• Standards Taught in Quarter 1: The reading and social studies standards are in the order of how they will be presented/taught in class. 


    7.1 Explain how illustrations contribute to create mood or emphasize aspects of character or setting.

    7.2 Compare and contrast how an author uses characters to develop theme and plot in different texts within a series.

    8.1 Use text evidence to: a.describe characters’ traits, motivations, and feelings and explain how their actions                     contribute to the development of the plot

    8.1b explain the influence of cultural and historical context on characters, setting, and plot development.

    6.1 Summarize multi-paragraph texts using key details to support the central idea.

    7.1 Compare and contrast diverse texts on the same topic, idea, or concept.

    8.2 Use knowledge of appendices, timelines, maps, and charts to locate information and gain meaning; explain how these features   contribute to a text.

    10.1 State the author’s purpose; distinguish one’s own perspective from that of the author.


    Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

    3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

    a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;

    b. establish a situation and introduce a narrator and/or characters;

    c. organize an event sequence that unfolds naturally;

    d. use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations;

    e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

    f. use temporal words and phrases to signal event order;

    g. use imagery, precise words, and sensory details to develop characters and convey experiences and events; and

    h. provide a sense of closure.

    Social Studies-

    3-1.1 Categorize the six landform regions of South Carolina—the Blue Ridge, the Piedmont,
    the Sand Hills, the Inner Coastal Plain, the Outer Coastal Plain, and the Coastal Zone—
    according to their climate, physical features, and natural resources.

    3-1.2 Describe the location and characteristics of significant features of South Carolina,
    including landforms; river systems such as the Pee Dee River Basin, the Santee River
    Basin, the Edisto River Basin, and the Savannah River Basin; major cities; and climate

    3-1.3 Explain interactions between the people and the physical landscape of South Carolina
    over time, including the effects on population distribution, patterns of migration, access
    to natural resources, and economic development.

    3-2.1 Compare the culture, governance, and physical environment of the major Native
    American tribal groups of South Carolina, including the Cherokee, Catawba, and

    3-2.2 Summarize the motives, activities, and accomplishments of the exploration of South
    Carolina by the Spanish, French, and English.

    3-2.3 Describe the initial contact, cooperation, and conflict between the Native Americans and
    European settlers in South Carolina.

    3-2.4 Summarize the development of the Carolina colony under the Lords Proprietors and the
    royal colonial government, including settlement by and trade with the people of Barbados
    and the influence of other immigrant groups.

    3-2.5 Explain the role of Africans in developing the culture and economy of South Carolina,
    including the growth of the slave trade; slave contributions to the plantation economy;
    the daily lives of the enslaved people; the development of the Gullah culture; and their
    resistance to slavery.


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