment is structured with the Core Knowledge content on the left hand side, like it is listed in the Core Knowledge Sequence. The major content headings are listed and below them are the bullets as they appear in the Sequence, without the content listed (this was at the request of the Core Knowledge Foundation). The bullets represent the content, so that each standard is aligned to the exact bullet item and piece of content, not just the major topic heading. Any standards that align with the Core Knowledge content are listed to the right side of the document, directly across from the specific bullet with which it aligns. At the end of each subject are in each grade level, any standards not directly covered in that grade level are listed and where they might be covered elsewhere in the Core Knowledge Sequence.
You will note that where topics do not align with Grade Level Expectations, the typical practice in Core Knowledge schools is to introduce the topic where it is first referenced and review with the intent to teach more in-depth where it is referenced the second time. The review will help to deepen the level of understanding and provide an opportunity for "rehearsal" when it is an item that is tested on a particular grade level. There is also space to add additional skills and standards that help round out the curriculum at the local level.
All of the Grade Level Expectations are included for Reading and Writing, History, Geography, Civics, Music, Visual Arts, Mathematics, and Science.
The Grade Level Expectations that ARE NOT included in this alignment are: Dance, Economics, Foreign Language, Physical Education, and Theater. There are many ways to incorporate these standards into Core Knowledge topics and I encourage you to incorporate and align these with what is being taught in your school or classroom.
Please note that since most of the Colorado Grade Level Expectations are not numbered individually, I chose to number them on the alignment to help show where they belong. The Grade Level Expectations are numbered starting with the grade level (K, 1, 2, 3, 4, 5, 6, 7, 8), then with overall standard number (1, 2, 3, etc.), next with the substandard (if there is one) (1, 2, 3, etc.), and last with letters for the bullets (A, B, C, etc.).
Below is an example of how the Grade Level Expectations for Mathematics are written with the numbering used beside each one:
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
GRADES K-4
In grades K-4, what students know and are able to do includes
1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75), and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
Example of numbering used: Kindergarten students will: K.1.1.A -->
- using objects and pictures, represent whole numbers from 0 to 50 in a variety of ways
K.1.1.B -->
- using two or more sets of objects, demonstrate which set is equal to, less than, or greater than the other set
K.1.1.C -->
- using concrete materials, demonstrate the meaning of wholes and parts (for example, halves)
K.1.1.D -->
- name pennies, nickels, dimes, quarters, and dollars
First grade students will: 1.1.1.A -->
- using objects and pictures, represent whole numbers from 0 to 100 in a variety of ways
1.1.1.B -->
- using objects, demonstrate the meanings of equal, less than, and greater than with the whole numbers 0 to 100
1.1.1.C -->
- apply equalities using the '=' symbol
1.1.1.D -->
- using concrete materials, demonstrate the meanings of halves, thirds, and fourths of sets and wholes
1.1.1.E -->
- demonstrate the value of nickels, dimes, quarters, and dollars in terms of pennies (for example, 25 pennies = 1 quarter)
Please feel free to contact Holly Hensey with any questions or suggestions for the alignment.