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November 2024
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November 2024
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47	17	18	19	20	21	22	23
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49	1	2	3	4	5	6	7

Rubrics

Standards

Connecticut
- Common Core of Teaching and Leading
  - CCT Rubric for Effective Teaching (2014)
    - Domains and Indicators
      - CCT DOMAIN 1: Classroom Environment, Student Engagement and Commitment to Learning
        
        1.a. : Creating a positive learning environment that is responsive to and respectful of the learning needs of students.
        
        Environment supportive of intellectual risk-taking
        
        High expectations for student learning
        
        Rapport and positive interaction
        
        Respect for student diversity
        
        1.b.: Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students.
        
        Communicating, reinforcing and maintaining appropriate standards of behavior
        
        Promoting social competence and responsible behavior
        
        1.c.: Maximizing instructional time by effectively managing routines and transitions.
        
        Routines and transitions appropriate to needs of students
      - CCT DOMAIN 2: Planning for Active Learning
        
        2.a.: Planning of instructional content is aligned with standards, builds on students? prior knowledge and provides for appropriate level of challenge for all students.
        
        Content of lesson appropriate to sequence of lessons and appropriate level of challenge
        
        Content of lesson plan is aligned with standards
        
        Literacy strategies
        
        Use of data to determine students? prior knowledge and differentiation based on students? learning needs
        
        2.b.: Planning instruction to cognitively engage students in the content.
        
        Instuctional resources and flexible groupings support cognitive engagement and new learning
        
        Strategies, tasks and questions cognitively engage students
        
        2.c.: Selecting appropriate assessment strategies to monitor student progress.
        
        Criteria for student success
        
        Ongoing assessment of student learning
      - CCT DOMAIN 3: Instruction for Active Learning
        
        3.a.: Implementing instructional content for learning
        
        Content accuracy
        
        Content progression and level of challenge
        
        Instructional purpose
        
        Literacy strategies
        
        3.b.: Leading students to construct meaning and apply new learning through the use of a variety of differentiated and evidence-based learning strategies.
        
        Instructional resources and flexible groupings
        
        Strategies, tasks and questions
        
        Student responsibility and independence
        
        3.c.: Assessing student learning, providing feedback to students and adjusting instruction.
        
        Criteria for student success
        
        Feedback to students
        
        Instructional adjustments
        
        Ongoing assessment of student learning
      - CCT DOMAIN 4: Professional Responsibilities and Teacher Leadership
        
        4.a.: Engaging in continuous professional learning to impact instruction and student learning.
        
        Professional learning
        
        Response to feedback
        
        Teacher self-evaluation/reflection and impact on student learning
        
        4.b.: Collaborating to develop and sustain a professional learning environment to support student learning.
        
        Collaborating with colleagues
        
        Contribution to professional learning environment
        
        Ethical use of technology
        
        4.c.: Working with colleagues, students and families to develop and sustain a positive school climate that supports student learning.
        
        Culturally responsive communications
        
        Family and community engagement
        
        Positive school climate
  - Common Core of Leading (2009)
    - Leading
      - I: A shared vision for student learning creates meaning for the people in the organization and infuses purpose into the strategies and standards for actions linked to that vision.
        
        I.A: Leaders and Leadership Teams will:
        
        I.A.1: Engage their stakeholders in the development of a shared vision of success for all students;
        
        I.A.2: Use multiple sources of quantitative and qualitative data about student success to craft, focus and refine the strategies used to attain the vision;
        
        I.A.3: Connect the vision to the core mission of teaching and learning and communicate it in a clear, vivid and compelling way;
        
        I.A.4: Leverage and marshal resources needed to attain the vision; and
        
        I.A.5: Monitor organizational behaviors to ensure fidelity to the vision.
        
        I.B: So that:
        
        I.B.1: Stakeholders are able to describe and support the school’s values and actions;
        
        I.B.2: Progress toward achieving the vision is monitored and strategies are adjusted based on student performance data;
        
        I.B.3: Faculty and staff members are able to describe how their practices are aligned with the vision;
        
        I.B.4: Faculty and staff members make overt connections with the students between their learning and the vision of the school;
        
        I.B.5: Students are able to express what is important in the school;
        
        I.B.6: Information about the school’s progress is published and readily available through a variety of media;
        
        I.B.7: The school informs parents and the greater community about their roles in helping the school achieve its vision; and
        
        I.B.8: Resources (time, staff, attention, focus) are aligned with the vision and support school improvement priorities.
      - II: Leaders promote an instructional program, built on high expectations for all learners and conducive to student learning and professional growth, thereby developing a school culture of success for all learners.
        
        II.A: Leaders and Leadership Teams will:
        
        II.A.1: Establish an expectation for self and staff to engage in conversations about teaching, learning and assessment practices;
        
        II.A.2: Use adult learning theories and practices to differentiate professional growth opportunities for self and staff;
        
        II.A.3: Align personal and staff professional development opportunities to the learning needs of students, the curriculum and the school’s goals;
        
        II.A.4: Engage in a community of practice that is bound by a common vision for student performance and a shared definition of instruction;
        
        II.A.5: Set high expectations for all learners;
        
        II.A.6: Analyze multiple forms of performance data about students schoolwide, as individuals and in sub-groups, to guide decisions for improving instruction;
        
        II.A.7: Allocate their time with a primary emphasis on instructional leadership;
        
        II.A.8: Monitor instructional and assessment practices to assess their effectiveness within the school context and alignment with current research;
        
        II.A.9: Apply knowledge about current research in pedagogy through practices that are effective within the school context; and
        
        II.A.10: Maximize the use of resources (staffing, schedules, curriculum) to improve student performance.
        
        II.B: So that:
        
        II.B.1: Learners achieve at high levels;
        
        II.B.2: Administrators, teachers and parents share responsibility for student achievement;
        
        II.B.3: Teachers use a common curriculum to guide instructional decisions;
        
        II.B.4: Instruction is differentiated and personalized so that each student is challenged to achieve at high academic levels;
        
        II.B.5: A system of common, formative and summative assessments is in place to measure academic progress over time for individual students and groups of students;
        
        II.B.6: Teachers have opportunities to share in leadership roles;
        
        II.B.7: Professional learning for administrators and faculty and staff members is aligned to school goals, student needs and the curriculum; and
        
        II.B.8: Professional development and support are differentiated to meet individual staff needs.
      - III: Leaders establish positive learning environments by developing trust and credibility through meaningful relationships.
        
        III.A: Leaders and Leadership Teams will:
        
        III.A.1: Involve stakeholders from the school community and elicit their participation in the decision-making process;
        
        III.A.2: Create a sense of urgency around a mission without causing despair, but instead model a hopeful view of things and expect the best outcomes;
        
        III.A.3: Draw on the diversity of the community to enrich and strengthen the culture of the school;
        
        III.A.4: Build trust and confidence by acting professionally and being visible and accessible;
        
        III.A.5: Use skills of consensus-building and negotiation;
        
        III.A.6: Advance the common goals of the group and inspire others to act;
        
        III.A.7: Listen without prejudgment and express empathy toward others;
        
        III.A.8: Acknowledge the difficulty of the change process and its impact on others; and
        
        III.A.9: Know themselves and how others perceive them and use this information to strengthen their relationships.
        
        III.B: So that:
        
        III.B.1: Stakeholders are empowered through shared leadership;
        
        III.B.2: An environment exists to promote capacity building;
        
        III.B.3: School staff members engage in reflective discourse, share ideas and provide support for one another;
        
        III.B.4: Staff members and students feel they are part of a community and are recognized and appreciated;
        
        III.B.5: The needs of various stakeholders are understood;
        
        III.B.6: A collective commitment exists and engages people to accomplish the mission;
        
        III.B.7: Risk taking is part of an environment of trust and confidence;
        
        III.B.8: Staff members, students and members of the school community feel supported;
        
        III.B.9: Input from the public is reflected in school practices; and
        
        III.B.10: Public support for the goals of the school is strengthened.
      - IV: Leaders establish a culture that is open and inclusive, through modeling and expecting ethical and moral behaviors from all.
        
        IV.A: Leaders and Leadership Teams will:
        
        IV.A.1: Organize the school with fairness, equity and high expectations for all learners;
        
        IV.A.2: Promote the professional growth of self and of all staff members to improve student learning;
        
        IV.A.3: Establish a culture where everyone is accountable for student learning;
        
        IV.A.4: Develop and engage in behaviors that support a culture of continuous learning;
        
        IV.A.5: Ensure the recruitment and assignment of staff members to best meet the needs of all students and foster retention of those staff members;
        
        IV.A.6: Maintain a learning environment that is safe, positive, respectful and supportive;
        
        IV.A.7: Advocate in protecting the rights of all students;
        
        IV.A.8: Model a personal code of ethics of integrity, justice and reflection; and
        
        IV.A.9: Acknowledge the cultures and beliefs of individuals and families.
        
        IV.B: So that:
        
        IV.B.1: Students are known and cared for and the learning environment is personalized;
        
        IV.B.2: Disciplinary practices are equitable, appropriate and supportive of student growth;
        
        IV.B.3: Stakeholders have a positive view of how the leader and the organization “behaves” and believe that the school supports the learning needs of their students;
        
        IV.B.4: Supervision and evaluation processes are fair, equitably implemented, and designed to support the learning and growth of teachers to improve student learning;
        
        IV.B.5: Teachers are willing to take risks in the exploration and implementation of new practices based on reflection and research;
        
        IV.B.6: Students have access to resources necessary to support continuous growth in achievement;
        
        IV.B.7: Student grouping patterns reflect the diversity of the whole student body;
        
        IV.B.8: Teachers and students treat everyone with respect and dignity;
        
        IV.B.9: Members of the school community feel known and welcomed by the school organization;
        
        IV.B.10: Established structures and processes for resolving conflicts between and among members of the school community protect the rights of everyone involved; and
        
        IV.B.11: The school community participates in direct and frequent communication about cultural norms, values and beliefs.
  - Common Core of Teaching (2010)
    - Professional Conduct
      - Professional Conduct
        
        b: Responsibility to the student
        
        b.1: The professional educator, in full recognition of his or her obligation to the student, shall:
        
        b.1.A: Recognize, respect and uphold the dignity and worth of students as individual human beings, and, therefore, deal justly and considerately with students;
        
        b.1.B: Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view without deliberate distortion of content area matter;
        
        b.1.C: Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation;
        
        b.1.D: Foster in students the full understanding, application and preservation of democratic principles and processes;
        
        b.1.E: Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members of society;
        
        b.1.F: Assist students in the formulation of worthy, positive goals;
        
        b.1.G: Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem-solving, and necessary learning skills to acquire the knowledge needed to achieve their full potential;
        
        b.1.H: Remain steadfast in guaranteeing equal opportunity for quality education for all students;
        
        b.1.I: Maintain the confidentiality of information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice;
        
        b.1.J: Create an emotionally and physically safe and healthy learning environment for all students; and
        
        b.1.K: Apply discipline promptly, impartially, appropriately and with compassion.
        
        c: Responsibility to the profession
        
        c.1: The professional educator, in full recognition of his or her obligation to the profession, shall:
        
        c.1.A: Conduct himself or herself as a professional realizing that his or her actions reflect directly upon the status and substance of the profession;
        
        c.1.B: Uphold the professional educator's right to serve effectively;
        
        c.1.C: Uphold the principle of academic freedom;
        
        c.1.D: Strive to exercise the highest level of professional judgment;
        
        c.1.E: Engage in professional learning to promote and implement research-based best educational practices;
        
        c.1.F: Assume responsibility for his or her professional development;
        
        c.1.G: Encourage the participation of educators in the process of educational decision-making;
        
        c.1.H: Promote the employment of only qualified and fully certificated, authorized or permitted educators;
        
        c.1.I: Encourage promising, qualified and competent individuals to enter the profession;
        
        c.1.J: Maintain the confidentiality of information concerning colleagues and dispense such information only when prescribed or directed by federal or state law or professional practice;
        
        c.1.K: Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract;
        
        c.1.L: Create a culture that encourages purposeful collaboration and dialogue among all stakeholders;
        
        c.1.M: Promote and maintain ongoing communication among all stakeholders; and
        
        c.1.N: Provide effective leadership to ensure continuous focus on student achievement.
        
        d: Responsibility to the community
        
        d.1: The professional educator, in full recognition of the public trust vested in the profession, shall:
        
        d.1.A: Be cognizant of the influence of educators upon the community-at-large, obey local, state and national laws;
        
        d.1.B: Encourage the community to exercise its responsibility to be involved in the formulation of educational policy;
        
        d.1.C: Promote the principles and ideals of democratic citizenship; and
        
        d.1.D: Endeavor to secure equal educational opportunities for all students.
        
        e: Responsibility to the student’s family
        
        e.1: The professional educator in recognition of the public trust vested in the profession, shall:
        
        e.1.A: Respect the dignity of each family, its culture, customs, and beliefs;
        
        e.1.B: Promote, respond, and maintain appropriate communications with the family, staff and administration;
        
        e.1.C: Consider the family’s concerns and perspectives on issues involving its children; and
        
        e.1.D: Encourage participation of the family in the educational process.
      - Unprofessional Conduct
        
        f: The professional educator, in full recognition of his or her obligation to the student, shall not:
        
        f.A: Abuse his or her position as a professional with students for private advantage;
        
        f.B: Discriminate against students.
        
        f.C: Sexually or physically harass or abuse students;
        
        f.D: Emotionally abuse students; or
        
        f.E: Engage in any misconduct which would put students at risk; and
        
        g: The professional educator, in full recognition of his or her obligation to the profession, shall not:
        
        g.A: Obtain a certificate, authorization, permit or other credential issued by the state board of education or obtain employment by misrepresentation, forgery or fraud;
        
        g.B: Accept any gratuity, gift or favor that would impair or influence professional decisions or actions;
        
        g.C: Misrepresent his, her or another's professional qualifications or competencies;
        
        g.D: Sexually, physically or emotionally harass or abuse district employees;
        
        g.E: Misuse district funds and/or district property; or
        
        g.F: Engage in any misconduct which would impair his or her ability to serve effectively in the profession; and
        
        h: The professional educator, in full recognition of the public trust vested in the profession, shall not:
        
        h.A: Exploit the educational institution for personal gain;
        
        h.B: Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust; or
        
        h.C: Knowingly misrepresent facts or make false statements.
    - Teaching: Foundational Skills
      - 1: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.
        
        1.1: Demonstrating proficiency in reading, writing, and mathematics skills;
        
        1.2: Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards;
        
        1.3: Using developmentally appropriate verbal, non-verbal and technological communications;
        
        1.4: Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community;
        
        1.5: Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and
        
        1.6: Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations.
      - 2: Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community.
        
        2.1: Creating a class climate that is responsive to and respectful of the learning needs of students with diverse backgrounds, interests and performance levels;
        
        2.2: Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries;
        
        2.3: Providing explicit instruction about social skills to develop students’ social competence and responsible and ethical behavior by using a continuum of proactive strategies that may be individualized to student needs;
        
        2.4: Fostering appropriate standards of behavior that support a productive learning environment for all students; and
        
        2.5: Maximizing the amount of time spent on learning by effectively managing routines and transitions.
      - 3: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.
        
        3.1: Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs;
        
        3.2: Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline;
        
        3.3: Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions;
        
        3.4: Selecting appropriate assessment strategies to monitor ongoing student progress;
        
        3.5: Selecting or designing instructional strategies, resources and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems;
        
        3.6: Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible;
        
        3.7: Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone;
        
        3.8: Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse and/or inquiry-based learning; and
        
        3.9: Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills.
      - 4: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.
        
        4.1: Using a variety of evidence-based strategies to enable students to apply and construct new learning;
        
        4.2: Using technological and digital resources strategically to promote learning;
        
        4.3: Leading students to construct meaning through the use of active learning strategies such as purposeful discourse and/or inquiry-based learning;
        
        4.4: Varying the student and teacher roles in ways that develop independence and interdependence with the gradual release of responsibility to students;
        
        4.5: Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents;
        
        4.6: Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and
        
        4.7: Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance.
      - 5: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.
        
        5.1: Understanding the different purposes and types of assessment that capture the complexity of student learning across the hierarchy of cognitive skills;
        
        5.2: Using and/or designing a variety of formative and summative assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn;
        
        5.3: Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time;
        
        5.4: Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress;
        
        5.5: Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;
        
        5.6: Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators;
        
        5.7: Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and
        
        5.8: Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities.
      - 6: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.
        
        6.1: Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning;
        
        6.10: Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post secondary and career exploration, and/or capstone projects; and
        
        6.11: Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.
        
        6.2: Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students;
        
        6.3: Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate;
        
        6.4: Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures to support continuous school and district improvement;
        
        6.5: Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions;
        
        6.6: Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning;
        
        6.7: Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process;
        
        6.8: Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues;
        
        6.9: Using communication technology in a professional and ethical manner;
  - Connecticut School Leadership Standards (2012)
    - Performance Expectations Elements and Indicators
      - PERFORMANCE EXPECTATION 1: VISION, MISSION & GOALS - Education leaders ensure the success and achievement of all students by guiding the development and implementation of a shared vision of learning, a strong organizational mission, and high expectations for student performance.
        
        Leaders ensure that the creation of the vision, mission, and goals establishes high expectations for all students and staff.
        
        1): Uses varied sources of information and analyzes data about current practices and outcomes to shape a vision, mission, and goals.
        
        2): Aligns the vision, mission, and goals of the school to district, state, and federal policies.
        
        3): Incorporates diverse perspectives and collaborates with all stakeholders to develop a shared vision, mission, and goals so that all students have equitable and effective learning opportunities.
        
        Leaders ensure that the process of implementing and sustaining the vision, mission, and goals is inclusive, building common understandings and commitment among all stakeholders.
        
        1): Develops shared understandings, commitments, and responsibilities with the school community and other stakeholders for the vision, mission, and goals to guide decisions and evaluate actions and outcomes.
        
        2): Aligns actions and communicates the vision, mission, and goals so that the school community and other stakeholders understand, support, and act on them consistently.
        
        3): Advocates for and acts on commitments in the vision, mission, and goals to provide equitable and effective learning opportunities for all students.
        
        Leaders ensure the success and achievement of all students by consistently monitoring and refining the implementation of the vision, mission, and goals.
        
        1): Uses data systems and other sources of information to identify strengths and needs of students, gaps between current outcomes and goals, and areas for improvement.
        
        2): Uses data, research, and best practice to shape programs and activities and regularly assesses their effects.
        
        3): Analyzes data and collaborates with stakeholders in planning and carrying out changes in programs and activities.
        
        4): Identifies and addresses barriers to achieving the vision, mission, and goals.
        
        5): Seeks and aligns resources to achieve the vision, mission, and goals.
      - PERFORMANCE EXPECTATION 2: TEACHING & LEARNING - Education leaders ensure the success and achievement of all students by monitoring and continuously improving teaching and learning.
        
        Leaders develop a strong professional culture which leads to quality instruction focused on student learning and the strengthening of professional competencies.
        
        1): Develops shared understanding and commitment to close achievement gaps so that all students achieve at their highest levels.
        
        2): Supports and evaluates professional development to broaden faculty teaching skills to meet the needs of all students.
        
        3): Seeks opportunities for personal and professional growth through continuous inquiry.
        
        4): Fosters respect for diverse ideas and inspires others to collaborate to improve teaching and learning.
        
        5): Provides support, time, and resources to engage faculty in reflective practice that leads to evaluating and improving instruction, and in pursuing leadership opportunities.
        
        6): Provides timely, accurate, specific, and ongoing feedback using data, assessments, and evaluation methods that improve teaching and learning.
        
        Leaders understand and expect faculty to plan, implement, and evaluate standards-based curriculum and challenging instruction aligned with Connecticut and national standards.
        
        1): Develops a shared understanding of curriculum, instruction, and alignment of standards-based instructional programs.
        
        2): Ensures the development, implementation, and evaluation of curriculum, instruction, and assessment by aligning content standards, teaching, professional development, and assessment methods.
        
        3): Uses evidence-based strategies and instructional practices to improve learning for the diverse needs of all student populations.
        
        4): Develops collaborative processes to analyze student work, monitor student progress, and adjust curriculum and instruction to meet the diverse needs of all students.
        
        5): Provides faculty and students with access to instructional resources, training, and technical support to extend learning beyond the classroom walls.
        
        6): Assists faculty and students to continually develop the knowledge, skills, and dispositions to live and succeed as global citizens.
        
        Leaders use assessments, data systems, and accountability strategies to improve achievement, monitor and evaluate progress, and close achievement gaps.
        
        1): Uses district, state, national, and international assessments to analyze student performance, advance instructional accountability, and guide school improvement.
        
        2): Develops and uses multiple sources of information to evaluate and improve the quality of teaching and learning.
        
        3): Implements district and state processes to conduct staff evaluations to strengthen teaching, learning and school improvement.
        
        4): Interprets data and communicates progress toward the vision, mission, and goals for faculty and all other stakeholders.
      - PERFORMANCE EXPECTATION 3: MANAGING ORGANIZATIONAL SYSTEMS & SAFETY - Education leaders ensure the success and achievement of all students by managing organizational systems and resources for a safe, high-performing learning environment.
        
        Leaders distribute responsibilities and supervise management structures and practices to improve teaching and learning.
        
        1): Uses problem-solving skills and knowledge of operational planning to continuously improve the operational system.
        
        2): Ensures a safe physical plant according to local, state and federal guidelines and legal requirements for safety.
        
        3): Facilitates the development of communication and data systems that assures the accurate and timely exchange of information to inform practice.
        
        4): Evaluates and revises processes to continuously improve the operational system.
        
        5): Oversees acquisition, maintenance and security of equipment and technologies that support the teaching and learning environment.
        
        Leaders ensure a safe environment by addressing real and potential challenges to the physical and emotional safety and security of students, faculty and staff.
        
        1): Develops, implements and evaluates a comprehensive safety and security plan in collaboration with the district, public safety departments and the community.
        
        2): Advocates for, creates and supports collaboration that fosters a positive school climate which promotes the learning and well being of the school community.
        
        3): Involves families and the community in developing, implementing, and monitoring guidelines and community norms for accountable behavior to ensure student learning.
        
        Leaders establish an infrastructure for finance and personnel that operates in support of teaching and learning.
        
        1): Develops and operates a budget within fiscal guidelines that aligns resources of school, district, state and federal regulations.
        
        2): Seeks, secures and aligns resources to achieve organizational vision, mission, and goals to strengthen professional practice and improve student learning.
        
        3): Implements practices to recruit, support, and retain highly qualified staff.
        
        4): Conducts staff evaluation processes to improve and support teaching and learning, in keeping with district and state policies.
      - PERFORMANCE EXPECTATION 4: COLLABORATING WITH FAMILIES & STAKEHOLDERS - Education leaders ensure the success and achievement of all students by collaborating with families and other stakeholders to respond to diverse community interests and needs and to mobilize community resources.
        
        Leaders access resources shared among schools, districts, and communities in conjunction with other organizations and agencies that provide critical resources for children and families.
        
        1): Collaborates with community agencies for health, social, and other services that provide essential resources and services to children and families.
        
        2): Develops mutually beneficial relationships with community organizations and agencies to share school and community resources.
        
        3): Applies resources and funds to support the educational needs of all children and families.
        
        Leaders ensure the success of all students by collaborating with families and other stakeholders.
        
        1): Coordinates the resources of schools, family members, and the community to improve student achievement.
        
        2): Welcomes and engages families in decision making to support their children’s education.
        
        3): Uses a variety of strategies to engage in open communication with staff, families and community members.
        
        Leaders respond and contribute to community interests and needs to provide high quality education for students and their families.
        
        1): Demonstrates the ability to understand, communicate with, and interact effectively with people.
        
        2): Uses assessment strategies and research methods to understand and address the diverse needs of student and community conditions and dynamics.
        
        3): Capitalizes on the diversity of the community as an asset to strengthen education.
        
        4): Collaborates with community programs serving students with diverse needs.
        
        5): Involves all stakeholders, including those with competing or conflicting educational perspectives.
      - PERFORMANCE EXPECTATION 5: ETHICS & INTEGRITY - Education leaders ensure the success and achievement of all students and staff by modeling ethical behavior and integrity.
        
        Leaders demonstrate a commitment to values, beliefs and practices aligned with the vision, mission, and goals for student learning.
        
        1): Demonstrates respect for the inherent dignity and worth of each individual.
        
        2): Models respect for diversity and equitable practices for all stakeholders.
        
        3): Advocates for and acts on commitments stated in the vision, mission, and goals to provide equitable, appropriate, and effective learning opportunities.
        
        4): Overcomes challenges and leads others to ensure that values and beliefs promote the school vision, mission, and goals needed to ensure a positive learning environment.
        
        Leaders demonstrate ethical and legal behavior.
        
        1): Exhibits professional conduct in accordance with Connecticut’s Code of Professional Responsibility for Educators.
        
        2): Models personal and professional ethics, integrity, justice, and fairness and holds others to the same standards.
        
        3): Uses professional influence and authority to foster and sustain educational equity and social justice for all students and staff.
        
        4): Protects the rights of students, families and staff and maintains confidentiality.
        
        Leaders model and expect exemplary practices for personal and organizational performance, ensuring accountability for high standards of student learning.
        
        1): Models, reflects on, and builds capacity for lifelong learning through an increased understanding of research and best practices.
        
        2): Supports on-going professional learning and collaborative opportunities designed to strengthen curriculum, instruction and assessment.
        
        3): Allocates resources equitably to sustain a high level of organizational performance.
        
        4): Promotes understanding of the legal, social and ethical use of technology among all members of the school community.
        
        5): Inspires and instills trust, mutual respect and honest communication to achieve optimal levels of performance and student success.
        
        6): Leaders model and expect exemplary practices for personal and organizational performance, ensuring accountability for high standards of student learning.
      - PERFORMANCE EXPECTATION 6: THE EDUCATION SYSTEM - Education leaders ensure the success and achievement of all students and advocate for their student, faculty and staff needs by influencing social, cultural, economic, legal, and political contexts affecting education.
        
        Leaders engage policymakers to inform and improve education policy.
        
        1): Advocates for public policies and administrative procedures that provide for present and future needs of children and families to improve equity and excellence in education.
        
        2): Promotes public policies that ensure appropriate, adequate, and equitable human and fiscal resources to improve student learning.
        
        3): Collaborates with community leaders to collect and analyze data on economic, social, and other emerging issues to inform district and school planning, policies, and programs.
        
        Leaders improve the broader, social, cultural, economic, legal, and political contexts of education for all students and families.
        
        1): Promotes public discussion within the school community about federal, state, and local laws, policies, and regulations affecting education.
        
        2): Develops and maintains relationships with a range of stakeholders and policymakers to identify, respond to, and influence issues that affect education.
        
        3): Advocates for equity, access, and adequacy in providing for student and family needs to enable all students to meet educational expectations.
        
        Leaders uphold and contribute to policies and political support for excellence and equity in education.
        
        1): Collects and accurately communicates data about educational performance in a clear and timely way.
        
        2): Communicates with decision makers and the community to improve public understanding of federal, state, and local laws, policies, and regulations.
        
        3): Upholds federal, state, and local laws, and influences policies and regulations in support of education.
- CT CORE Transition Skills
  - Special Education / IEP (2016)
    - K-12
      - CT CORE Transition Skills
        
        A: Explain his/her disability including individual strengths, needs, preferences and interests.
        
        B: Utilize effective self-determination skills including areas such as: choice-making, problem-solving, goal-setting, communication and self-advocacy.
        
        C: Strengthen his/her self-esteem and social-emotional awareness by analyzing his/her strengths and challenges in order to implement personal/vocational goals.
        
        D: Assist with the development of his/her Individualized Education Program (IEP).
        
        E: Attend, participate in and/or facilitate his/her Planning and Placement Team (PPT) meeting.
        
        F: Demonstrate leadership skills to affect positive social change by guiding or directing others on a course of action and/or influencing the opinion and behavior of others.
        
        G: Describe his/her rights and responsibilities under disability legislation (e.g., IDEA, 504, ADA).
        
        H: Demonstrate and accept responsibility for his/her independence and activities of daily living.
        
        I: Demonstrate appropriate social interactions and skills to develop and maintain meaningful relationships.
        
        J: Demonstrate skills to access appropriate physical and mental healthcare resources to meet his/her individual needs.
        
        K: Demonstrate skills to access community resources and participate in the community by establishing support networks.
        
        L: Demonstrate skills to access appropriate post-secondary education, training, or lifelong learning opportunities to meet his/her individual needs.
        
        M: Demonstrate skills to access appropriate employment to meet his/her individual needs.
        
        N: Identify and ask for accommodations necessary to ensure equal access and full participation in post-school education and/or employment settings.
        
        O: Demonstrate skills needed to access appropriate transportation (both public and private).
        
        P: Demonstrate the ability to use technology to enhance employment, learning, and community involvement.
- Healthy and Balanced Living Curriculum Framework
  - Physical Education (2006)
    - Elementary (1-5)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        E10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in movement
        
        E10.2: Recognize critical performance skill elements in self and others using movement vocabulary
        
        E10.3: Demonstrate knowledge of rules, safety practices and procedures of specific activities
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        E11.1: Engage in a variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        E11.2: Demonstrate an understanding of a variety of movements and how they affect the body
        
        E11.3: Apply the understanding of physical activity concepts to developing movement sequences and game strategies
        
        E11.4: Engage in appropriate physical activity during and outside of school that promotes the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        E12.1: Demonstrate understanding of the relationship between activities and physical fitness components (e.g., cardiorespiratory endurance, muscular strength and endurance, flexibility, nutritional status and body composition)
        
        E12.2: Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of exercise during and after physical activity
        
        E12.3: Understand the results of formal fitness testing and correctly associate these results with overall physical fitness, nutritional levels and personal health status
        
        E12.4: Maintain a wellness log including exercise and food intake for a set period of time
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        E13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings
        
        E13.2: Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks
        
        E13.3: Demonstrate behaviors that are sensitive to individual differences (e.g., physical, gender, cultural/ethnic, social and emotional) that can affect group activities
        
        E13.4: Develop skills needed for resolving conflicts peacefully
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        E14.1: Express and identify feelings about participating in physical activity and begin to make choices based on those feelings
        
        E14.2: Use physical activity as a means of self-expression
        
        E14.3: Use physical activity as a positive opportunity for social and group interaction
        
        E14.4: Experience personal challenges through physical activity
        
        E14.5: Understand that practicing activities increases specific skill competence
        
        E14.6: Experiment with new physical activities
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        E9.1: Demonstrate developmentally mature form in the fundamental movement skills: locomotor, nonlocomotor and manipulative, in a closed environment (skills in isolation)
        
        E9.2: Demonstrate simple applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        E9.3: Explore and adapt fundamental movement skills in a variety of dynamic environments
        
        E9.4: Acquire beginning skills for a few specialized movement forms
        
        E9.5: Participate in a variety of modified games, developmentally appropriate tasks, activities, creative movement, dance and play
    - High School (9-12)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        H10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that enable skilled performances
        
        H10.2: Use self, peer, teacher and technological resources as tools to implement performance improvements in self and others
        
        H10.3: Demonstrate understanding of how rules, and safety practices and procedures need to be adjusted for different movement situations
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        H11.1: Regularly engage in moderate to vigorous physical activities of their choice on a regular basis
        
        H11.2: Apply characteristics of performance in a variety of activities for purposeful, recreational, skill and fitness outcomes
        
        H11.3: Apply, evaluate and analyze critical elements of physical activity concepts to increasingly complex game forms
        
        H11.4: Engage in a variety of appropriate physical activities with individualized goals, during and outside of school, that promote the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        H12.1: Assess and adjust activities to maintain or improve personal level of health-related fitness
        
        H12.2: Use physiological data to adjust levels of exercise and nutrient intake to promote wellness
        
        H12.3: Use the results of fitness assessments to guide changes in her or his personal programs of physical activity
        
        H12.4: Design and implement a personal wellness program based upon information obtained from the fitness assessment and in accordance with appropriate training and nutritional principles
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        H13.1: Apply safe practices, rules, procedures etiquette and good sportsmanship in all physical activity settings, and take initiative to encourage others to do the same
        
        H13.2: Demonstrate leadership and cooperation in order to accomplish the goals of different physical activities
        
        H13.3: Develop and demonstrate initiative in implementing strategies for including all persons, despite individual differences, in physical activity settings
        
        H13.4: Demonstrate initiative in using appropriate skills for resolving conflicts peacefully and encouraging others to do the same
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        H14.1: Make decisions and implement plans to participate in different physical activities based on interests and positive feelings of accomplishment in daily living
        
        H14.2: Use physical activity as a means of creative expression
        
        H14.3: Use physical activity as a positive opportunity for social and group interaction and development of lifelong skills and relationships
        
        H14.4: Seek personally challenging experiences through physical activity as a means to personal growth
        
        H14.5: Persist in practicing activities to increase specific skill competence in areas of interest
        
        H14.6: Experiment with new physical activities as part of a personal improvement plan
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        H9.1: Maintain and further develop the fundamental movement skills in open environments
        
        H9.2: Demonstrate competence in applying basic locomotor, nonlocomotor and manipulative skills in the execution of more complex skills
        
        H9.3: Use complex movements and patterns within a variety of dynamic environments
        
        H9.4: Develop advanced skills in selected physical activities
        
        H9.5: Participate in a wide variety of activities, including dance, games, sports and lifetime physical activities
    - Middle School (6-8)
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        M10.1: Demonstrate an understanding of what the body does, where the body moves, how the body performs the movement and relationships that occur in increasingly more complex movement and game forms
        
        M10.2: Use self, peer, teacher and technological resources to recognize and suggest performance improvements in self and others
        
        M10.3: Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of movement situations
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        M11.1: Engage in an increased variety of moderate to vigorous developmentally appropriate physical activities on a regular basis
        
        M11.2: Apply an understanding of the connections between the purposes of movements and their effect on fitness
        
        M11.3: Apply the understanding of physical activity concepts to increasingly complex movement and game forms
        
        M11.4: Engage in a variety of appropriate physical activities during and outside of school that promote the development and improvement of physical fitness level
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        M12.1: Demonstrate the skills and knowledge to assess levels of physical fitness and participate in activities that develop and maintain each component
        
        M12.2: Assess physiological responses to exercise associated with one’s level of physical fitness and nutritional balance
        
        M12.3: Analyze the results of one or more components of health-related fitness
        
        M12.4: Plan a wellness program demonstrating an understanding of basic exercise (e.g., frequency, intensity, duration) and nutritional principles designed to meet personal wellness goals
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        M13.1: Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings
        
        M13.2: Continue to develop skills to participate productively in groups, in both cooperative and competitive activities
        
        M13.3: Develop strategies for including all persons, despite individual differences, in physical activity settings
        
        M13.4: Apply appropriate skills for resolving conflicts peacefully
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        M14.1: Make decisions about participating in different physical activities based on feelings and interests
        
        M14.2: Use physical activity as a means of self- and group expression
        
        M14.3: Use physical activity as a positive opportunity for social and group interaction and development of leadership skills
        
        M14.4: Realize that physical activity and challenges present opportunities for personal growth
        
        M14.5: Value the skill competence that results from practice
        
        M14.6: Demonstrate willingness to attempt a variety of new physical activities
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        M9.1: Demonstrate developmentally mature form in the fundamental movement skills in combinations of closed and open environments
        
        M9.2: Demonstrate developmentally mature applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement and fitness activities
        
        M9.3: Adapt and combine skills to meet the demands of increasingly dynamic environments
        
        M9.4: Develop increasing competence in more advanced specialized skills
        
        M9.5: Participate in a variety of individual, dual and team tasks, activities, creative movement, dance, play, games and sports
    - Pre-K & Kindergarten
      - Standard 10: Applying Concepts and Strategies
        
        Students will demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities.
        
        P10.1: Demonstrate an understanding of body awareness concepts by identifying large and small body parts; show understanding of quality of movement concepts and apply them to psychomotor skills (e.g., demonstrating momentary stillness in balance activities, dist
        
        P10.2: Recognize that some movements, activities and noises are appropriate for indoors/small spaces, and some for outdoors/ large spaces
        
        P10.3: Follow safety and age-appropriate classroom and playground rules and procedures
      - Standard 11: Engaging in Physical Activity
        
        Students will participate regularly in physical activity.
        
        P11.1: Engage in physical activities when presented with opportunities and with teacher encouragement. Engage in a wide variety of gross-motor activities that are child-selected and teacher-initiated
        
        P11.2: Demonstrate understanding that different movements are performed by different body parts, singly and in combination (e.g., kicking with foot, throwing with hand)
        
        P11.3: Combine a sequence of several motor skills in an organized way
        
        P11.4: Participate in healthy physical activity, and demonstrate understanding that physical activity is beneficial to good health
      - Standard 12: Physical Fitness
        
        Students will incorporate fitness and wellness concepts to achieve and maintain a health enhancing level of physical fitness.
        
        P12.1: Demonstrate understanding that different physical activities have different effects on the body (e.g., running, walking and sitting cause heartbeat and breathing to be faster, not as fast, and slow, respectively)
        
        P12.2: Developmentally appropriate recognition of the effects of physical activity and exercise
        
        P12.3: Use words, symbols and other media to express feelings and sensations about physical activity
        
        P12.4: Collect, describe and record feelings and observations about physical activity and its effects on the body and on how one feels during and after exercise, and before, during and after eating
      - Standard 13: Responsible Behavior
        
        Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
        
        P13.1: Demonstrate safe behavior for self and toward others by following established class rules, procedures and safe practices with teacher guidance and reinforcement
        
        P13.2: Interact appropriately with peers and familiar adults (e.g., sharing, taking turns, following rules) with teacher guidance and reinforcement; stay on task for short periods with teacher supervision; listen quietly without interruption for short periods wi
        
        P13.3: Demonstrate willingness to play with any child in the class; and recognize similarities and appreciate differences in people
        
        P13.4: Use age-appropriate conflict resolution strategies; seek help from adults or peers when conflict arises; and engage in developing solutions and work to resolve conflicts
      - Standard 14: Benefits of Physical Activity
        
        Students will choose physical activity for health, enjoyment, challenge, self-expression and/or social interaction to sustain a physically active lifestyle.
        
        P14.1: Use words to express feelings and emotions; begin to develop positive feelings about being physically active; and with teacher encouragement, make connections between physical activity and fun
        
        P14.2: Participate in creative movement and dance; identify several activities that are personally enjoyable; and use a variety of means for self-expression
        
        P14.3: Demonstrate appropriate social interactions with peers during physical activity (e.g., sharing, taking turns, following rules, playing cooperatively) with teacher guidance and reinforcement
        
        P14.4: Demonstrate recognition that physical activity is beneficial to good health
        
        P14.5: Recognize the difference between physical activity levels in different children’s tasks (e.g., sitting at sand table compared to playing tag)
        
        P14.6: Develop individual success and confidence by attempting movement skills and activities with teacher guidance
      - Standard 9: Motor Skill Performance
        
        Students will demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
        
        P9.1: Demonstrate coordination in gross motor and fine motor tasks using control, balance, strength and coordination; and demonstrate progress toward the mature form of selected fundamental motor skills
        
        P9.2: Demonstrate the ability to stop and start on a signal; combine sequences of several motor skills in an organized way; and move through an environment with body control
        
        P9.3: Apply problem-solving skills in movement-related activities by solving simple movement challenges involving body parts in isolation or in combination
        
        P9.4: Acquire initial gross- and fine-motor skills needed for engagement in developmentally appropriate tasks, activities, creative movement, dance and play
        
        P9.5: Respond to cues and problem-solve as well as use whole self in personal and general space
  - School Health Education (2006)
    - Elementary (1-5)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        E1.1: Describe relationships between personal health behaviors and individual well-being
        
        E1.10: Describe the physical and emotional changes that occur during puberty
        
        E1.2: Describe the interrelationship of mental, emotional, social and physical health during childhood; develop an appreciation of one’s own body
        
        E1.3: Describe the basic structure and functions of the human body systems using medically accurate terminology and specific functions of the body systems
        
        E1.4: Explore how families can influence personal health
        
        E1.5: Examine how physical, social and emotional environments influence personal health
        
        E1.6: Identify health problems and illnesses that can be prevented or treated early
        
        E1.7: Explain how childhood injuries can be prevented or treated
        
        E1.8: Recognize how family history, individual decisions, and other risk factors are related to cause and prevention of disease and other health problems
        
        E1.9: Define the terms communicable (infectious) and non-communicable (non- infectious) diseases and identify ways to help prevent disease (e.g. HIV/AIDS, diabetes, cancer, heart disease)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        E2.1: Demonstrate the ability to locate valid health information, products and services
        
        E2.2: Demonstrate the ability to locate resources from home, school and community that provide valid health information
        
        E2.3: Describe factors that may influence the selection of health information, products and services
        
        E2.4: Discuss ways to obtain information about human growth and development from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        E3.1: Identify responsible health behaviors
        
        E3.2: List personal health needs
        
        E3.3: Compare behaviors that are safe to those that are risky or harmful
        
        E3.4: Demonstrate strategies to improve or maintain personal health by examining influences and rules that affect decisions
        
        E3.5: Develop and practice safety techniques to avoid and reduce injury and disease
        
        E3.6: Identify and practice skills to manage stress
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        E4.1: Describe how family and culture influence personal health behaviors
        
        E4.2: Explain how media and technology influence personal and health behaviors
        
        E4.3: Explain how family, school and peers influence personal health
        
        E4.4: Identify and explain how the media may influence messages one may receive about body image
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        E5.1: Practice verbal and nonverbal communication as a means of enhancing health
        
        E5.2: Demonstrate characteristics needed to be a responsible individual within their group, school, family and community
        
        E5.3: Describe emotions and how they can affect an individual’s behavior
        
        E5.4: Identify and demonstrate healthy ways to express needs, wants and feelings
        
        E5.5: Identify, discuss and demonstrate ways to communicate care, consideration and respect for themselves and others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation
        
        E5.6: Demonstrate active listening skills to build and maintain healthy relationships with peers and family members
        
        E5.7: Demonstrate avoidance and refusal skills to enhance health
        
        E5.8: Identify possible causes of conflict
        
        E5.9: Demonstrate family, peer, school and community strategies to prevent, manage and resolve conflicts and identify adults who might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        E6.1: Demonstrate the ability to apply a decision-making process to enhance health
        
        E6.2: Explain when to ask for assistance in making health- related decisions
        
        E6.3: Predict outcomes of positive health decisions
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        E7.1: Demonstrate the ability to apply the goal- setting process to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        E8.1: Describe a variety of methods to convey accurate health information, concepts and skills
        
        E8.2: Express opinions about health issues based on accurate health information
        
        E8.3: Identify and describe community agencies that advocate for healthy individuals, families and communities
        
        E8.4: Describe ways to encourage and support others in making positive health choices
        
        E8.5: Identify ways to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        E8.6: Demonstrate positive ways to show care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        E8.7: Promote positive, healthy interpersonal relationships with respect and appreciation for each other
    - High School (9-12)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        H1.1: Analyze how behaviors can affect health maintenance and disease prevention
        
        H1.10: Describe and analyze the physical, mental, emotional and sexual changes that occur over a lifetime, from birth to death
        
        H1.11: Compare and contrast abstinence to other forms of contraception to reduce risks of disease/unintended pregnancy
        
        H1.2: Describe the interrelationship of mental, emotional, social and physical health throughout adulthood
        
        H1.3: Evaluate the impact of personal health behaviors on the functioning of body systems
        
        H1.4: Evaluate how families, peers and community members can influence the health of individuals
        
        H1.5: Analyze ways in which the environment influences the health of the community
        
        H1.6: Use and evaluate appropriate strategies to promote well-being, delay onset and reduce risks of potential health problems during adulthood
        
        H1.7: Assess how public health policies and government regulations can influence health promotion and disease prevention
        
        H1.8: Analyze how research and medical advances can influence the prevention and control of health problems
        
        H1.9: Research and analyze factors that increase the risk of contracting communicable and non-communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease, hepatitis)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        H2.1: Evaluate the validity of health information and the cost of products and services
        
        H2.2: Demonstrate the ability to access and evaluate resources from home, school and community that provide valid health information and services for themselves and others
        
        H2.3: Evaluate factors that may influence the personal selection of health products and services
        
        H2.4: Analyze medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        H3.1: Assess the importance of assuming responsibility for personal health behaviors
        
        H3.2: Analyze personal health status to determine needs
        
        H3.3: Distinguish between safe, risky or harmful behaviors affecting themselves and others in the community
        
        H3.4: Apply and assess strategies to improve or maintain personal, family and community health by examining influences, rules and legal responsibilities that affect decisions
        
        H3.5: Use and evaluate safety techniques to avoid and reduce injury and prevent disease
        
        H3.6: Evaluate and apply appropriate stress management strategies
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        H4.1: Analyze how family and cultural diversity enriches and affects personal health behaviors
        
        H4.2: Evaluate the effects of media, technology and other factors on personal, family and community health
        
        H4.3: Evaluate how information from family, school, peers and the community influences personal health
        
        H4.4: Analyze the media influence on behaviors and decisions as it relates to sexuality
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        H5.1: Compare and contrast skills for communicating effectively with family, peers and others
        
        H5.2: Apply and evaluate characteristics needed to be a responsible individual within their peer group, school, family, and community
        
        H5.3: Demonstrate the ability to identify positive and negative emotions and analyze the impact on behavior
        
        H5.4: Analyze situations and demonstrate healthy ways to express needs, wants and feelings
        
        H5.5: Demonstrate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status, mental retardation,
        
        H5.6: Prioritize and demonstrate strategies for maintaining healthy relationships and solving interpersonal conflicts
        
        H5.7: Demonstrate avoidance, refusal, negotiation and collaboration skills to enhance healthy relationships
        
        H5.8: Analyze the possible causes of conflict in families, among peers, and in schools and communities
        
        H5.9: Demonstrate strategies used to prevent, manage and resolve conflict in healthy ways and identify adults and peers and community resources that might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        H6.1: Demonstrate various strategies when making decisions to enhance health
        
        H6.2: Demonstrate the ability to make health- enhancing decisions using the collaborative decision-making process
        
        H6.3: Predict the immediate and long-term impact of health decisions on the individual, family and community
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        H7.1: Demonstrate various strategies when making goalsetting decisions to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        H8.1: Evaluate the effectiveness of methods for accurately expressing health information, concepts and skills
        
        H8.2: Support and defend a position with accurate health information
        
        H8.3: Engage the support of community agencies that advocate for healthy individuals, families and communities
        
        H8.4: Use the ability to influence and support others in making positive health choices
        
        H8.5: Demonstrate the ability to work cooperatively in larger, more diverse groups when advocating for healthy communities
        
        H8.6: Engage others to develop health campaigns which promote care, consideration and concern for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        H8.7: Analyze the power of choice with personal relationships and examine the responsibility and consequences regarding actions/behaviors related to sexuality
    - Middle School (6-8)
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        M1.1: Explain the relationship between positive health behaviors and prevention of injury, illness, disease and premature death
        
        M1.10: Describe puberty and human reproduction as it relates to medically accurate compre- hensive sexuality education
        
        M1.11: Define abstinence, explain the value of postponing sexual activity, identify the methods of contraception and the effectiveness of each
        
        M1.2: Describe the interrelationship of mental, emotional, social and physical health during pre-adolescence/ adolescence
        
        M1.3: Explain how health is influenced by the growth and interaction of body systems
        
        M1.4: Examine how families and peers can influence the health of adolescents
        
        M1.5: Analyze ways in which the environment and personal health are interrelated
        
        M1.6: Use appropriate strate- gies to prevent/reduce risks and promote well-being
        
        M1.7: Explain how appropriate health care can prevent prema- ture death and disability
        
        M1.8: Describe how pathogens, family history, individual deci- sions and other risk factors are related to the cause or preven- tion of disease and other health problems
        
        M1.9: Identify and discuss causes, modes of transmission, symptoms and prevention meth- ods of communicable and non- communicable diseases (e.g. HIV/AIDS, sexually transmitted diseases, diabetes, cancer, heart disease)
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        M2.1: Analyze the validity of health information and the cost of products and services
        
        M2.2: Demonstrate the ability to locate and use resources from home, school and community that provide valid health information, products and services
        
        M2.3: Examine factors that may influence the personal selection of health information, products and services
        
        M2.4: Demonstrate ways to obtain medically accurate information about comprehensive sexuality education from family, school personnel, health professionals and other responsible adults
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        M3.1: Explain the importance of assuming responsibility for personal health behaviors
        
        M3.2: Examine personal health status to determine needs
        
        M3.3: Distinguish between safe, risky or harmful behaviors involving themselves and/or others
        
        M3.4: Apply strategies to improve or maintain personal and family health by examining influences, rules and legal responsibilities that affect decisions
        
        M3.5: Examine and apply safety techniques to avoid and reduce injury and prevent disease
        
        M3.6: Apply skills to manage stress
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        M4.1: Examine the influence of family beliefs and cultural beliefs on personal health behaviors
        
        M4.2: Analyze how media, technology and other factors influence personal health behaviors
        
        M4.3: Analyze how family, school and peers influence personal health
        
        M4.4: Identify and explain how the media may influence behaviors and decisions in regard to sexuality
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        M5.1: Apply effective verbal and nonverbal communication skills as a means of enhancing health
        
        M5.2: Use characteristics needed to be a responsible individual within their peer group, school, family and community
        
        M5.3: Identify ways in which emotions may affect communication, behavior and relationships
        
        M5.4: Compare and contrast healthy ways to express needs, wants and feelings
        
        M5.5: Demonstrate ways to communicate care, empathy, respect and responsibility for others without bias, abuse, discrimination or harassment based on, but not limited to, race, color, sex, religion, national origin, sexual orientation, ancestry, marital status,
        
        M5.6: Use communication skills to build and maintain healthy relationships
        
        M5.7: Demonstrate avoidance, refusal and negotiation skills to enhance healthy relationships
        
        M5.8: Examine the possible causes of conflict among youth in schools and communities
        
        M5.9: Demonstrate strategies to prevent, manage and resolve conflicts in healthy ways and identify adults and peers who might assist, when appropriate
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        M6.1: Use a decision-making process to enhance health
        
        M6.2: Describe and analyze how health-related decisions are influenced by using resources from family, school and community
        
        M6.3: Predict how decisions regarding health behaviors have consequences for themselves and others
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        M7.1: Use the goal-setting process to enhance health
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        M8.1: Analyze various methods to accurately express health information, concepts and skills
        
        M8.2: Support a healthy position with accurate information
        
        M8.3: Analyze community agencies that advocate for healthy individuals, families and communities
        
        M8.4: Encourage and support others in making positive health choices
        
        M8.5: Demonstrate the ability to work cooperatively in small groups when advocating for healthy individuals, families and schools
        
        M8.6: Promote positive ways to show care and consideration for others (e.g. persons living with HIV/AIDS, diabetes, cancer)
        
        M8.7: Assess the impact of family, cultural, media and societal messages on one’s thoughts, feelings, values and behaviors related to sexuality
    - Pre-K & Kindergarten
      - Standard 1: Core Concepts
        
        Students will comprehend concepts related to health-promotion and disease prevention to enhance health.
        
        P1.1: List personal health behaviors (e.g. hand washing, teeth brushing, independent toileting, use of tissues, explaining feelings, making healthy food choices, daily physical activity)
        
        P1.2: Describe similarities and differences between self and others and understand that the body is good and special
        
        P1.3: Identify and describe functions of body parts (e.g. stomach, feet, hands, ears, eyes, mouth)
        
        P1.4: Identify how families can influence personal health
        
        P1.5: Describe a healthy and safe environment
        
        P1.6: Identify health and safety problems that can be treated early
        
        P1.7: Identify ways injuries can be prevented
        
        P1.8: Identify and practice ways to prevent disease and other health problems
        
        P1.9: Discuss germs and their connection to illness
      - Standard 2: Accessing Health Information and Resources
        
        Students will demonstrate the ability to access valid health information, products and services.
        
        P2.1: Demonstrate the ability to seek health information from trusted adults (e.g. common health and safety concerns, roles and responsibilities of community helpers)
        
        P2.2: Demonstrate the ability to seek help from trusted adults (e.g. dial 911, ask for help from firefighters or police officers)
        
        P2.3: Identify characteristics of a trusted adult
      - Standard 3: Self-Management of Healthy Behaviors
        
        Students will demonstrate the ability to practice health-enhancing behaviors to avoid and reduce health risks.
        
        P3.1: Identify healthy behaviors (e.g. wearing seatbelts, hand washing)
        
        P3.2: Identify personal behaviors that are health- enhancing
        
        P3.3: Identify personal health behaviors that need to be changed
        
        P3.4: Demonstrate good hygiene practices to improve and maintain personal health
        
        P3.5: Understand and follow rules and routines
        
        P3.6: Identify ways to self-regulate stress (e.g. take a break from playing hard, quiet time)
      - Standard 4: Analyzing Internal and External Influences
        
        Students will analyze the influence of family, peers, culture, media, technology and other factors on health.
        
        P4.1: Discuss their roles in the family and the roles of their parents/ guardians
        
        P4.2: Recognize how media and technology can influence their lives
        
        P4.3: Discuss how families and school influence personal health
      - Standard 5: Communication Skills
        
        Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
        
        P5.1: Practice using words to communicate as a means of enhancing health
        
        P5.2: Describe characteristics of a responsible individual
        
        P5.3: Practice using words to identify emotions
        
        P5.4: Identify healthy ways to express needs, wants and feelings
        
        P5.5: Demonstrate caring and empathy for others
        
        P5.6: Demonstrate the ability to listen and speak in turn
        
        P5.7: Identify ways to deal with conflict
        
        P5.8: List examples of conflict
        
        P5.9: Engage in developing solutions to resolve conflicts and seek help when necessary
      - Standard 6: Decision-Making Skills
        
        Students will demonstrate the ability to use decision-making skills to enhance health.
        
        P6.1: Discuss choices that enhance health
        
        P6.2: Identify adults who can assist in making health-related decisions
        
        P6.3: Discuss reasons to make and results of making healthy choices
      - Standard 7: Goal-Setting Skills
        
        Students will use goal-setting skills to enhance health
        
        P7.1: Define a healthy goal
      - Standard 8: Advocacy
        
        Students will demonstrate the ability to advocate for personal, family and community health.
        
        P8.1: Use language to convey healthy behaviors
        
        P8.2: Use language to express opinions about health topics
        
        P8.3: Name trusted adults at home, in school and in the community
        
        P8.4: Identify ways to encourage others to make positive health choices
        
        P8.5: Participate in small and large group activities, interacting cooperatively with one or more children
        
        P8.6: Discuss positive ways to show care, consideration and concern for others
- Preschool Assessment and Curriculum Framework
  - Cognitive Development (2006)
    - Prekindergarten
      - Language and Literacy
        
        1: Preschool programs will provide children with opportunities to communicate their experiences, ideas and feelings by speaking.
        
        1.1: speak clearly, including use of appropriate tone and inflection;
        
        1.1.1: Children will moderate volume, speaking so that their words will be understood by peers and adults.
        
        1.2: use multiple-word sentences or phrases to describe ideas, feelings and actions;
        
        1.2.1: Children will use several sentences, with at least five words in each sentence, to respond to a question or express ideas, thoughts and feelings.
        
        1.3: speak to initiate a conversation or enter into a play situation; and
        
        1.3.1: Children will use language to engage in conversation by making statements or by asking questions.
        
        1.4: speak for a variety of other purposes.
        
        1.4.1: Children use language to retell stories and experiences, make up stories, describe, ask questions, get information and ask for assistance.
        
        2: Preschool programs will provide children with opportunities to listen with understanding to directions, conversations and stories.
        
        2.1: demonstrate understanding of basic conversational vocabulary;
        
        2.1.1: Children will respond to their names, requests for action or information, and follow two-step directions.
        
        2.2: demonstrate understanding of messages in conversation; and
        
        2.2.1: Children will attend to conversation and indicate understanding by their behavior.
        
        2.3: retell information from a story.
        
        2.3.1: After listening to a story, children will retell the basic story line and will recall characters and location.
        
        3: Preschool programs will provide children with opportunities to exhibit interest in reading.
        
        3.1: show independent interest in reading-related activities;
        
        3.1.1: Children will choose to read a book or engage in reading-related activities during learning-center time.
        
        3.2: attend to a story;
        
        3.2.1: Children will listen with interest to a story read or told by an adult or another child.
        
        3.3: demonstrate book awareness;
        
        3.3.1: Children will hold a book upright, turn pages from the front of the book to the back, and scan pages from top to bottom and left to right.
        
        3.4: recognize matching sounds and some printed letters; and
        
        3.4.1: Children will begin to become aware of the connection between letters and sounds.
        
        3.5: recognize several printed words.
        
        3.5.1: Children will name several words that are familiar to them in their environment.
        
        4: Preschool programs will provide children with opportunities to use different forms of writing such as drawing, letter-like forms, invented spelling and conventional forms.
        
        4.1: use symbols or drawings to express thoughts, feelings and ideas;
        
        4.1.1: Children will draw or “write” about their experiences.
        
        4.2: print or copy their first name; and
        
        4.2.1: Children will use a sample or will independently print their first name.
        
        4.3: use letter-like approximations to write words or ideas.
        
        4.3.1: Children will develop an awareness of letters and the connection between oral language and writing. They will “write” words on paper without a sense of top or bottom, left to right or letter order in a word. Children may also use letter or word stamps, a
      - Logical – Mathematical/Scientific Thinking
        
        1: Preschool programs will provide children with opportunities to express wonder, ask questions and seek answers about the natural world.
        
        1.1: ask questions about and comment on observations and experimentation;
        
        1.1.1: Children are naturally curious. When provided with opportunities to observe and investigate the environment, they will ask questions about and comment on their observations and what they discover.
        
        1.2: collect, describe and record information; and
        
        1.2.1: Children will make comparisons among different objects using different senses. They will use words to describe their experiences.
        
        1.3: use equipment for investigation.
        
        1.3.1: Children will use a variety of materials for investigation and data collection.
        
        2: Preschool programs will provide children with opportunities to recognize and solve problems through active exploration, including trial and error and interacting with peers and adults.
        
        2.1: make and verify predictions about what will occur;
        
        2.1.1: Children will make predictions about what will occur based on observations, manipulation and previous experiences. They will use resources such as experiments, books, computer software, peers and adults to verify their predictions.
        
        2.2: compare and contrast objects and events;
        
        2.2.1: Children will identify attributes for comparison, compare characters of stories or events of stories, note similarities and differences, or find patterns.
        
        2.3: classify objects and events based on self-selected criteria; and
        
        2.3.1: Children will identify ways to organize objects or information and provide the rationale for their method of classification.
        
        2.4: use language that shows understanding of scientific principles to explain why things happen;
        
        2.4.1: Children will use vocabulary that indicates their understanding of scientific principles.
        
        2.5: engage in a scientific experiment with a peer or with a small group.
        
        2.5.1: Children will conduct observations or experiments with one peer or with a small group using sharing and turn-taking skills.
        
        3: Preschool programs will provide children with opportunities to organize and express their understanding of common properties and attributes of things.
        
        3.1: recognize simple patterns and duplicate or extend them;
        
        3.1.1: Children will use a variety of manipulatives and art media to create or imitate visual or auditory patterns.
        
        3.10: demonstrate an understanding of sequence of events and time periods; and
        
        3.10.1: Children will describe or represent a series of events in the appropriate sequence. Children will use words to denote time periods or a sequence of events.
        
        3.11: collect, organize and display information.
        
        3.11.1: Children will demonstrate a variety of strategies to share information.
        
        3.2: create and duplicate patterns and shapes using a variety of materials;
        
        3.2.1: Building on their recognition of patterns, children will create their own patterns with a variety of materials and duplicate patterns presented to them.
        
        3.3: sort objects by one or more attributes and regroup the objects based on a new attribute;
        
        3.3.1: Children will classify objects by attributes that they select.
        
        3.4: order several objects on the basis of one attribute;
        
        3.4.1: Children will arrange objects in a sequence that they can explain.
        
        3.5: show spatial awareness by demonstrating an understanding of position and order;
        
        3.5.1: Children will use vocabulary to indicate their knowledge of position and order.
        
        3.6: use common instruments to measure things;
        
        3.6.1: Children will use a variety of instruments to measure weight, volume, height, distance and temperature.
        
        3.7: demonstrate understanding of one-to-one correspondence while counting.
        
        3.7.1: Children will count objects and make the connection between number and quantity.
        
        3.8: show curiosity and independent interest in number-related activities;
        
        3.8.1: Children will engage in counting and discussing quantity as they play
        
        3.9: estimate and verify the number of objects;
        
        3.9.1: Children will make estimates of quantity, distance, weight and length, and use measuring tools and other ways to verify the estimation.
  - Cognitive Development (2008)
    - Prekindergarten
      - COG 1: Engages in scientific inquiry
      - COG 10: Shows understanding of stories
      - COG 11: Displays knowledge of books and print
      - COG 12: Recognizes similar sounds in speech
      - COG 13: Identifies printed words
      - COG 14: Uses writing to convey meaning
      - COG 2: Uses a variety of strategies to solve problems
      - COG 3: Sorts objects
      - COG 4: Recognizes and makes patterns
      - COG 5: Compares and orders objects and events
      - COG 6: Relates number to quantity
      - COG 7: Demonstrates spatial awareness
      - COG 8: Uses complex sentences and vocabulary to describe ideas and experiences
      - COG 9: Understands and participates in conversations
  - Creative Expression/Aesthetic Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to exhibit curiosity about and explore how materials function and affect the senses.
        
        1.1: use a variety of art materials and activities for sensory experience and exploration; and
        
        1.1.1: Children will experiment with different ways to use art materials. Children will experience materials of different textures and smells.
        
        1.2: elect to use the art media.
        
        1.2.1: During learning center or choice time, children will choose to engage in a creative art activity.
      - 2: Preschool programs will provide children with opportunities to create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) works that express or represent experiences, ideas, feelings and fantasy using various media.
        
        2.1: demonstrate the ability to represent experiences, thoughts and ideas using several art forms; and
        
        2.1.1: Children will select different art materials (e.g., tempera paints, items for collages, markers, wood) to represent thoughts, ideas and experiences, using a few details.
        
        2.2: use a variety of visual art media for self-expression.
        
        2.2.1: Children will select different media to express emotions and ideas.
      - 3: Preschool programs will provide children with opportunities to represent fantasy and real-life experiences through pretend play.
        
        3.1: assume the role of someone or something else and talk in the language/tone appropriate for that person or thing; and
        
        3.2: engage in cooperative pretend play with another child.
        
        3.2.1: A child will take on a role in pretend play, interact with another child who is also in a pretend role, and will engage in a play sequence.
      - 4: Preschool programs will provide children with opportunities to engage in musical and creative movement activities.
        
        4.1: participate in group musical experiences, which may include listening to music, singing songs, doing finger plays and using musical instruments;
        
        4.1.1: Children will willingly participate in singing songs, finger plays, musical games and other musical activities.
        
        4.2: initiate the singing of songs, finger plays, the use of musical instruments or the use of tapes or compact discs; and
        
        4.2.1: Children will select musical instruments or use tape recorders during learning center time. They will spontaneously sing songs.
        
        4.3: participate in creative movement and dance.
        
        4.3.1: Children will engage in a variety of movement and dance activities individually and in a group.
      - 5: Preschool programs will provide children with opportunities to describe or respond to their own creative work or the creative work of others.
        
        5.1: use oral language to explain or describe or ask questions about a work of art; and
        
        5.1.1: When asked “Can you tell me about your picture?”, children will describe the drawing or painting. When asked “What do you think this picture is about?”, children will give an explanation.
        
        5.2: express interest in and show appreciation for the creative work of others.
        
        5.2.1: Children will respond in various ways to the creative work of others, e.g., through body language, facial expression or oral language.
  - Creative Expression/Aesthetic Development (2008)
    - Prekindergarten
      - CRE 1: Builds and constructs to represent own ideas
      - CRE 2: Draws and paints to represent own ideas
      - CRE 3: Represents experiences and fantasies in pretend play
      - CRE 4: Sings and responds to music
  - Personal and Social Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to exhibit curiosity, creativity, self-direction and persistence in learning situations.
        
        1.1: engage in activities that they select or create and demonstrate self-direction in use of materials;
        
        1.1.1: Children will make independent decisions about what learning center or materials to work with and will get and use the materials they need.
        
        1.2: sustain attention to task;
        
        1.2.1: Children can remain engaged in an activity that they have selected for a minimum of 15 minutes.
        
        1.3: demonstrate the ability to use a minimum of two different strategies to attempt to solve a problem;
        
        1.3.1: Children will attempt several different strategies when encountering difficulty while they are using materials.
        
        1.4: demonstrate delight or satisfaction when completing a task or solving a problem;
        
        1.4.1: Children receive pleasure or gratification when completing a task or solving a problem by themselves.
      - 2: Preschool programs will provide children with opportunities to describe themselves using several basic characteristics.
        
        2.1: refer to themselves by first and last name; and
        
        2.2: identify themselves by family and by gender.
        
        2.2.1: Children will state whether they are a girl or a boy. They will identify the members of their family by their roles in the family, e.g., mother, brother, grandmother, uncle.
      - 3: Preschool programs will provide children with opportunities to demonstrate awareness of one’s own and others’ feelings.
        
        3.1: use words to express emotions or feelings.
        
        3.1.1: Children move from more physical displays of emotions and begin to verbalize them.
      - 4: Preschool programs will provide children with opportunities to participate in and exhibit self-control in group situations.
        
        4.1: participate in small- and large-group activities;
        
        4.1.1: Children will participate in a variety of small-group activities such as cooking and reading together, and in large-group activities such as circle time and creative movement.
        
        4.2: manage transition from one activity to the next;
        
        4.2.1: Children will clean up and put away materials in appropriate places and move to the next activity with few verbal prompts.
        
        4.3: follow classroom and playground rules; and
        
        4.3.1: Children will demonstrate an understanding of classroom and playground rules. They will also participate in the development of rules.
        
        4.4: be aware of and follow the classroom schedule and routines.
        
        Children will be familiar with and follow the daily schedule and routines. They will be able to tell another person what activity comes next and about any special activity planned for the day.
      - 5: Preschool programs will provide children with opportunities to interact appropriately with peers and familiar adults.
        
        5.1: interact with one or more children, beginning to play or work cooperatively;
        
        5.1.1: Children are moving from parallel to cooperative play. Children will engage in activities that involve interactions with one or more children to enhance socio-dramatic play or to work together to build or complete a project.
        
        5.2: enter into or initiate a play situation;
        
        5.2.1: Children will enter into a play situation. Children will initiate a play theme with peers.
        
        5.3: demonstrate empathy and caring for others; and
        
        5.3.1: Children assist other children in clean-up or work together to complete a project. If one child gets injured, other children will acknowledge how that child might be feeling and offer help.
        
        5.4: seek help from peers or adults.
        
        5.4.1: When children need assistance with a self-help task or in solving a problem, they will ask for help from adults or peers in the classroom.
      - 6: Preschool programs will provide children with opportunities to use age-appropriate conflict-resolution strategies.
        
        6.1: use words to identify the conflict;
        
        6.1.1: Children will use words to identify the problem they are having with a peer.
        
        6.2: engage in developing solutions and work to resolve conflicts; and
        
        6.2.1: Children will participate in the facilitation of a conflict resolution by an adult, agree to a solution and follow it.
        
        6.3: seek adult help when involved in a conflict.
        
        6.3.1: If a child cannot resolve a conflict with another child, he or she will ask an adult for assistance.
      - 7: Preschool programs will provide children with opportunities to recognize similarities and appreciate differences in people.
        
        7.1: state at least two ways in which children are similar and two ways in which they are different; and
        
        7.1.1: Children notice similarities and differences between themselves and others. Children verbalize these similarities and differences.
        
        7.2: interact with a variety of children in the program.
        
        7.2.1: Children will choose to engage in activities with a variety of peers. They will play with others regardless of gender, race or ability.
  - Personal and Social Development (2008)
    - Prekindergarten
      - P & S 1: Shows self-direction with range of materials
      - P & S 2: Sustains attention to task or goal set out to accomplish
      - P & S 3: Participates in teacher-led group activities
      - P & S 4: Manages transitions, follows routines and rules
      - P & S 5: Uses words to express emotions or feelings
      - P & S 6: Shows empathy and caring for others
      - P & S 7: Interacts cooperatively with peers
      - P & S 8: Works to resolve conflicts
      - P & S 9: Recognizes similarities and appreciates differences
  - Physical Development (2006)
    - Prekindergarten
      - 1: Preschool programs will provide children with opportunities to engage in a wide variety of gross-motor activities that are child selected and teacher initiated.
        
        1.1: demonstrate competence in a variety of activities that require coordinated movement using large muscles;
        
        1.2: perform activities that combine large-muscle movements with equipment;
        
        1.3: combine a sequence of several motor skills in an organized way; and
        
        1.4: choose to engage in physical activity that is child selected or teacher initiated.
      - 2: Preschool programs will provide children with opportunities to use a variety of materials that promote eye-hand coordination and small-muscle development.
        
        2.1: perform fine-motor tasks that require small-muscle strength and control;
        
        2.2: use eye-hand coordination to successfully perform fine-motor tasks; and
        
        2.3: show beginning control of writing, drawing and art tools.
      - 3: Preschool programs will provide children with opportunities to demonstrate spatial awareness in both fine- and gross-motor activities.
        
        3.1: move through an environment with body control; and
        
        3.1.1: Children develop motor control, coordination and balance in the early years. A child should be able to walk in the classroom and not bump into furniture or people.
        
        3.2: demonstrate spatial awareness in fine-motor activities.
        
        3.2.1: Children will demonstrate an awareness of top and bottom, up and down.
      - 4: Preschool programs will provide children with opportunities to choose nutritious meals and snacks.
        
        4.1: recognize and eat a variety of nutritious foods.
        
        4.1.1: When presented with several foods, children will be able to tell which are considered healthy foods to eat.
      - 5: Preschool programs will provide children with opportunities to practice basic hygiene and self-help skills.
        
        5.1: practice personal hygiene; and
        
        5.1.1: Children will wash hands, brush teeth, toilet independently and use tissues appropriately.
        
        5.2: use self-help skills.
        
        5.2.1: Children will put on and take off clothes. They will select, use and put away materials.
  - Physical Development (2008)
    - Prekindergarten
      - PHY 1: Uses coordinated large-muscle movements
      - PHY 2: Uses coordinated small-muscle movements
      - PHY 3: Cares for self independently
- The Arts Curriculum Framework
  - Dance (1998)
    - 5-8
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        M1A: demonstrate the following movement skills and explain the underlying principles: alignment, balance, initiation of movement, articulation of isolated body parts, weight shift, elevation and landing;
        
        M1B: identify and demonstrate longer and more complex steps and patterns;
        
        M1C: transfer a spatial pattern from the visual to the kinesthetic;
        
        M1D: transfer a rhythmic pattern from sound to movement;
        
        M1E: identify and demonstrate a range of dynamics/ movement qualities;
        
        M1F: demonstrate increasing kinesthetic awareness, concentration and focus in performing a range of movement skills;
        
        M1G: memorize and reproduce movement sequences and dances; and
        
        M1H: describe the movement elements observed in a dance, using appropriate movement/dance vocabu lary.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        M2A: use improvisation to generate movement for choreography;
        
        M2B: create sequences and simple dances that dem onstrate the principles of, for example, repetition, contrast, transition and climax;
        
        M2C: demonstrate successfully the structures or forms of AB, ABA, canon, call and response, and narrative;
        
        M2D: demonstrate the ability to work cooperatively in pairs and small groups during the choreographic process;
        
        M2E: demonstrate the following partner skills: creating contrasting and complementary shapes, taking and supporting weight, balance and counterbalance; and
        
        M2F: describe and analyze the choreographic structure of dance viewed in class, in the theatre, or on video.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        M3A: effectively demonstrate the difference between pantomiming and creating abstract meaning through dance movement;
        
        M3B: observe and explain how different accompaniment (such as sound, music, spoken text) can affect the meaning of a dance;
        
        M3C: demonstrate and/or explain how lighting and costuming can contribute to the meaning of a dance; and
        
        M3D: explain the meaning of one of their own dances.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        M4A: create a movement idea and demonstrate multiple interpretations, choose the most effective and discuss the reasons for their choice;
        
        M4B: compare and contrast two dance compositions in terms of space (such as shape and pathways), time (such as rhythm and tempo), and force/energy (movement qualities); and
        
        M4C: identify possible aesthetic criteria for evaluating dance (such as skill of performers, originality, visual and/or emotional impact, variety and contrast, clarity of idea).
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        M5A: competently perform folk, traditional and/or classical dances from various cultures or time periods, and describe similarities and differences in steps and movement styles;
        
        M5B: competently perform folk, social and/or theatrical dances from a broad spectrum of 20th century America;
        
        M5C: learn from resources (such as people, books and videos) in their own community a folk dance of a different culture ora social dance of a different time period and the cultural/historical context of that dance, effectively sharing the dance and its
        
        M5D: describe the role of dance in at least two different cultures or time periods.
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        M6A: identify at least three personal goals to improve themselves as dancers and steps they are taking to reach those goals;
        
        M6B: identify major muscle groups and how they work together to produce movement;
        
        M6C: create their own warm-up and discuss how that warm-up prepares the body and mind for expres sive purposes; and
        
        M6D: explain strategies to prevent dance injuries.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        M7A: cite examples of concepts used in dance and another discipline outside the arts (such as balance, shape, pattern);
        
        M7B: create a dance project that explores and expresses important ideas from another arts discipline (such as foreground and background, or color, in visual art); and
        
        M7C: video record a dance produced in class, intensifying or changing the meaning of the dance through the recording process.
    - 9-12
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        H1A: demonstrate appropriate skeletal alignment, body part articulation, strength, flexibility, agility and coordination in locomotor and nonlocomotor move ments with consistency and reliability;
        
        H1B: identify and perform basic dance steps, positions and patterns for dance from two different styles or traditions, demonstrating clarity and stylistic accu racy;
        
        H1C: use spatial awareness to heighten artistic expres sion;
        
        H1D: demonstrate rhythmic acuity and musicality;
        
        H1E: create and perform combi nations and variations in a broad dynamic range;
        
        H1F: perform dances confi dently, communicating the artistic intention of the choreographer;
        
        H1G: memorize and perform a varied repertoire of dances; and
        
        H1H: describe the characteristics of a particular choreographer’s move ment vocabulary.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        H2A: use effectively a range of choreographic processes;
        
        H2B: choreograph dances which effectively demonstrate a range of choreographic principles;
        
        H2C: demonstrate understand ing of structures or forms (such as theme and variation, rondo, round, structured improvisation and chance) through brief dance studies;
        
        H2D: choreograph duets and small-group dances dem onstrating an understanding of choreographic principles, processes and structures both in collaborative groups and as choreographer/director;
        
        H2E: develop an idea indepen dently from initial inception through to presentation for an audience; and
        
        H2F: describe how a choreogra pher manipulated and developed the basics movment content in a dance.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        H3A: formulate and answer questions about how movement choices com municate abstract ideas in dance;
        
        H3B: examine the ways in which a dance creates and conveys meaning by considering the dance from different cultural perspectives;
        
        H3C: compare and contrast how meaning is communicated in two of their own dances; and
        
        H3D: create a dance that effectively communicates a contemporary social theme or a topic of personal significance.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        H4A: create a dance and revise it over time, articulating the reasons for their artistic decisions and what was lost and gained by those decisions;
        
        H4B: establish a set of artistic criteria and apply it in evaluating their own work and that of others;
        
        H4C: compare the work of two contrasting choreographers using a given set of artistic criteria;
        
        H4D: analyze the style of a choreographer or cultural form, then create a dance study in that style and evaluate the results in discussion with peers; and
        
        H4E: formulate and answer their own aesthetic questions (such as: What is it that makes a particular dance that dance? What makes a successful dance successful?).
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        H5A: perform or discuss the traditions and technique of a classical dance form;
        
        H5B: perform and describe similarities and differences between two contemporary theatrical forms of dance or two folk dance forms;
        
        H5C: create a time line illustrating important dance events in the 20th century;
        
        H5D: analyze historical and cultural images of the body in dance and com pare these to contemporary images; and
        
        H5E: create and answer questions about dance and dancers prior to the 20th century.
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        H6A: reflect upon their own progress and personal growth during their study of dance;
        
        H6B: create and demonstrate movement sequences which stretch and strengthen the main muscle groups;
        
        H6C: analyze historical and cultural images of the body in dance and com pare these to images of the body in contemporary media; and
        
        H6D: effectively communicate how lifestyle choices affect the dancer.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        H7A: create an interdisciplinary project based on a theme identified by the student, including dance and two other disciplines;
        
        H7B: identify commonalties and differences between dance and other disciplines with regard to fundamental concepts such as materials, elements and ways of com municating meaning; and
        
        H7C: create an interdisciplinary project using media technologies (such as video, computer) that presents dance in a new or en hanced form (such as video dance, video/ computer-aided live performance, or anima tion).
    - K - 4
      - Standard 1: Elements and Skills
        
        Students will identify and perform movement elements and dance skills.
        
        E1A: demonstrate nonlocomotor movements (such as bend, twist, stretch, swing, sway);
        
        E1B: demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning;
        
        E1C: demonstrate eight basic locomotor movements (walk, run, hop, jump, leap, gallop, slide and skip), traveling forward, backward, sideward, diagonally and turning;
        
        E1D: demonstrate accuracy in moving to a musical beat and responding to changes in tempo;
        
        E1E: identify and demonstrate basic dynamic contrasts (slow/quick, gentle/ strong);
        
        E1F: demonstrate kinesthetic awareness and concentra tion in performing move ment skills;
        
        E1G: demonstrate accuracy in memorizing and repro ducing simple movement phrases; and
        
        E1H: observe and describe the movement elements (action, space, dynamics) in a brief movement study.
      - Standard 2: Choreography
        
        Students will understand choreographic principles, processes and structures.
        
        E2A: use improvisation to discover and invent move ment and to solve move ment problems;
        
        E2B: create a sequence or simple dance with a beginning, middle and end, both with and without a rhythmic accompa niment, and identify each of these sequence parts;
        
        E2C: create a dance phrase, repeat it, and then vary it (making changes in the time, space, and/or force/ energy);
        
        E2D: demonstrate the ability to work effectively alone and with a partner;
        
        E2E: demonstrate the following partner skills: copying, leading and following, mirroring;
        
        E2F: improvise, create and perform simple dances based on concepts suggested by the teacher and their own feelings and ideas; and
        
        E2G: identify and describe the choreographic structure of their own dances in simple terms.
      - Standard 3: Meaning
        
        Students will understand how dance creates and communicates meaning.
        
        E3A: observe and discuss how dance is different from other forms of human movement (such as sports, everyday gestures);
        
        E3B: take an active role ina class discussion about interpretations of and reactions to dances that are either produced in class or viewed in the theatre or on video; and
        
        E3C: present their own dances to peers and discuss their meanings with confidence.
      - Standard 4: Thinking Skills
        
        Students will apply analytical and evaluative thinking skills in dance.
        
        E4A: explore, discover and realize multiple solutions to a given movement problem, choose their favorite solution and discuss the reasons for their choice;
        
        E4B: observe two dances and discuss how they are similar and different in terms of one of the elements of dance (such as space) by observing body shapes, levels, pathways; and
        
        E4C: demonstrate appropriate audience behavior in watching dance performances, and discuss their opinions about the dances with their peers in a supportive and constructive way.
      - Standard 5: History And Cultures
        
        Students will demonstrate an understanding of dance in various cultures and historical periods.
        
        E5A: perform folk dances from various cultures with competence and confi dence;
        
        E5B: perform a dance from a resource in their own community, and describe the cultural and/or historical context (how and why this dance is/was performed); and
        
        E5C: answer questions about dance in a particular culture and time period (for example: ln colonial America, why and in what settings did people dance? What did the dances look like?).
      - Standard 6: Healthful Living
        
        Students will make connections between dance and healthful living.
        
        E6A: identify at least three personal goals to improve themselves as dancers;
        
        E6B: describe the skeleton and how it works in simple terms; and
        
        E6C: explain how healthful practices (such as nutrition, safety) enhance their ability to dance, citing multiple examples.
      - Standard 7: Connections
        
        Students will make connections between dance, other disciplines and daily life.
        
        E7A: create a dance project that reveals understanding of a concept or idea from another discipline (such as pattern in dance and science);
        
        E7B: respond to a dance using another art form, and explain the connections between the dance and their response to it (for example, making a paint ing about a dance and describing the connections); and
        
        E7C: video record a simple dance (after collaborative planning in small groups) which successfully shows the concept or idea that drives the dance.
  - Music (1998)
    - 5-8
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        M1A: sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles;
        
        M1B: sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6, including some songs performed from memory;
        
        M1C: sing music representing diverse genres and cultures, with expression appropriate for the work being performed; and
        
        M1D: sing music written in two and three parts.
        
        M1E: Students who participate in a choral ensemble or class will, in addition, sing with expression and technical accuracy a varied repertoire of vocal literature with a difficulty level of 3, on a scale of 1 to 6, including some songs performed from m
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        M2A: perform on at least one instrument accurately and independently, alone and in small and large ensembles, with good pos ture, good playing position and good breath, bow or stick control;
        
        M2B: perform with expression and technical accuracy on at least one string, wind, percussion or classroom instrument a repertoire of instrumental literature with a difficulty level of 2, on a scale of 1 to 6;
        
        M2C: perform music representing diverse genres and cultures, with expression appropriate for the work being performed; and
        
        M2D: play by ear simple melodies on a melodic instrument and simple accom paniments on a harmonic instrument.
        
        M2E: Students who participate in an instrumental ensemble or class will, in addition, perform with expression and technical accuracy a varied repertoire of instru mental literature with a difficulty level of 3, ona scale of 1 to 6, including some solos perfor
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        M3A: improvise simple harmonic accompaniments;
        
        M3B: improvise melodic embel lishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys; and
        
        M3C: improvise short melodies, unaccompanied and over given rhythmic accompa niments, each in a consistent style, meter and tonality.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        M4A: compose short pieces within specified guidelines, demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance;
        
        M4B: arrange simple pieces for voices or instruments other than those for which the pieces were written; and
        
        M4C: use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        M5A: read whole, half, quarter, eighth, sixteenth and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures;
        
        M5B: read at sight simple melodies in both the treble and bass clefs;
        
        M5C: identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation and expression; and
        
        M5D: use standard notation to record their musical ideas and the musical ideas of others.
        
        M5E: Students who participate in a performing ensemble or class will, in addition, sight-read, accurately and expressively, music with a level of difficulty of 2, ona scale of 1 to 6.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        M6A: describe specific music events in a given aural example, using appropriate terminology;
        
        M6B: analyze the uses of elements of music in aural examples representing diverse genres and cultures; and
        
        M6C: demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords and harmonic progressions in their analyses of music.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        M7A: develop criteria for evaluating the quality and effectiveness of music performances and compo sitions and apply the criteria in their personal listening and performing; and
        
        M7B: evaluate the quality and effectiveness of their own and others’ performances, compositions, arrangements and improvisations by applying specific criteria appropriate for the style of the music, and offer constructive suggestions for improvement.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        M8A: compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human relationships in theatre) can be used to transform similar events, scenes, emotions or ideas into w
        
        M8B: describe ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated; and
        
        M8C: identify a variety of music-related careers.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        M9A: describe distinguishing characteristics of representative music genres and styles from a variety of cultures;
        
        M9B: classify by genre and style (and, if applicable, by historical period, composer and title) a varied body of exemplary (that is, high-quality and characteristic) musical works, and explain the characteristics that cause each work to be considered exe
        
        M9C: compare, in several cultures of the world, the functions music serves, roles of musicians, and conditions under which music is typically performed.
    - 9-12
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        H1A: sing with expression and technical accuracy a large and varied repertoire of vocal literature witha difficulty level of 4, ona scale of 1 to 6, including some songs performed from memory;
        
        H1B: sing ensemble music for up to four parts, with and without accompaniment; and
        
        H1C: demonstrate well-developed ensemble skills.
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        H2A: perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a difficulty level of 4, on a scale of 1 to 6;
        
        H2B: perform an appropriate part in an ensemble, demonstrating welldeveloped ensemble skills; and
        
        H2C: perform in small ensembles with one student on a part.
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        H3A: improvise stylistically appropriate harmonizing parts;
        
        H3B: improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys; and
        
        H3C: improvise original melodies over given chord progressions, each in a consistent style, meter and tonality.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        H4A: compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect;
        
        H4B: arrange pieces for voices or instruments other than those for which the pieces were written in ways that preserve or enhance the expressive effect of the music; and
        
        H4C: compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional use of the sound sources.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        H5A: demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used; and
        
        H5B: sight-read, accurately and expressively, music with a difficulty level of 3, ona scale of 1 to 6.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        H6A: analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music elements and ex pressive devices;
        
        H6B: demonstrate extensive knowledge of the technical vocabulary of music; and
        
        H6C: identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work, and give examples of other works that make similar uses of these devices and techniques.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        H7A: evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements and impro visations and apply the criteria in their personal participation in music; and
        
        H7B: evaluate a performance, composition, arrangement or improvisation by com paring it to similar or exemplary models.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        H8A: explain how elements, artistic processes and organizational principles are used in similar and distinctive ways in the various arts, and cite examples;
        
        H8B: compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures;
        
        H8C: explain ways in which the principles and subject matter of music and various disciplines outside the arts are interrelated; and
        
        H8D: apply music skills and understandings to solve problems relevant to a variety of careers.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        H9A: classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music, and explain the reasoning behind their classifications;
        
        H9B: identify sources of American music genres, trace the evolution of those genres, and cite wellknown musicians associ ated with them; and
        
        H9C: identify various roles musicians perform, cite representative individuals who have functioned in each role, and describe their activities and performances.
    - K - 4
      - Cotent Standard 1: Vocal
        
        Students will sing, alone and with others, a varied repertoire of songs.
        
        E1A: sing independently, on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo;
        
        E1B: sing expressively, with appropriate dynamics, phrasing and interpretation;
        
        E1C: sing from memory a varied repertoire of songs representing genres and styles from diverse cultures;
        
        E1D: sing ostinatos, partner songs and rounds; and
        
        E1E: sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
      - Cotent Standard 2: Instrumental
        
        Students will play, alone and with others, a varied repertoire of instrumental music.
        
        E2A: perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo;
        
        E2B: perform easy rhythmic, melodic and chordal patterns accurately and independently on rhyth mic, melodic and harmonic classroom instruments;
        
        E2C: perform expressively a varied repertoire of music representing diverse genres and styles;
        
        E2D: echo short rhythms and melodic patterns;
        
        E2E: perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor; and
        
        E2F: perform independent instrumental parts while other students sing or play contrasting parts.
      - Cotent Standard 3: Improvisation
        
        Students will improvise melodies, variations and accompaniments.
        
        E3A: improvise “answers” in the same style to given rhythmic and melodic phrases;
        
        E3B: improvise simple rhythmic and melodic ostinato accompaniments;
        
        E3C: improvise simple rhythmic variations and simple melodic embellishments on familiar melodies; and
        
        E3D: improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
      - Cotent Standard 4: Composition
        
        Students will compose and arrange music.
        
        E4A: create and arrange music to accompany readings or dramatizations;
        
        E4B: create and arrange short songs and instrumental pieces within specified guidelines; and
        
        E4C: use a variety of sound sources when composing.
      - Cotent Standard 5: Notaion
        
        Students will read and notate music.
        
        E5A: read whole, half, dotted half, quarter and eighth notes and rests in 2/4, 3/ 4, and 4/4 meter signatures;
        
        E5B: use a system (that is, syllables, numbers or letters) to read simple pitch notation in the treble clef in major keys;
        
        E5C: identify symbols and traditional terms referring to dynamics, tempo and articulation and interpret them correctly when performing; and
        
        E5D: use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher.
      - Cotent Standard 6: Analysis
        
        Students will listen to, describe and analyze music.
        
        E6A: identify simple music forms when presented;
        
        E6B: demonstrate perceptual skills by moving in response to, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures;
        
        E6C: use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances;
        
        E6D: identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children’s voices and male and female adult voices; and
        
        E6E: respond through purpose ful movement to selected prominent music charac teristics or to specific music events while listening to music.
      - Cotent Standard 7: Evaluation
        
        Students will evaluate music and music performances.
        
        E7A: devise criteria for evaluating performances and compositions; and
        
        E7B: explain, using appropriate music terminology, their personal preferences for specific musical works and styles.
      - Cotent Standard 8: Connections
        
        Students will make connections between music, other disciplines and daily life.
        
        E8A: identify similarities and differences in the meanings of common terms used in the various arts; and
        
        E8B: identify ways in which the principles and subject matter of music and other disciplines taught in the school are interrelated.
      - Cotent Standard 9: History and Cultures
        
        Students will understand music in relation to history and culture.
        
        E9A: identify by genre or style aural examples of music from various historical periods and cultures;
        
        E9B: describe in simple terms how elements of music are used in music examples from various cultures of the world;
        
        E9C: identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use;
        
        E9D: identify and describe roles of musicians in various music settings and cultures; and
        
        E9E: demonstrate audience behavior appropriate for the context and style of music performed.
  - Theatre (1998)
    - 5-8
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        M1A: individually and in groups, develop charac-ters, environments and actions that create tension and suspense; and
        
        M1B: refine and record dialogue and action.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        M2A: analyze dramatic text to discover, articulate and justify character motiva-tion;
        
        M2B: invent character behaviors based on the observation of interactions, ethical choices and emotional responses of people;
        
        M2C: use acting skills (such as sensory recall, concentra-tion, breath control, dic-tion, body alignment, control of isolated body parts) to develop charac-terizations that reflect artistic choices; and
        
        M2D: in an ensemble, interact as the invented characters.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        M3A: describe and use the relationship among scen-ery, properties, lighting, sound, costumes and makeup in creating an environment appropriate for the drama;
        
        M3B: analyze improvised and scripted scenes for techni-cal requirements;
        
        M3C: develop the environment using visual elements (line, texture, color, space), visual principles (repeti-tion, balance, emphasis, contrast, unity) and aural qualities (pitch, rhythm, dynamics, tempo, expression) from traditional and nontraditional sources;
        
        M3D: work collaboratively and safely to select and create elements of scenery, prop-erties, lighting and sound to signify environments, and costumes and makeup to suggest character
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        M4A: demonstrate social, group and consensus skills by leading small groups in planning visual and aural elements and in rehears-ing improvised and scripted scenes.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        M5A: apply research from print and nonprint sources to script writing, acting, design and directing choices.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        M6A: describe characteristics and compare the presentation of characters, envi-ronments and actions in theatre, dance and visual arts;
        
        M6B: incorporate elements of dance, music and visual arts to express ideas and emotions in improvised and scripted scenes;
        
        M6C: express and compare personal reactions to several art forms;
        
        M6D: describe and compare the functions and interaction of performing artists, visual artists and audience members in theatre, dance, music and visual arts;
        
        M6E: describe ways in which the principles and subject matter of theater and other arts disciplines taught in school are inter-related;
        
        M6F: explain how social concepts such as cooperation, communication, collaboration, consensus, self- esteem, risk taking, sympathy and empathy apply in theatre and daily life; and
        
        M6G: explain the knowledge, skills and discipline needed to pursue careers and avocational opportunities in theatre.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        M7A: describe and analyze the effect of publicity, study guides, programs and physical environments on audience response and appreciation of dramatic performances;
        
        M7B: articulate and support the meanings constructed from dramatic perfor-mances;
        
        M7C: use articulated criteria to describe, analyze and constructively evaluate the effectiveness of artistic choices in dramatic per-formances; and
        
        M7D: describe and evaluate the effectiveness of students’ contributions (as play-wrights, actors, designers and directors) to the collaborative process of developing improvised and scripted scenes.
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        M8A: describe and compare universal characters and situations in dramas from and about various cul-tures and historical peri-ods, create improvised and scripted scenes based on these universal charac-ters and situations, and discuss how theatre re-flects a cul
        
        M8B: analyze the emotional and social impact of dramatic events in their lives, in the community and in other cultures; and
        
        M8C: explain how culture affects the content and design elements of dra-matic performances.
    - 9-12
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        H1A: construct imaginative scripts and collaborate with actors to refine scripts so that story and meaning are conveyed to an audience.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        H2A: analyze the physical, emotional and social dimensions of characters found in dramatic texts from various genres and media;
        
        H2B: compare and demonstrate acting techniques and methods from a variety of periods and styles; and
        
        H2C: in an ensemble, create and sustain characters.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        H3A: explain the physical and chemical properties of the technical aspects of the-atre, such as light, color, electricity, paint and makeup;
        
        H3B: analyze a variety of dra-matic texts from cultural and historical perspectives to determine production requirements;
        
        H3C: develop designs that use visual and aural elements to convey environments that clearly support the text;
        
        H3D: apply technical skills and understandings, including scientific and technologi-cal advances, to collaboratively and safely create functional scenery, properties, lighting, sound, costumes and makeup; and
        
        H3E: design coherent stage management, promotional and business practices.
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        H4A: develop multiple interpre-tations and visual and aural production choices for scripts and production ideas and choose those that are most appropriate;
        
        H4B: justify selection of text, interpretation and visual/ aural choices; and
        
        H4C: effectively communicate directorial choices toa small ensemble for improvised or scripted scenes.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        H5A: identify and research cultural, historical and symbolic clues in dramatic texts, and evaluate the validity and practicality of the information to help make artistic choices for informal and formal productions.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        H6A: describe and compare the materials, elements and means of communicating in theatre, dance, music and the visual arts;
        
        H6B: determine how the nondramatic art forms are modified to enhance the expression of ideas and emotions in theatre;
        
        H6C: illustrate the integration of arts media in informal or formal presentations;
        
        H6D: create and solve interdisci-plinary problems using theatre; and
        
        H6E: explore career opportuni-ties in theatre and theatre-related fields.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        H7A: construct social meanings from informal and formal productions from a vari-ety of cultures and histori-cal periods, and relate these to current personal, national and international issues;
        
        H7B: articulate and justify personal aesthetic criteria for critiquing dramatic texts and events by com-paring artistic intent with the final performance;
        
        H7C: analyze and critique performances and constructively suggest alter-native artistic choices; and
        
        H7D: constructively evaluate their own and others’ collaborative efforts in informal and formal productions.
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        H8A: compare similar themes in drama from various cultures and historical periods, create informal and formal performances using these themes, and discuss how theatre can reveal universal concepts;
        
        H8B: identify and compare the lives, works and influence of representative theatre artists in various cultures and historical periods;
        
        H8C: identify cultural and historical sources of American theatre and musical theatre; and
        
        H8D: analyze the effect of their own cultural experiences on their dramatic work.
    - K - 4
      - Content Standard 1: Creating
        
        Students will create theatre through improvising, writing and refining scripts.
        
        E1A: collaborate to select inter-related characters, envi-ronments and situations for classroom dramatiza-tions; and
        
        E1B: improvise dialogue to tell stories, and formalize improvisations by writing or recording the dialogue.
      - Content Standard 2: Acting
        
        Students will act by developing, communicating and sustaining characters.
        
        E2A: imagine and clearly de-scribe characters, their relationships and their environments;
        
        E2B: use variations of locomo-tor and nonlocomotor movement and vocal pitch, tempo and tone for different characters; and
        
        E2C: assume roles (based on personal experience and heritage, imagination, literature and history) in classroom dramatizations.
      - Content Standard 3: Technical Production
        
        Students will design and produce the technical elements of theatre through artistic interpretation and execution.
        
        E3A: design the playing space to communicate characters and action in specific locales; and
        
        E3B: collaborate to select and safely organize available materials that suggest scenery, properties, light-ing, sound, costumes and makeup.
      - Content Standard 4: Directing
        
        Students will direct by planning or interpreting works of theatre and by organizing and conducting rehearsals.
        
        E4A: collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.
      - Content Standard 5: Researching and Interpreting
        
        Students will research, evaluate and apply cultural and historical information to make artistic choices.
        
        E5A: communicate information to peers about people, events, time and place related to classroom dramatizations.
      - Content Standard 6: Connections
        
        Students will make connections between theatre, other disciplines and daily life.
        
        E6A: describe visual, aural, oral and kinetic elements in theatre, dance, music and visual arts;
        
        E6B: compare how ideas and emotions are expressed in theatre, dance, music and visual arts;
        
        E6C: select movement, music or visual elements to en-hance the mood of a classroom dramatization;
        
        E6D: identify connections between theatre and other disciplines in the curricu-lum; and
        
        E6E: identify various careers available to theatre artists.
      - Content Standard 7: Analysis, Criticism and Meaning
        
        Students will analyze, critique and construct meanings from works of theatre.
        
        E7A: identify and describe the visual, aural, oral and kinetic elements of class-room dramatizations and dramatic performances;
        
        E7B: explain how the wants and needs of characters are similar to and different from their own;
        
        E7C: articulate emotional responses to and explain personal preferences about whole dramatic performances as well as parts of those perfor-mances; and
        
        E7D: analyze classroom dramatizations and, using ap-propriate terminology, constructively suggest (1) alternative ideas for dra-matizing roles, arranging environments and developing situations and (2) means of improving the collaborative processes of planning,
      - Content Standard 8: History and Cultures
        
        Students will demonstrate an understanding of context by analyzing and comparing theatre in various cultures and historical periods.
        
        E8A: identify and compare similar characters and situations in stories and dramas from and about various cultures, create classroom dramatizations based on these stories and dramas, and discuss how theatre reflects life; and
        
        E8B: identify and compare the various cultural settings and reasons for creating dramas and attending theatre.
  - Visual Arts (1998)
    - 5-8
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        M1A: select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective;
        
        M1B: improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contem-porary art media, tech-niques and processes (two-dimensional and three-dimensional, includ-ing media/technology); and
        
        M1C: use different media, tech-niques and processes (two-dimensional and three-dimensional, includ-ing media/technology) to communicate ideas, feel-ings, experiences and stories.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        M2A: use ways of arranging visual characteristics and reflect upon what makes them effective in convey-ing ideas;
        
        M2B: recognize and reflect on the effects of arranging visual characteristics in their own and others’ work; and
        
        M2C: select and use the ele-ments of art and prin-ciples of design to im-prove communication of their ideas.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        M3A: consider, select from and apply a variety of sources for art content in order to communicate intended meaning; and
        
        M3B: consider and compare the sources for subject matter, symbols and ideas in their own and others’ work.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        M4A: know and compare the characteristics and pur-poses of works of art representing various cultures, historical periods and artists;
        
        M4B: describe and place a variety of specific signifi-cant art objects by artist, style and historical and cultural context; and
        
        M4C: analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual character-istics that give meaning and value to a work of art.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        M5A: compare and contrast purposes for creating works of art;
        
        M5B: describe and analyze visual characteristics of works of art using visual art terminology;
        
        M5C: compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures;
        
        M5D: describe their own re-sponses to, and interpreta-tions of, specific works of art;
        
        M5E: reflect on and evaluate the quality and effectiveness of their own and others’ work using specific crite-ria (e.g., technique, formal and expressive qualities, content); and
        
        M5F: describe/analyze their own artistic growth over time in relation to specific criteria.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        M6A: compare the characteris-tics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context;
        
        M6B: describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are inter-related;
        
        M6C: combine the visual arts with another art form to create coherent multime-dia work;
        
        M6D: apply visual arts knowl-edge and skills to solve problems common in daily life; and
        
        M6E: identify various careers that are available to art-ists.
    - 9-12
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        H1A: apply media, techniques and processes with suffi-cient skill, confidence and sensitivity that their intentions are understood;
        
        H1B: conceive and create origi-nal works of art that demonstrate a connection between personal expres-sion and the intentional use of art materials, tech-niques and processes; and
        
        H1C: communicate ideas consistently at a high level of effectiveness in at least one visual arts medium.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        H2A: judge the effectiveness of different ways of using visual characteristics in conveying ideas; and
        
        H2B: apply comprehension and skill in incorporating the elements of art and prin-ciples of design to gener-ate multiple solutions to and effectively solvea variety of visual art prob-lems.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        H3A: use, record and develop ideas for content over time; and
        
        H3B: use subject matter, sym-bols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        H4A: analyze and interpret art works in terms of form, cultural and historical context, and purpose;
        
        H4B: analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formu-late analyses, evaluations and interpretations of meaning; and
        
        H4C: compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        H5A: research and analyze historic meaning and purpose in varied works of art;
        
        H5B: reflect critically on various interpretations to better understand specific works of art;
        
        H6C: defend personal interpre-tations using reasoned argument; and
        
        H6D: apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        H6A: analyze and compare characteristics of the visual arts within a par-ticular historical period or style with ideas, issues or themes of that period or style;
        
        H6B: compare the creative processes used in the visual arts with the cre-ative processes used in the other arts and non-arts disciplines;
        
        H6C: create and solve interdisci-plinary problems using multimedia; and
        
        H6D: apply visual arts skills and understandings to solve problems relevant to a variety of careers.
    - K - 4
      - Content Standard 1: Media
        
        Students will understand, select and apply media, techniques and processes.
        
        E1A: differentiate between a variety of media, tech-niques and processes;
        
        E1B: describe how different media, techniques and processes cause different effects and personal re-sponses;
        
        E1C: use different media, tech-niques and processes to communicate ideas, feel-ings, experiences and stories; and
        
        E1D: use art media and tools in a safe and responsible manner.
      - Content Standard 2: Elements and Principles
        
        Students will understand and apply elements and organizational principles of art.
        
        E2A: identify the different ways visual characteristics are used to convey ideas;
        
        E2B: describe how different expressive features, and ways of organizing them, cause different responses; and
        
        E2C: use the elements of art and principles of design to communicate ideas.
      - Content Standard 3: Content
        
        Students will consider, select and apply a range of subject matter, symbols and ideas.
        
        E3A: discuss a variety of sources for art content; and
        
        E3B: select and use subject matter, symbols and ideas to communicate meaning.
      - Content Standard 4: History and Cultures
        
        Students will understand the visual arts in relation to history and cultures.
        
        E4A: recognize that the visual arts have a history and a variety of cultural pur-poses and meanings;
        
        E4B: identify specific works of art as belonging to par-ticular styles, cultures, times and places; and
        
        E4C: create art work that dem-onstrates understanding of how history or culture can influence visual art.
      - Content Standard 5: Analysis, Interpretation and Evaluation
        
        Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work.
        
        E5A: identify various purposes for creating works of art;
        
        E5B: describe visual character-istics of works of art using visual art terminology;
        
        E5C: recognize that there are different responses to specific works of art;
        
        E5D: describe their personal responses to specific works of art using visual art terminology; and
        
        E5E: identify possible improve-ments in the process of creating their own work.
      - Content Standard 6: Connection
        
        Students will make connections between the visual arts, other disciplines and daily life.
        
        E6A: identify connections between characteristics of the visual arts and other arts disciplines;
        
        E6B: identify connections between the visual arts and other disciplines in the curriculum;
        
        E6C: describe how the visual arts are combined with other arts in multimedia work;
        
        E6D: demonstrate understanding of how the visual arts are used in the world around us; and
        
        E6E: recognize that works of visual art are produced by artisans and artists work-ing in different cultures, times and places.
- World Language Curriculum Framework
  - World Language (2005)
    - 5-8
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        M1A: Exchange information with peers and the teacher (both face-to-face and in writing) about events in their everyday lives and experiences from their past.
        
        M1B: Give and follow directions in order to travel from one location to another and ask questions for clarification. Acquire goods and/or services through basic negotiations and exchange of monies.
        
        M1C: Work in groups to plan events and activities to be carried out in the target language, evaluate their efforts and identify ways to improve their communication in the target language.
        
        M1D: Exchange thoughts about people, activities and events in their personal lives or communities.
        
        M1E: Find alternate methods of communication when they cannot express their intended message adequately.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        M2A: Comprehend the main ideas when listening to peers and familiar adults discuss topics of personal interest.
        
        M2B: Understand the main ideas, themes and some details from authentic television, radio, Internet-based and digital (e.g., PowerPoint) or live presentations on topics that are of interest to themselves as well as their peers in the target culture.
        
        M2C: Work individually to collect data on familiar topics from various print, digital and electronic resources.
        
        M2D: Identify the principal characters and comprehend the main ideas, themes and significant details when reading authentic literary texts that have been adapted for student use.
        
        M2E: Comprehend the basic content of written materials selected by the teacher on the basis of topical familiarity, e.g., personal letters, e-mail, websites, pamphlets, advertisements and illustrated newspaper and magazine articles.
        
        M2F: Begin to make informed hypotheses about the meaning of unfamiliar, more complicated passages in the target language, based on contextual clues.
        
        M2G: Sustain listening comprehension when confronted with less familiar topics by relying on verbal and nonverbal cues and listening for rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        M3A: Make brief presentations to their class in the target language on topics of personal interest or topics that have been studied in other subject areas. Prepare audio or visual messages in the target language for their peers in the target culture on topics
        
        M3B: Present short plays and skits, recite selected poems and anecdotes, and perform songs in the target language. Summarize the plot and provide brief descriptions of characters in selected poems, short stories, folk tales and anecdotes in the target language
        
        M3C: Write notes or short letters in the target language to peers in the target culture on topics of shared personal interest, including daily events and activities. Prepare a diary of their daily activities and those of their families and friends in the targe
        
        M3D: Effectively use repetition, rephrasing and gestures to assist them in communicating their meaning in the target language.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        M4A: Identify authentic products, such as those found in the target culture’s homes and communities, and discuss their significance.
        
        M4B: Identify, experience or read about, and discuss expressive forms of the target culture, including but not limited to art, literature and music (e.g., folk art, authentic children’s books, songs and dance), and describe their significance.
        
        M4C: Participate in age-appropriate cultural activities, including, but not limited to adolescent games (e.g., card, board, computer and outdoor games), sports-related activities, music, television and the Internet.
        
        M4D: Use appropriate verbal and nonverbal behavior for daily activities among peers and for activities or contexts that include adult interaction.
        
        M4E: Observe, identify and discuss patterns of behavior or interaction that are typical of their peer group in the target culture.
        
        M4F: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the practices and products being studied.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        M5A: Acquire information from a variety of other subjects and integrate it into the world language classroom, comparing and evaluating the similarities and differences in information.
        
        M5B: Acquire more detailed information from a variety of sources in the world language classroom and integrate it with other school subjects, comparing and evaluating the similarities and differences in information.
        
        M5C: Use new information and critical thinking gained through world language study to expand their personal knowledge.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        M6A: Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base.
        
        M6B: Develop the necessary skills to use the Internet in order to gain greater access to the target culture(s).
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        M7A: Understand how idiomatic expressions affect communication and reflect culture.
        
        M7B: Access a wide variety of printed material that includes multicultural themes and character, fiction and nonfiction readings.
        
        M7C: Use oral and written language to relate their own experiences and construct their own stories.
        
        M7D: Expand comprehension strategies to predict outcomes and make comparisons.
        
        M7E: Produce coherent and accurate written work for a variety of purposes (e.g., lists, messages, short notes, journal entries).
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        M8A: Compare and contrast art forms, such as music and songs across cultures.
        
        M8B: Investigate and report on cultural traditions and celebrations, such as holidays, birthdays, “coming of age” celebrations, seasonal festivals, religious ceremonies and recreational gatherings, that exist across cultures.
        
        M8C: Solicit their peers’ opinions on aspects of culture through face- to-face contact or written exchanges and compare this information with how their peers in the target culture(s) view the same topic.
        
        M8D: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        M8E: Use new information and perspectives to discuss the differences across cultures and begin to explain the reasons for such differences.
        
        M8F: Use new information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        M9A: Discuss their families, school experiences, free-time activities and current events in the target language in written or oral form.
        
        M9B: Interact with members of the local community who are employed in a variety of professions to learn how they use the target language in their work.
        
        M9C: Demonstrate their target language skills while involved in community activities, including community service activities.
        
        M9D: Review materials and/or media from the target language and culture for enjoyment. Use various media from the target language and culture for entertainment.
        
        M9E: Consult various sources in the target language to obtain information on topics of personal interest.
        
        M9F: Demonstrate self-knowledge as well as understanding of others in areas of common interest through the target language.
    - 9-12
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        H1A: Exchange information about current and past events, as well as aspirations in their personal lives and the lives of their friends, families and others within their community.
        
        H1B: Exchange information about international current events based on newspaper or magazine articles, television and radio programs, videos, films and Internet resources, and compare and contrast how information is reported in both the target and their native
        
        H1C: Participate in culturally appropriate exchanges that reflect social amenities such as expressing gratitude, extending and receiving invitations, apologizing and communicating preferences.
        
        H1D: Work in groups to develop solutions to problems that are of contemporary or historical interest in both the target and their native cultures.
        
        H1E: Exchange opinions on a variety of topics, including issues of contemporary or historical interest in the target and their native cultures.
        
        H1F: Share their personal reactions and feelings about authentic literary texts such as poems, plays, short stories and novels.
        
        H1G: Discuss their personal feelings and ideas with members of the target culture in order to consider alternate viewpoints.
        
        H1H: Employ rephrasing and circumlocution, i.e., using other words and gestures to explain words or concepts, to successfully communicate their messages.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        H2A: Understand the main ideas and relevant details of extended discussions, lectures and formal presentations on topics related to daily life and/or historical or contemporary themes in the target culture.
        
        H2B: Understand the main idea or plot and relevant details or subplots of radio or television programs, films or other forms of media designed primarily by native speakers of the target language.
        
        H2C: Comprehend the main ideas and relevant details of live and recorded presentations of culturally significant songs, folk tales, plays, comedies and anecdotes.
        
        H2D: Recognize the characters and the significance of their roles when reading authentic literary texts and comprehend the main plot and relevant subplot(s).
        
        H2E: Comprehend the main ideas and significant details of full-length feature articles in newspapers, magazines and websites on topics of current or historical importance in the target culture.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        H3A: Prepare oral presentations and/or written summaries on topics of current or historical interest in the target language.
        
        H3B: Perform scenes from plays and/or recite poems or excerpts from short stories in the target language.
        
        H3C: Prepare oral and/or written analyses in the target language of the plot, character, descriptions and development, and themes found in authentic literary works, including poems, plays, short stories and short works of fiction or nonfiction.
        
        H3D: Describe, explain, express opinions about and analyze stories, plays, poems or other literature, as well as radio programs, music, films, art and websites.
        
        H3E: Write letters in the target language to peers in the target culture, describing and analyzing current events of mutual interest.
        
        H3F: Use a dictionary or thesaurus written entirely in the target language, as appropriate, to select words for use in preparing written and oral reports.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        H4A: Identify and analyze products and practices of the target culture (e.g., social, economic, legal and political), and explore the relationships between these products and practices and the perspectives of the culture.
        
        H4B: Identify, experience or read about, and discuss expressive forms of the culture, including but not limited to literature, periodicals, films, television, websites and the fine arts, in order to explore their effects on the larger community.
        
        H4C: Interact in a variety of cultural contexts that reflect both peer group and adult activities within the target culture, using the appropriate verbal and nonverbal clues.
        
        H4D: Identify, discuss and analyze various patterns of behaviors or interactions that are typical of the target culture.
        
        H4E: Identify, discuss, analyze and evaluate themes, ideas and perspectives that are related to the target culture.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        H5A: Use information acquired from other school subjects to complete activities in the world language classroom.
        
        H5B: Acquire more complex and abstract information from a variety of authentic sources in the world language classroom and integrate it with other school subjects.
        
        H5C: Analyze the similarities and differences among sources, selecting the most appropriate information for specific purposes.
        
        H5D: Use new information and perspectives gained through world language study to expand their personal knowledge and interdisciplinary connections.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        H6A: Use multiple media resources to expand their understanding of the target culture(s) and integrate it with their existing knowledge base.
        
        H6B: Access and analyze materials, looking for sources of information for potential use in original work on the target language or culture(s).
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        H7A: Analyze various elements of the target language (such as time or tense), and compare and contrast them with comparable linguistic elements in English. Evaluate the style of a communicative interaction in the target language.
        
        H7B: Cite evidence to support conclusions, distinguish between fact and opinion, and connect new and previous learning both in written and oral communication.
        
        H7C: Read and comprehend longer, more complex texts in abridged and unabridged formats.
        
        H7D: Use a writing process in producing work that includes self-assessment and discussion with other students.
        
        H7E: Produce a range of written work that is coherent, accurate and representative of a variety of literary styles.
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        H8A: Discuss and analyze different forms of communication across cultures such as signs, symbols, advertisements, displays, songs and rhymes.
        
        H8B: Compare and contrast the treatment of current issues across cultures by drawing on authentic texts.
        
        H8C: Analyze how other cultures view the role of the United States in the world arena.
        
        H8D: Use new information and perspectives to compare and contrast their experiences with those of their peers in the target culture(s).
        
        H8E: Use new and evolving information and perspectives to demonstrate understanding of the similarities and differences across cultures.
        
        H8F: Use new and evolving information and perspectives to identify universals of human experience across cultures and to demonstrate empathy and respect for the people(s) of other cultures.
        
        H8G: Evaluate the effectiveness of a communicative interaction based on cultural elements.
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        H9A: Communicate with members of the target culture and interpret information regarding topics of personal, community or world interest.
        
        H9B: Establish and/or maintain interpersonal relations with speakers of the target language via letters or e-mail and/or exchange programs.
        
        H9C: Use their target language skills and demonstrate cultural understanding while participating in career exploration, volunteer experiences, school-to-work projects or school/individual exchanges with homestay.
        
        H9D: Use various media from the target language and culture for personal enjoyment.
        
        H9E: Read literature, listen to music and view films and websites in the target language for entertainment.
    - Pre-K - 4
      - Standard 1: Communication (Interpersonal Mode)
        
        In at least one language other than English, students will engage in conversation and correspondence, provide and obtain information, express feelings and exchange opinions.
        
        E1A: Greet others and exchange essential information, including names, addresses, birthplaces, telephone numbers and e-mail addresses.
        
        E1B: Describe various objects and people found at home and school.
        
        E1C: Give and follow simple instructions by participating in various games or other activities with partners or groups.
        
        E1D: Exchange basic information about events, such as classes, meetings and meals.
        
        E1E: Describe their favorite activities at home and school.
        
        E1F: Express their likes and dislikes regarding various people, objects, categories and events present in their everyday environments.
        
        E1G: Indicate that they do not understand a message or that they cannot express their intended message adequately.
        
        E1H: Recognize that there are often multiple ways to express an idea in the target language.
        
        E1I: Use appropriate gestures, when necessary, to make their messages comprehensible.
      - Standard 2: Communication (Interpretive Mode)
        
        In at least one language other than English, students will understand and interpret spoken and written language on a variety of topics.
        
        E2A: Identify people and objects in their environments, based on oral and written descriptions.
        
        E2B: Comprehend short conversations among peers and familiar adults on well-known topics, including their favorite activities at home or school.
        
        E2C: Comprehend the main ideas contained in videos, DVDs, films, television programs, or websites on familiar topics.
        
        E2D: Comprehend the main idea of orally related personal anecdotes, familiar fairy tales and other narratives based on well-known themes.
        
        E2E: Comprehend the main ideas and identify the principal characters when reading poems, short folk tales or illustrated stories.
        
        E2F: Comprehend brief notes on familiar topics, including daily activities at home or school.
        
        E2G: Comprehend the principal message in highly illustrated texts in which cognates are used, including stories, newspaper articles and advertisements.
        
        E2H: Recognize and respond appropriately to questions, statements or commands.
      - Standard 3: Communication (Presentational Mode)
        
        In at least one language other than English, students will present information, concepts and ideas to listeners or readers on a variety of topics.
        
        E3A: Give simple oral reports or presentations about family members and friends, objects, or common school and home activities in their everyday environments.
        
        E3B: Recite poetry, songs, proverbs or short anecdotes that are familiar to their peers in the target culture.
        
        E3C: Write short, informal notes in which they describe or provide information about themselves, their friends and families, and their school activities.
        
        E3D: Create lists of items necessary to plan activities that might take place in their daily lives or in the target culture.
      - Standard 4: Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the products, practices and perspectives of the cultures studied, and will use their cultural knowledge for interpersonal, interpretative and presentational communi
        
        E4A: Observe and identify tangible products of the target language, such as toys, dress, types of dwellings, musical instruments and typical foods.
        
        E4B: Identify and experience or read about expressive products of the target culture, such as children’s songs, selections from children’s literature and types of artwork and websites that are enjoyed or produced by their peer group in the target culture.
        
        E4C: Identify, discuss and create different types of artwork that are enjoyed or made by their peer group in the target culture.
        
        E4D: Participate in age-appropriate cultural activities, such as games, songs, birthday celebrations, storytelling, dramatizations or role-playing of the target culture.
        
        E4E: Use appropriate gestures and oral expressions for greetings, farewells and common or familiar classroom interactions of the target culture.
        
        E4F: Recognize simple themes, ideas or perspectives of the target culture.
      - Standard 5: Connections (Interdisciplinary Mode)
        
        In at least one language other than English, students will reinforce and expand their knowledge of other areas of study through the world language, and vice versa.
        
        E5A: Use simple information learned in other subjects in their study of a world language.
        
        E5B: Use simple information from their world language class in their study of other subjects.
        
        E5C: Use new information and interdisciplinary awareness gained through world language study to expand their personal knowledge.
      - Standard 6: Connections (Intradisciplinary Mode)
        
        In at least one language other than English, students will acquire and use information from a variety of sources only available in the world language.
        
        E6A: Use multiple media resources to access information regarding the target culture(s).
        
        E6B: Recognize the various sources of information available only in the target language and culture(s), e.g., newspapers, websites, television, etc.
        
        E6C: Demonstrate the ability to access information about the target language and culture(s) from various sources, including the Internet, with assistance if necessary.
      - Standard 7: Comparisons Among Languages
        
        In at least one language other than English, students will demonstrate literacy and an understanding of the nature of language through comparisons across languages.
        
        E7A: Give examples of words borrowed from one language and used in another, and develop an understanding of the process of borrowing.
        
        E7B: Demonstrate an awareness of the target language’s phonetic and writing systems and how they differ from the phonetic and writing systems in the English language.
        
        E7C: Develop listening and speaking skills on a range of topics to facilitate reading skills.
        
        E7D: Retell, summarize and give opinions on grade-appropriate texts read aloud by the teacher.
        
        E7E: Copy and organize in a logical sequence a written text provided by the teacher.
      - Standard 8: Comparisons Among Cultures
        
        In at least one language other than English, students will demonstrate an understanding of the concept of culture through comparisons across cultures.
        
        E8A: Identify, compare and contrast different forms of communication across cultures, including signs, symbols, advertisements, packages, displays, murals, songs and rhymes.
        
        E8B: Demonstrate knowledge of the patterns of behavior across cultures that are related to recreation and celebrations.
        
        E8C: Identify and describe some cultural beliefs and perspectives relating to family, school, work and play across cultures.
        
        E8D: Use new information and cultural awareness to recognize the similarities and differences across cultures.
        
        E8E: Use new information and cultural awareness to compare and contrast their experiences with those of their peers in the target culture(s) and to identify with and respect peers in the target culture(s).
      - Standard 9: Communities
        
        In at least one language other than English, students will use the world language and their cultural knowledge both within and beyond the school setting for personal enjoyment, enrichment and active participation.
        
        E9A: Exchange information about family, school events and celebrations with native speakers via letters and technologies, such as e-mail, audio or videotapes, CDs, DVDs and distance learning.
        
        E9B: Identify different types of employment in which target language skills are an asset.
        
        E9C: Review materials and/or media from the target language and culture for enjoyment and/or entertainment.
National & International Standards
- Arranged by Disciplinary Core Idea (DCI)
  - Science (2013)
    - Fifth Grade
      - 5-ESS1: Earth?s Place in the Universe
        
        5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
        
        5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
      - 5-ESS2: Earth?s Systems
        
        5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
        
        5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
      - 5-ESS3: Earth and Human Activity
        
        5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth?s resources and environment.
      - 5-LS1: From Molecules to Organisms: Structures and Processes
        
        5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.
      - 5-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
      - 5-PS1: Matter and Its Interactions
        
        5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
        
        5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
        
        5-PS1-3: Make observations and measurements to identify materials based on their properties.
        
        5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
      - 5-PS2: Motion and Stability: Forces and Interaction
        
        5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
      - 5-PS3: Energy
        
        5-PS3-1: Use models to describe that energy in animals? food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
    - First Grade
      - 1-ESS1: Earth?s Place in the Universe
        
        1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.
        
        1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.
      - 1-LS1: From Molecules to Organisms: Structures and Processes
        
        1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
        
        1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
      - 1-LS3: Heredity: Inheritance and Variation of Traits
        
        1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
      - 1-PS4: Waves and their Applications in Technologies for Information Transfer
        
        1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
        
        1-PS4-2: Make observations to construct an evidence-based account that objects can be seen only when illuminated.
        
        1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
        
        1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
    - Fourth Grade
      - 4-ESS1: Earth?s Place in the Universe
        
        4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
      - 4-ESS2: Earth?s Systems
        
        4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
        
        4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth?s features.
      - 4-ESS3: Earth and Human Activity
        
        4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
        
        4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      - 4-LS1: From Molecules to Organisms: Structures and Processes
        
        4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
        
        4-LS1-2: Use a model to describe that animals? receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
      - 4-PS3: Energy
        
        4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
        
        4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
        
        4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
        
        4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
      - 4-PS4: Waves and their Applications in Technologies for Information Transfer
        
        4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
        
        4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
        
        4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.
    - Grades 3-5 Engineering Design
      - 3-5-ETS1: Engineering Design
        
        3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
        
        3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
        
        3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    - Grades K-2 Engineering Design
      - K-2-ETS1: Engineering Design
        
        K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
        
        K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
        
        K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    - High School Earth and Space Sciences
      - HS-ESS1: Earth?s Place in the Universe
        
        HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun?s core to release energy that eventually reaches Earth in the form of radiation.
        
        HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
        
        HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
        
        HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
        
        HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
        
        HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth?s formation and early history.
      - HS-ESS2: Earth?s Systems
        
        HS-ESS2-1: Develop a model to illustrate how Earth?s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
        
        HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth?s surface can create feedbacks that cause changes to other Earth systems.
        
        HS-ESS2-3: Develop a model based on evidence of Earth?s interior to describe the cycling of matter by thermal convection.
        
        HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.
        
        HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
        
        HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
        
        HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
      - HS-ESS3: Earth and Human Activity
        
        HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
        
        HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
        
        HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
        
        HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
        
        HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
        
        HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    - High School Engineering Design
      - HS-ETS1: Engineering Design
        
        HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
        
        HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
        
        HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
        
        HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    - High School Life Sciences
      - HS-LS1: From Molecules to Organisms: Structures and Processes
        
        HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
        
        HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
        
        HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
        
        HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
        
        HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
        
        HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
        
        HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
      - HS-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
        
        HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
        
        HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
        
        HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
        
        HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
        
        HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
        
        HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
        
        HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species? chances to survive and reproduce.
      - HS-LS3: Heredity: Inheritance and Variation of Traits
        
        HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
        
        HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
        
        HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
      - HS-LS4: Biological Evolution: Unity and Diversity
        
        HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
        
        HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
        
        HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
        
        HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
        
        HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
        
        HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    - High School Physical Sciences
      - HS-PS1: Matter and Its Interactions
        
        HS-PS1-1: 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.
        
        HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
        
        HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
        
        HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
        
        HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
        
        HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
        
        HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
        
        HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
      - HS-PS2: Motion and Stability: Forces and Interactions
        
        HS-PS2-1: Analyze data to support the claim that Newton?s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
        
        HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
        
        HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
        
        HS-PS2-4: Use mathematical representations of Newton?s Law of Gravitation and Coulomb?s Law to describe and predict the gravitational and electrostatic forces between objects.
        
        HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
        
        HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
      - HS-PS3: Energy
        
        HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
        
        HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
        
        HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
        
        HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
        
        HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
      - HS-PS4: Waves and Their Applications in Technologies for Information Transfer
        
        HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
        
        HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
        
        HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
        
        HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
        
        HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
    - Kindergarten
      - K-ESS2: Earth?s Systems
        
        K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
        
        K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
      - K-ESS3: Earth and Human Activity
        
        K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
        
        K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
        
        K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
      - K-LS1: From Molecules to Organisms: Structures and Processes
        
        K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
      - K-PS2: Motion and Stability: Forces and Interactions
        
        K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
        
        K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
      - K-PS3: Energy
        
        K-PS3-1: Make observations to determine the effect of sunlight on Earth?s surface.
        
        K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    - Middle School Earth and Space Sciences
      - MS-ESS1: Earth?s Place in the Universe
        
        MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
        
        MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
        
        MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
        
        MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth?s 4.6-billion-year-old history.
      - MS-ESS2: Earth?s Systems
        
        MS-ESS2-1: Develop a model to describe the cycling of Earth?s materials and the flow of energy that drives this process.
        
        MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth?s surface at varying time and spatial scales.
        
        MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
        
        MS-ESS2-4: Develop a model to describe the cycling of water through Earth?s systems driven by energy from the sun and the force of gravity.
        
        MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
        
        MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
      - MS-ESS3: Earth and Human Activity
        
        MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth?s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
        
        MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
        
        MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
        
        MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth?s systems.
        
        MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    - Middle School Engineering Design
      - MS-ETS1: Engineering Design
        
        MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
        
        MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
        
        MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
        
        MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
    - Middle School Life Sciences
      - MS-LS1: From Molecules to Organisms: Structures and Processes
        
        MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
        
        MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
        
        MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
        
        MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
        
        MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
        
        MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
        
        MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
        
        MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
      - MS-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
        
        MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
        
        MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
        
        MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
        
        MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      - MS-LS3: Heredity: Inheritance and Variation of Traits
        
        MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
        
        MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
      - MS-LS4: Biological Evolution: Unity and Diversity
        
        MS-LS4-1: 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.
        
        MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
        
        MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
        
        MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals? probability of surviving and reproducing in a specific environment.
        
        MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
        
        MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
    - Middle School Physical Sciences
      - MS-PS1: Matter and Its Interactions
        
        MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
        
        MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
        
        MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
        
        MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
        
        MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
        
        MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
      - MS-PS2: Motion and Stability: Forces and Interactions
        
        MS-PS2-1: Apply Newton?s Third Law to design a solution to a problem involving the motion of two colliding objects.
        
        MS-PS2-2: Plan an investigation to provide evidence that the change in an object?s motion depends on the sum of the forces on the object and the mass of the object.
        
        MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
        
        MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
        
        MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
      - MS-PS3: Energy
        
        MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
        
        MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
        
        MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
        
        MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
        
        MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
      - MS-PS4: Waves and Their Applications in Technologies for Information Transfer
        
        MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
        
        MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
        
        MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
    - Second Grade
      - 2-ESS1: Earth?s Place in the Universe
        
        2-ESS1-1: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
      - 2-ESS2: Earth?s Systems
        
        2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
        
        2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.
        
        2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
      - 2-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
        
        2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
      - 2-LS4: Biological Evolution: Unity and Diversity
        
        2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
      - 2-PS1: Matter and its Interactions
        
        2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
        
        2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
        
        2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
        
        2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
    - Third Grade
      - 3-ESS2: Earth?s Systems
        
        3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
        
        3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
      - 3-ESS3: Earth and Human Activity
        
        3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
      - 3-LS1: From Molecules to Organisms: Structures and Processes
        
        3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
      - 3-LS2: Ecosystems: Interactions, Energy, and Dynamics
        
        3-LS2-1: Construct an argument that some animals form groups that help members survive.
      - 3-LS3: Heredity: Inheritance and Variation of Traits
        
        3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
        
        3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
      - 3-LS4: Biological Evolution: Unity and Diversity
        
        3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
        
        3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
        
        3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
        
        3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
      - 3-PS2: Motion and Stability: Forces and Interactions
        
        3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
        
        3-PS2-2: Make observations and/or measurements of an object?s motion to provide evidence that a pattern can be used to predict future motion.
        
        3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
        
        3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
- Common Core State Standards
  - English Language Arts/Literacy (2010)
    - College- and Career-Readiness Anchor Standards
      - CCSS.ELA-Literacy.CCRA.L: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Note on range and content of student language use
        
        6-12: To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words?words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
        
        K-5: To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        CCSS.ELA-Literacy.CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
      - CCSS.ELA-Literacy.CCRA.R: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCSS.ELA-Literacy.CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCSS.ELA-Literacy.CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCSS.ELA-Literacy.CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCSS.ELA-Literacy.CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCSS.ELA-Literacy.CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCSS.ELA-Literacy.CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Note on range and content of student reading
        
        6-12: To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students? own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
        
        6-12.WHST: Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.
        
        K-5: To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.CCRA.SL: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.CCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Note on range and content of student speaking and listening
        
        6-12.a: To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations?as part of a whole class, in small groups, and with a partner?built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others? meritorious ideas while expressing their own clearly and persuasively.
        
        6-12.b: New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
        
        K-5.a: To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations?as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.
        
        K-5.b: New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        CCSS.ELA-Literacy.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.CCRA.W: Writing
        
        Note on range and content of student writing
        
        6-12: For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing?for example, to use narrative strategies within argument and explanation within narrative?to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
        
        K-5: To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        CCSS.ELA-Literacy.CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 1
      - CCSS.ELA-Literacy.L.1: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.1.1a: Print all upper- and lowercase letters.
        
        CCSS.ELA-Literacy.L.1.1b: Use common, proper, and possessive nouns.
        
        CCSS.ELA-Literacy.L.1.1c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
        
        CCSS.ELA-Literacy.L.1.1d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
        
        CCSS.ELA-Literacy.L.1.1e: Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
        
        CCSS.ELA-Literacy.L.1.1f: Use frequently occurring adjectives.
        
        CCSS.ELA-Literacy.L.1.1g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
        
        CCSS.ELA-Literacy.L.1.1h: Use determiners (e.g., articles, demonstratives).
        
        CCSS.ELA-Literacy.L.1.1i: Use frequently occurring prepositions (e.g., during, beyond, toward).
        
        CCSS.ELA-Literacy.L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
        
        CCSS.ELA-Literacy.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.1.2a: Capitalize dates and names of people.
        
        CCSS.ELA-Literacy.L.1.2b: Use end punctuation for sentences.
        
        CCSS.ELA-Literacy.L.1.2c: Use commas in dates and to separate single words in a series.
        
        CCSS.ELA-Literacy.L.1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
        
        CCSS.ELA-Literacy.L.1.2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.1.3: (Begins in grade 2)
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
        
        CCSS.ELA-Literacy.L.1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.1.4b: Use frequently occurring affixes as a clue to the meaning of a word.
        
        CCSS.ELA-Literacy.L.1.4c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
        
        CCSS.ELA-Literacy.L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.1.5a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
        
        CCSS.ELA-Literacy.L.1.5b: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
        
        CCSS.ELA-Literacy.L.1.5c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
        
        CCSS.ELA-Literacy.L.1.5d: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
        
        CCSS.ELA-Literacy.L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.1: Reading
        
        CCSS.ELA-Literacy.RF.1: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.1.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.1.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.1.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
        
        CCSS.ELA-Literacy.RF.1.3b: Decode regularly spelled one-syllable words.
        
        CCSS.ELA-Literacy.RF.1.3c: Know final -e and common vowel team conventions for representing long vowel sounds.
        
        CCSS.ELA-Literacy.RF.1.3d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
        
        CCSS.ELA-Literacy.RF.1.3e: Decode two-syllable words following basic patterns by breaking the words into syllables.
        
        CCSS.ELA-Literacy.RF.1.3f: Read words with inflectional endings.
        
        CCSS.ELA-Literacy.RF.1.3g: Recognize and read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        CCSS.ELA-Literacy.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        
        CCSS.ELA-Literacy.RF.1.2a: Distinguish long from short vowel sounds in spoken single-syllable words.
        
        CCSS.ELA-Literacy.RF.1.2b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
        
        CCSS.ELA-Literacy.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
        
        CCSS.ELA-Literacy.RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
        
        Print Concepts
        
        CCSS.ELA-Literacy.RF.1.1: Demonstrate understanding of the organization and basic features of print.
        
        CCSS.ELA-Literacy.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
        
        CCSS.ELA-Literacy.RI.1: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
        
        CCSS.ELA-Literacy.RI.1.5: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
        
        CCSS.ELA-Literacy.RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.1.7: Use the illustrations and details in a text to describe its key ideas.
        
        CCSS.ELA-Literacy.RI.1.8: Identify the reasons an author gives to support points in a text.
        
        CCSS.ELA-Literacy.RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.1.1: Ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RI.1.2: Identify the main topic and retell key details of a text.
        
        CCSS.ELA-Literacy.RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.1: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
        
        CCSS.ELA-Literacy.RL.1.5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
        
        CCSS.ELA-Literacy.RL.1.6: Identify who is telling the story at various points in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
        
        CCSS.ELA-Literacy.RL.1.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
        
        CCSS.ELA-Literacy.RL.1.3: Describe characters, settings, and major events in a story, using key details.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.1: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.1.1a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.1.1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
        
        CCSS.ELA-Literacy.SL.1.1c: Ask questions to clear up any confusion about the topics and texts under discussion.
        
        CCSS.ELA-Literacy.SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
        
        CCSS.ELA-Literacy.SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
        
        CCSS.ELA-Literacy.SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
        
        CCSS.ELA-Literacy.SL.1.6: Produce complete sentences when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.1: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.1.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
        
        CCSS.ELA-Literacy.W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.1.10: (Begins in grade 3)
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
        
        CCSS.ELA-Literacy.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.1.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
        
        CCSS.ELA-Literacy.W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
        
        CCSS.ELA-Literacy.W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 2
      - CCSS.ELA-Literacy.L.2: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.2.1a: Use collective nouns (e.g., group).
        
        CCSS.ELA-Literacy.L.2.1b: Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
        
        CCSS.ELA-Literacy.L.2.1c: Use reflexive pronouns (e.g., myself, ourselves).
        
        CCSS.ELA-Literacy.L.2.1d: Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
        
        CCSS.ELA-Literacy.L.2.1e: Use adjectives and adverbs, and choose between them depending on what is to be modified.
        
        CCSS.ELA-Literacy.L.2.1f: Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
        
        CCSS.ELA-Literacy.L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.2.2a: Capitalize holidays, product names, and geographic names.
        
        CCSS.ELA-Literacy.L.2.2b: Use commas in greetings and closings of letters.
        
        CCSS.ELA-Literacy.L.2.2c: Use an apostrophe to form contractions and frequently occurring possessives.
        
        CCSS.ELA-Literacy.L.2.2d: Generalize learned spelling patterns when writing words (e.g., cage -> badge; boy -> boil).
        
        CCSS.ELA-Literacy.L.2.2e: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.2.3a: Compare formal and informal uses of English.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
        
        CCSS.ELA-Literacy.L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
        
        CCSS.ELA-Literacy.L.2.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
        
        CCSS.ELA-Literacy.L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
        
        CCSS.ELA-Literacy.L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
        
        CCSS.ELA-Literacy.L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
        
        CCSS.ELA-Literacy.L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
        
        CCSS.ELA-Literacy.L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.2: Reading
        
        CCSS.ELA-Literacy.RF.2: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.2.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.2.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.2.3a: Distinguish long and short vowels when reading regularly spelled one-syllable words.
        
        CCSS.ELA-Literacy.RF.2.3b: Know spelling-sound correspondences for additional common vowel teams.
        
        CCSS.ELA-Literacy.RF.2.3c: Decode regularly spelled two-syllable words with long vowels.
        
        CCSS.ELA-Literacy.RF.2.3d: Decode words with common prefixes and suffixes.
        
        CCSS.ELA-Literacy.RF.2.3e: Identify words with inconsistent but common spelling-sound correspondences.
        
        CCSS.ELA-Literacy.RF.2.3f: Recognize and read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.2: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
        
        CCSS.ELA-Literacy.RI.2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
        
        CCSS.ELA-Literacy.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
        
        CCSS.ELA-Literacy.RI.2.8: Describe how reasons support specific points the author makes in a text.
        
        CCSS.ELA-Literacy.RI.2.9: Compare and contrast the most important points presented by two texts on the same topic.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
        
        CCSS.ELA-Literacy.RI.2.2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
        
        CCSS.ELA-Literacy.RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.2: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
        
        CCSS.ELA-Literacy.RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
        
        CCSS.ELA-Literacy.RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
        
        CCSS.ELA-Literacy.RL.2.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
        
        CCSS.ELA-Literacy.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
        
        CCSS.ELA-Literacy.RL.2.3: Describe how characters in a story respond to major events and challenges.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.2: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.2.1a: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.2.1b: Build on others’ talk in conversations by linking their comments to the remarks of others.
        
        CCSS.ELA-Literacy.SL.2.1c: Ask for clarification and further explanation as needed about the topics and texts under discussion.
        
        CCSS.ELA-Literacy.SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
        
        CCSS.ELA-Literacy.SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
        
        CCSS.ELA-Literacy.SL.2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
        
        CCSS.ELA-Literacy.SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.2: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.2.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
        
        CCSS.ELA-Literacy.W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.2.10: (Begins in grade 3)
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
        
        CCSS.ELA-Literacy.W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.2.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 3
      - CCSS.ELA-Literacy.L.3: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
        
        CCSS.ELA-Literacy.L.3.1b: Form and use regular and irregular plural nouns.
        
        CCSS.ELA-Literacy.L.3.1c: Use abstract nouns (e.g., childhood).
        
        CCSS.ELA-Literacy.L.3.1d: Form and use regular and irregular verbs.
        
        CCSS.ELA-Literacy.L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
        
        CCSS.ELA-Literacy.L.3.1f: Ensure subject-verb and pronoun-antecedent agreement.
        
        CCSS.ELA-Literacy.L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
        
        CCSS.ELA-Literacy.L.3.1h: Use coordinating and subordinating conjunctions.
        
        CCSS.ELA-Literacy.L.3.1i: Produce simple, compound, and complex sentences.
        
        CCSS.ELA-Literacy.L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.3.2a: Capitalize appropriate words in titles.
        
        CCSS.ELA-Literacy.L.3.2b: Use commas in addresses.
        
        CCSS.ELA-Literacy.L.3.2c: Use commas and quotation marks in dialogue.
        
        CCSS.ELA-Literacy.L.3.2d: Form and use possessives.
        
        CCSS.ELA-Literacy.L.3.2e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
        
        CCSS.ELA-Literacy.L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
        
        CCSS.ELA-Literacy.L.3.2g: Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.3.3a: Choose words and phrases for effect.
        
        CCSS.ELA-Literacy.L.3.3b: Recognize and observe differences between the conventions of spoken and written standard English.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
        
        CCSS.ELA-Literacy.L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
        
        CCSS.ELA-Literacy.L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
        
        CCSS.ELA-Literacy.L.3.5b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
        
        CCSS.ELA-Literacy.L.3.5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
        
        CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.3: Reading
        
        CCSS.ELA-Literacy.RF.3: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.3.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.3.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes.
        
        CCSS.ELA-Literacy.RF.3.3b: Decode words with common Latin suffixes.
        
        CCSS.ELA-Literacy.RF.3.3c: Decode multisyllable words.
        
        CCSS.ELA-Literacy.RF.3.3d: Read grade-appropriate irregularly spelled words.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.3: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
        
        CCSS.ELA-Literacy.RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
        
        CCSS.ELA-Literacy.RI.3.6: Distinguish their own point of view from that of the author of a text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
        
        CCSS.ELA-Literacy.RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
        
        CCSS.ELA-Literacy.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
        
        CCSS.ELA-Literacy.RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
        
        CCSS.ELA-Literacy.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.3: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
        
        CCSS.ELA-Literacy.RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
        
        CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
        
        CCSS.ELA-Literacy.RL.3.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
        
        CCSS.ELA-Literacy.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
        
        CCSS.ELA-Literacy.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.3: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.3.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.3.1c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
        
        CCSS.ELA-Literacy.SL.3.1d: Explain their own ideas and understanding in light of the discussion.
        
        CCSS.ELA-Literacy.SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
        
        CCSS.ELA-Literacy.SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.3: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
        
        CCSS.ELA-Literacy.W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
        
        CCSS.ELA-Literacy.W.3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.3.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.3.7: Conduct short research projects that build knowledge about a topic.
        
        CCSS.ELA-Literacy.W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
        
        CCSS.ELA-Literacy.W.3.9: (Begins in grade 4)
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
        
        CCSS.ELA-Literacy.W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
        
        CCSS.ELA-Literacy.W.3.1b: Provide reasons that support the opinion.
        
        CCSS.ELA-Literacy.W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
        
        CCSS.ELA-Literacy.W.3.1d: Provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.3.2b: Develop the topic with facts, definitions, and details.
        
        CCSS.ELA-Literacy.W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
        
        CCSS.ELA-Literacy.W.3.2d: Provide a concluding statement or section.
        
        CCSS.ELA-Literacy.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
        
        CCSS.ELA-Literacy.W.3.3c: Use temporal words and phrases to signal event order.
        
        CCSS.ELA-Literacy.W.3.3d: Provide a sense of closure.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 4
      - CCSS.ELA-Literacy.L.4: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.4.1a: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
        
        CCSS.ELA-Literacy.L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
        
        CCSS.ELA-Literacy.L.4.1c: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
        
        CCSS.ELA-Literacy.L.4.1d: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
        
        CCSS.ELA-Literacy.L.4.1e: Form and use prepositional phrases.
        
        CCSS.ELA-Literacy.L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
        
        CCSS.ELA-Literacy.L.4.1g: Correctly use frequently confused words (e.g., to, too, two; there, their).
        
        CCSS.ELA-Literacy.L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.4.2a: Use correct capitalization.
        
        CCSS.ELA-Literacy.L.4.2b: Use commas and quotation marks to mark direct speech and quotations from a text.
        
        CCSS.ELA-Literacy.L.4.2c: Use a comma before a coordinating conjunction in a compound sentence.
        
        CCSS.ELA-Literacy.L.4.2d: Spell grade-appropriate words correctly, consulting references as needed.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.4.3a: Choose words and phrases to convey ideas precisely.
        
        CCSS.ELA-Literacy.L.4.3b: Choose punctuation for effect.
        
        CCSS.ELA-Literacy.L.4.3c: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.4.4a: Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.4.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
        
        CCSS.ELA-Literacy.L.4.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.4.5a: Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
        
        CCSS.ELA-Literacy.L.4.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
        
        CCSS.ELA-Literacy.L.4.5c: Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
        
        CCSS.ELA-Literacy.L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.4: Reading
        
        CCSS.ELA-Literacy.RF.4: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.4.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.4.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.4.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.4.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.4.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.4: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
        
        CCSS.ELA-Literacy.RI.4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
        
        CCSS.ELA-Literacy.RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
        
        CCSS.ELA-Literacy.RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
        
        CCSS.ELA-Literacy.RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
        
        CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.4: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
        
        CCSS.ELA-Literacy.RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
        
        CCSS.ELA-Literacy.RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
        
        CCSS.ELA-Literacy.RL.4.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
        
        CCSS.ELA-Literacy.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.4: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.4.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
        
        CCSS.ELA-Literacy.SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
        
        CCSS.ELA-Literacy.SL.4.1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
        
        CCSS.ELA-Literacy.SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
        
        CCSS.ELA-Literacy.SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.4: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
        
        CCSS.ELA-Literacy.W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
        
        CCSS.ELA-Literacy.W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
        
        CCSS.ELA-Literacy.W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.4.9a: Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
        
        CCSS.ELA-Literacy.W.4.9b: Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
        
        CCSS.ELA-Literacy.W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
        
        CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
        
        CCSS.ELA-Literacy.W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
        
        CCSS.ELA-Literacy.W.4.1d: Provide a concluding statement or section related to the opinion presented.
        
        CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.4.2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.4.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        
        CCSS.ELA-Literacy.W.4.2c: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
        
        CCSS.ELA-Literacy.W.4.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.4.2e: Provide a concluding statement or section related to the information or explanation presented.
        
        CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
        
        CCSS.ELA-Literacy.W.4.3c: Use a variety of transitional words and phrases to manage the sequence of events.
        
        CCSS.ELA-Literacy.W.4.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
        
        CCSS.ELA-Literacy.W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 5
      - CCSS.ELA-Literacy.L.5: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.5.1a: Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
        
        CCSS.ELA-Literacy.L.5.1b: Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
        
        CCSS.ELA-Literacy.L.5.1c: Use verb tense to convey various times, sequences, states, and conditions.
        
        CCSS.ELA-Literacy.L.5.1d: Recognize and correct inappropriate shifts in verb tense.
        
        CCSS.ELA-Literacy.L.5.1e: Use correlative conjunctions (e.g., either/or, neither/nor).
        
        CCSS.ELA-Literacy.L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.5.2a: Use punctuation to separate items in a series.
        
        CCSS.ELA-Literacy.L.5.2b: Use a comma to separate an introductory element from the rest of the sentence.
        
        CCSS.ELA-Literacy.L.5.2c: Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
        
        CCSS.ELA-Literacy.L.5.2d: Use underlining, quotation marks, or italics to indicate titles of works.
        
        CCSS.ELA-Literacy.L.5.2e: Spell grade-appropriate words correctly, consulting references as needed.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.5.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.5.3a: Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
        
        CCSS.ELA-Literacy.L.5.3b: Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.5.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.5.4a: Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.5.4b: Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
        
        CCSS.ELA-Literacy.L.5.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
        
        CCSS.ELA-Literacy.L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.5.5a: Interpret figurative language, including similes and metaphors, in context.
        
        CCSS.ELA-Literacy.L.5.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
        
        CCSS.ELA-Literacy.L.5.5c: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.5.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.5: Reading
        
        CCSS.ELA-Literacy.RF.5: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
        
        CCSS.ELA-Literacy.RF.5.4a: Read grade-level text with purpose and understanding.
        
        CCSS.ELA-Literacy.RF.5.4b: Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
        
        CCSS.ELA-Literacy.RF.5.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.5.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.5.3a: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
        
        Phonological Awareness
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        Print Concepts
        
        This concept is addressed in Kindergarten and Grade 1 only.
        
        CCSS.ELA-Literacy.RI.5: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.5.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
        
        CCSS.ELA-Literacy.RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
        
        CCSS.ELA-Literacy.RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
        
        CCSS.ELA-Literacy.RI.5.8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
        
        CCSS.ELA-Literacy.RI.5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
        
        CCSS.ELA-Literacy.RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.5: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.5.4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
        
        CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
        
        CCSS.ELA-Literacy.RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.5.7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
        
        CCSS.ELA-Literacy.RL.5.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.5.9: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
        
        CCSS.ELA-Literacy.RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
        
        CCSS.ELA-Literacy.RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.5: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.5.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
        
        CCSS.ELA-Literacy.SL.5.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
        
        CCSS.ELA-Literacy.SL.5.1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
        
        CCSS.ELA-Literacy.SL.5.1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
        
        CCSS.ELA-Literacy.SL.5.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCSS.ELA-Literacy.SL.5.3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
        
        CCSS.ELA-Literacy.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
        
        CCSS.ELA-Literacy.SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.5: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.5.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
        
        CCSS.ELA-Literacy.W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
        
        CCSS.ELA-Literacy.W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.5.9a: Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
        
        CCSS.ELA-Literacy.W.5.9b: Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
        
        CCSS.ELA-Literacy.W.5.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
        
        CCSS.ELA-Literacy.W.5.1b: Provide logically ordered reasons that are supported by facts and details.
        
        CCSS.ELA-Literacy.W.5.1c: Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
        
        CCSS.ELA-Literacy.W.5.1d: Provide a concluding statement or section related to the opinion presented.
        
        CCSS.ELA-Literacy.W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
        
        CCSS.ELA-Literacy.W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
        
        CCSS.ELA-Literacy.W.5.2c: Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
        
        CCSS.ELA-Literacy.W.5.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.5.2e: Provide a concluding statement or section related to the information or explanation presented.
        
        CCSS.ELA-Literacy.W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
        
        CCSS.ELA-Literacy.W.5.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
        
        CCSS.ELA-Literacy.W.5.3b: Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
        
        CCSS.ELA-Literacy.W.5.3c: Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
        
        CCSS.ELA-Literacy.W.5.3d: Use concrete words and phrases and sensory details to convey experiences and events precisely.
        
        CCSS.ELA-Literacy.W.5.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 6 English Language Arts
      - CCSS.ELA-Literacy.L.6: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.6.1a: Ensure that pronouns are in the proper case (subjective, objective, possessive).
        
        CCSS.ELA-Literacy.L.6.1b: Use intensive pronouns (e.g., myself, ourselves).
        
        CCSS.ELA-Literacy.L.6.1c: Recognize and correct inappropriate shifts in pronoun number and person.
        
        CCSS.ELA-Literacy.L.6.1d: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
        
        CCSS.ELA-Literacy.L.6.1e: Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
        
        CCSS.ELA-Literacy.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.6.2a: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
        
        CCSS.ELA-Literacy.L.6.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.6.3a: Vary sentence patterns for meaning, reader/ listener interest, and style.
        
        CCSS.ELA-Literacy.L.6.3b: Maintain consistency in style and tone.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.6.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.6.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
        
        CCSS.ELA-Literacy.L.6.4c: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.6.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.6.5a: Interpret figures of speech (e.g., personification) in context.
        
        CCSS.ELA-Literacy.L.6.5b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.6.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
        
        CCSS.ELA-Literacy.L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.6: Reading
        
        CCSS.ELA-Literacy.RI.6: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
        
        CCSS.ELA-Literacy.RI.6.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
        
        CCSS.ELA-Literacy.RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
        
        CCSS.ELA-Literacy.RI.6.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
        
        CCSS.ELA-Literacy.RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
        
        CCSS.ELA-Literacy.RI.6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.6.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.6: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
        
        CCSS.ELA-Literacy.RL.6.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
        
        CCSS.ELA-Literacy.RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
        
        CCSS.ELA-Literacy.RL.6.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.6.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
        
        CCSS.ELA-Literacy.RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.6: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.6.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.6.1b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.6.1c: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
        
        CCSS.ELA-Literacy.SL.6.1d: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
        
        CCSS.ELA-Literacy.SL.6.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
        
        CCSS.ELA-Literacy.SL.6.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.6.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
        
        CCSS.ELA-Literacy.SL.6.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.6: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.6.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCSS.ELA-Literacy.W.6.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
        
        CCSS.ELA-Literacy.W.6.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
        
        CCSS.ELA-Literacy.W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.6.9a: Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
        
        CCSS.ELA-Literacy.W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.6.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.6.1a: Introduce claim(s) and organize the reasons and evidence clearly.
        
        CCSS.ELA-Literacy.W.6.1b: Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.6.1c: Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
        
        CCSS.ELA-Literacy.W.6.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.6.1e: Provide a concluding statement or section that follows from the argument presented.
        
        CCSS.ELA-Literacy.W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.6.2a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.6.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.6.2c: Use appropriate transitions to clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.6.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.6.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.6.2f: Provide a concluding statement or section that follows from the information or explanation presented.
        
        CCSS.ELA-Literacy.W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        
        CCSS.ELA-Literacy.W.6.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
        
        CCSS.ELA-Literacy.W.6.3e: Provide a conclusion that follows from the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 7 English Language Arts
      - CCSS.ELA-Literacy.L.7: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.7.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.7.1a: Explain the function of phrases and clauses in general and their function in specific sentences.
        
        CCSS.ELA-Literacy.L.7.1b: Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
        
        CCSS.ELA-Literacy.L.7.1c: Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
        
        CCSS.ELA-Literacy.L.7.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.7.2a: Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
        
        CCSS.ELA-Literacy.L.7.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.7.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.7.3a: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.7.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.7.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.7.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
        
        CCSS.ELA-Literacy.L.7.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.7.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.7.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.7.5a: Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
        
        CCSS.ELA-Literacy.L.7.5b: Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
        
        CCSS.ELA-Literacy.L.7.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
        
        CCSS.ELA-Literacy.L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.7: Reading
        
        CCSS.ELA-Literacy.RI.7: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
        
        CCSS.ELA-Literacy.RI.7.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
        
        CCSS.ELA-Literacy.RI.7.6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.7.7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
        
        CCSS.ELA-Literacy.RI.7.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
        
        CCSS.ELA-Literacy.RI.7.9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.7.2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.7.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.7: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
        
        CCSS.ELA-Literacy.RL.7.5: Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
        
        CCSS.ELA-Literacy.RL.7.6: Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.7.7: Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
        
        CCSS.ELA-Literacy.RL.7.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.7.9: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.7.1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.7.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.7: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.7.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.7.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.7.1b: Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.7.1c: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
        
        CCSS.ELA-Literacy.SL.7.1d: Acknowledge new information expressed by others and, when warranted, modify their own views.
        
        CCSS.ELA-Literacy.SL.7.2: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
        
        CCSS.ELA-Literacy.SL.7.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.7.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.7.5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
        
        CCSS.ELA-Literacy.SL.7.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.7: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.7.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.7.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.W.7.6: Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.7.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.7.7: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
        
        CCSS.ELA-Literacy.W.7.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.7.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.7.9a: Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
        
        CCSS.ELA-Literacy.W.7.9b: Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.7.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.7.1a: Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.W.7.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.7.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
        
        CCSS.ELA-Literacy.W.7.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.7.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.7.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.7.2b: Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.7.2c: Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.7.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.7.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.7.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.W.7.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.7.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.7.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.7.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
        
        CCSS.ELA-Literacy.W.7.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        
        CCSS.ELA-Literacy.W.7.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 8 English Language Arts
      - CCSS.ELA-Literacy.L.8: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.8.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.8.1a: Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
        
        CCSS.ELA-Literacy.L.8.1b: Form and use verbs in the active and passive voice.
        
        CCSS.ELA-Literacy.L.8.1c: Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
        
        CCSS.ELA-Literacy.L.8.1d: Recognize and correct inappropriate shifts in verb voice and mood.
        
        CCSS.ELA-Literacy.L.8.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.8.2a: Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
        
        CCSS.ELA-Literacy.L.8.2b: Use an ellipsis to indicate an omission.
        
        CCSS.ELA-Literacy.L.8.2c: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.8.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
        
        CCSS.ELA-Literacy.L.8.3a: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.8.4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.8.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.8.4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
        
        CCSS.ELA-Literacy.L.8.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
        
        CCSS.ELA-Literacy.L.8.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.8.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.8.5a: Interpret figures of speech (e.g. verbal irony, puns) in context.
        
        CCSS.ELA-Literacy.L.8.5b: Use the relationship between particular words to better understand each of the words.
        
        CCSS.ELA-Literacy.L.8.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
        
        CCSS.ELA-Literacy.L.8.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.8: Reading
        
        CCSS.ELA-Literacy.RI.8: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
        
        CCSS.ELA-Literacy.RI.8.5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
        
        CCSS.ELA-Literacy.RI.8.6: Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.8.7: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
        
        CCSS.ELA-Literacy.RI.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
        
        CCSS.ELA-Literacy.RI.8.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.8.2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.8.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.8: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
        
        CCSS.ELA-Literacy.RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
        
        CCSS.ELA-Literacy.RL.8.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.8.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
        
        CCSS.ELA-Literacy.RL.8.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.8.9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.8.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.8.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.8: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.8.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
        
        CCSS.ELA-Literacy.SL.8.1a: Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
        
        CCSS.ELA-Literacy.SL.8.1b: Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
        
        CCSS.ELA-Literacy.SL.8.1c: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
        
        CCSS.ELA-Literacy.SL.8.1d: Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.
        
        CCSS.ELA-Literacy.SL.8.2: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
        
        CCSS.ELA-Literacy.SL.8.3: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
        
        CCSS.ELA-Literacy.SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
        
        CCSS.ELA-Literacy.SL.8.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.8: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        CCSS.ELA-Literacy.W.8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.8.9a: Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).
        
        CCSS.ELA-Literacy.W.8.9b: Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.8.1: Write arguments to support claims with clear reasons and relevant evidence.
        
        CCSS.ELA-Literacy.W.8.1a: Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.W.8.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
        
        CCSS.ELA-Literacy.W.8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.8.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.8.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
        
        CCSS.ELA-Literacy.W.8.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.8.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.W.8.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.W.8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.W.8.2e: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.W.8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.8.3a: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
        
        CCSS.ELA-Literacy.W.8.3b: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.8.3c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
        
        CCSS.ELA-Literacy.W.8.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
        
        CCSS.ELA-Literacy.W.8.3e: Provide a conclusion that follows from and reflects on the narrated experiences or events.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grade 9-12 ELA Strand Introductions
      - RI: Reading: Informational Text
        
        RI.9-10: Grade 9-10
        
        RI.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        RI.PE.H.MS.1.2: Grade 11-12
        
        RI.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - RL: Reading: Literature
        
        RL.11-12: Grade 11-12
        
        RL.11-12.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        RL.9-10: Grade 9-10
        
        RL.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - SL: Speaking and Listening
        
        SL.9-10: Grade 9-10
        
        SL.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        SL.PE.H.MS.1.2: Grade 11-12
        
        SL.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - W: Writing
        
        W.9-10: Grade 9-10
        
        W.9-10.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        W.PE.H.MS.1.2: Grade 11-12
        
        W.PE.H.MS.1.2.1: The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 11-12 English Language Arts
      - CCSS.ELA-Literacy.L.11-12: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.11-12.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.11-12.1a: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
        
        CCSS.ELA-Literacy.L.11-12.1b: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
        
        CCSS.ELA-Literacy.L.11-12.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.11-12.2a: Observe hyphenation conventions.
        
        CCSS.ELA-Literacy.L.11-12.2b: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.11-12.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.11-12.3a: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.11-12.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.11-12.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.11-12.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
        
        CCSS.ELA-Literacy.L.11-12.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.
        
        CCSS.ELA-Literacy.L.11-12.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.11-12.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.11-12.5a: Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
        
        CCSS.ELA-Literacy.L.11-12.5b: Analyze nuances in the meaning of words with similar denotations.
        
        CCSS.ELA-Literacy.L.11-12.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.11-12: Reading
        
        CCSS.ELA-Literacy.RI.11-12: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
        
        CCSS.ELA-Literacy.RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
        
        CCSS.ELA-Literacy.RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
        
        CCSS.ELA-Literacy.RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
        
        CCSS.ELA-Literacy.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.11-12.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.11-12.10a: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RI.11-12.10b: By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.11-12: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.
        
        CCSS.ELA-Literacy.RL.11-12.5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
        
        CCSS.ELA-Literacy.RL.11-12.6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.
        
        CCSS.ELA-Literacy.RL.11-12.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
        
        CCSS.ELA-Literacy.RL.11-12.2: Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.11-12.3: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.11-12.10a: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RL.11-12.10b: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.11-12: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.SL.11-12.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        
        CCSS.ELA-Literacy.SL.11-12.1b: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
        
        CCSS.ELA-Literacy.SL.11-12.1c: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
        
        CCSS.ELA-Literacy.SL.11-12.1d: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
        
        CCSS.ELA-Literacy.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
        
        CCSS.ELA-Literacy.SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
        
        CCSS.ELA-Literacy.SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
        
        CCSS.ELA-Literacy.SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - CCSS.ELA-Literacy.W.11-12: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.W.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.11-12.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.W.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.11-12.9a: Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
        
        CCSS.ELA-Literacy.W.11-12.9b: Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.W.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.11-12.1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
        
        CCSS.ELA-Literacy.W.11-12.1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.W.11-12.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.11-12.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.W.11-12.2a: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.11-12.2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.W.11-12.2c: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.W.11-12.2d: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
        
        CCSS.ELA-Literacy.W.11-12.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.11-12.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.W.11-12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.11-12.3a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        
        CCSS.ELA-Literacy.W.11-12.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.11-12.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).
        
        CCSS.ELA-Literacy.W.11-12.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        
        CCSS.ELA-Literacy.W.11-12.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 11-12 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.11-12: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.11-12.4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
        
        CCSS.ELA-Literacy.RH.11-12.5: Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
        
        CCSS.ELA-Literacy.RH.11-12.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RH.11-12.8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
        
        CCSS.ELA-Literacy.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
        
        CCSS.ELA-Literacy.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
        
        CCSS.ELA-Literacy.RH.11-12.3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.11-12.10: By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 11-12 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.11-12: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
        
        CCSS.ELA-Literacy.RST.11-12.5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
        
        CCSS.ELA-Literacy.RST.11-12.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
        
        RST.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RST.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RST.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
        
        CCSS.ELA-Literacy.RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
        
        CCSS.ELA-Literacy.RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
        
        RST.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RST.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RST.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
        
        CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
        
        CCSS.ELA-Literacy.RST.11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
        
        RST.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RST.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RST.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.11-12.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
        
        RST.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        WHST.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        WHST.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        Range of Writing
        
        WHST.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        WHST.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin
        
        WHST.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into th
        
        WHST.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        WHST.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.11-12.1: Write arguments focused on discipline-specific content.
        
        WHST.11-12.1.a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
        
        WHST.11-12.1.b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audi
        
        WHST.11-12.1.c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        WHST.11-12.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.11-12.1.e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        WHST.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.11-12.2.a: Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful
        
        WHST.11-12.2.b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        WHST.11-12.2.c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        WHST.11-12.2.d: Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise o
        
        WHST.11-12.2.e: Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
        
        WHST.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.11-12.3: (See note; not applicable as a separate requirement)
    - Grades 11-12 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.11-12: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.WHST.11-12.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.11-12.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.11-12.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.11-12.1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.11-12.1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.
        
        CCSS.ELA-Literacy.WHST.11-12.1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.WHST.11-12.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.11-12.1e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.11-12.2a: Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.11-12.2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.WHST.11-12.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.11-12.2d: Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.
        
        CCSS.ELA-Literacy.WHST.11-12.2e: Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.WHST.11-12.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 6-12 ELA Introductions
      - Language
        
        The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
      - Reading: Informational Text
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Reading: Literature
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
        
        The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Speaking and Listening
        
        The following standards for grades 6–12 offer a focus for instruction in each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Writing
        
        The following standards for grades 6–12 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
    - Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects Introductions
      - History/Social Studies
        
        The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Technical Subjects
        
        The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
      - Writing
        
        The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 6-8 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.6-8: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
        
        CCSS.ELA-Literacy.RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
        
        CCSS.ELA-Literacy.RH.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
        
        CCSS.ELA-Literacy.RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
        
        CCSS.ELA-Literacy.RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
        
        CCSS.ELA-Literacy.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
        
        CCSS.ELA-Literacy.RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 6-8 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.6-8: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
        
        CCSS.ELA-Literacy.RST.6-8.5: Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
        
        CCSS.ELA-Literacy.RST.6-8.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
        
        CCSS.ELA-Literacy.RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.
        
        CCSS.ELA-Literacy.RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts.
        
        CCSS.ELA-Literacy.RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
        
        CCSS.ELA-Literacy.RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.6-8.10: By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
        
        Range of Writing
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a s
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.6-8.1: Write arguments focused on discipline-specific content.
        
        WHST.6-8.1.a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        WHST.6-8.1.b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
        
        WHST.6-8.1.c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        WHST.6-8.1.d: Establish and maintain a formal style.
        
        WHST.6-8.1.e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.6-8.2.a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when usefu
        
        WHST.6-8.2.b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        WHST.6-8.2.c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        WHST.6-8.2.d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        WHST.6-8.2.e: Establish and maintain a formal style and objective tone.
        
        WHST.6-8.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.6-8.3: (See note; not applicable as a separate requirement)
    - Grades 6-8 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.6-8: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
        
        CCSS.ELA-Literacy.WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
        
        CCSS.ELA-Literacy.WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.6-8.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.6-8.1a: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
        
        CCSS.ELA-Literacy.WHST.6-8.1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
        
        CCSS.ELA-Literacy.WHST.6-8.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.6-8.1d: Establish and maintain a formal style.
        
        CCSS.ELA-Literacy.WHST.6-8.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.6-8.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.6-8.2a: Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.6-8.2b: Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
        
        CCSS.ELA-Literacy.WHST.6-8.2c: Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.6-8.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic.
        
        CCSS.ELA-Literacy.WHST.6-8.2e: Establish and maintain a formal style and objective tone.
        
        CCSS.ELA-Literacy.WHST.6-8.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented.
        
        CCSS.ELA-Literacy.WHST.6-8.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Grades 9-10 English Language Arts
      - CCSS.ELA-Literacy.L.9-10: Language
        
        Conventions of Standard English
        
        CCSS.ELA-Literacy.L.9-10.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.9-10.1a: Use parallel structure.
        
        CCSS.ELA-Literacy.L.9-10.1b: Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
        
        CCSS.ELA-Literacy.L.9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.9-10.2a: Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
        
        CCSS.ELA-Literacy.L.9-10.2b: Use a colon to introduce a list or quotation.
        
        CCSS.ELA-Literacy.L.9-10.2c: Spell correctly.
        
        L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        Knowledge of Language
        
        CCSS.ELA-Literacy.L.9-10.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.9-10.3a: Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
        
        L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        Vocabulary Acquisition and Use
        
        CCSS.ELA-Literacy.L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
        
        CCSS.ELA-Literacy.L.9-10.4a: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
        
        CCSS.ELA-Literacy.L.9-10.4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
        
        CCSS.ELA-Literacy.L.9-10.4c: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
        
        CCSS.ELA-Literacy.L.9-10.4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
        
        CCSS.ELA-Literacy.L.9-10.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.9-10.5a: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
        
        CCSS.ELA-Literacy.L.9-10.5b: Analyze nuances in the meaning of words with similar denotations.
        
        CCSS.ELA-Literacy.L.9-10.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
        
        L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
      - CCSS.ELA-Literacy.R.9-10: Reading
        
        CCSS.ELA-Literacy.RI.9-10: Informational Text
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RI.9-10.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
        
        CCSS.ELA-Literacy.RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
        
        CCSS.ELA-Literacy.RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
        
        RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RI.9-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
        
        CCSS.ELA-Literacy.RI.9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
        
        CCSS.ELA-Literacy.RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
        
        RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
        
        RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RI.9-10.10a: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RI.9-10.10b: By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
        
        RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.9-10: Literature
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RL.9-10.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
        
        CCSS.ELA-Literacy.RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
        
        CCSS.ELA-Literacy.RL.9-10.6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
        
        RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        RL.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
        
        CCSS.ELA-Literacy.RL.9-10.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.9-10.9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
        
        RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
        
        CCSS.ELA-Literacy.RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
        
        CCSS.ELA-Literacy.RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
        
        RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RL.9-10.10a: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
        
        CCSS.ELA-Literacy.RL.9-10.10b: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
        
        RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - CCSS.ELA-Literacy.SL.9-10: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCSS.ELA-Literacy.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCSS.ELA-Literacy.SL.9-10.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
        
        CCSS.ELA-Literacy.SL.9-10.1b: Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
        
        CCSS.ELA-Literacy.SL.9-10.1c: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
        
        CCSS.ELA-Literacy.SL.9-10.1d: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
        
        CCSS.ELA-Literacy.SL.9-10.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
        
        CCSS.ELA-Literacy.SL.9-10.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
        
        SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        Presentation of Knowledge and Ideas
        
        CCSS.ELA-Literacy.SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
        
        CCSS.ELA-Literacy.SL.9-10.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
        
        CCSS.ELA-Literacy.SL.9-10.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
        
        SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
      - CCSS.ELA-Literacy.W.9-10: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.W.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.W.9-10.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.W.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.W.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.9-10.9a: Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
        
        CCSS.ELA-Literacy.W.9-10.9b: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCSS.ELA-Literacy.W.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.W.9-10.1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
        
        CCSS.ELA-Literacy.W.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.W.9-10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.9-10.1e: Provide a concluding statement or section that follows from and supports the argument presented.
        
        CCSS.ELA-Literacy.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCSS.ELA-Literacy.W.9-10.2a: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.W.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.W.9-10.2c: Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
        
        CCSS.ELA-Literacy.W.9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.
        
        CCSS.ELA-Literacy.W.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.W.9-10.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.W.9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.9-10.3a: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
        
        CCSS.ELA-Literacy.W.9-10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
        
        CCSS.ELA-Literacy.W.9-10.3c: Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
        
        CCSS.ELA-Literacy.W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
        
        CCSS.ELA-Literacy.W.9-10.3e: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.
    - Grades 9-10 Literacy in History/Social Studies
      - CCSS.ELA-Literacy.RH.9-10: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
        
        CCSS.ELA-Literacy.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
        
        CCSS.ELA-Literacy.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
        
        CCSS.ELA-Literacy.RH.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
        
        CCSS.ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several primary and secondary sources.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
        
        CCSS.ELA-Literacy.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
        
        CCSS.ELA-Literacy.RH.9-10.3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RH.9-10.10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
    - Grades 9-10 Literacy in Science and Technical Subjects
      - CCSS.ELA-Literacy.RST.9-10: Reading
        
        Craft and Structure
        
        CCSS.ELA-Literacy.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
        
        CCSS.ELA-Literacy.RST.9-10.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
        
        CCSS.ELA-Literacy.RST.9-10.6: Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
        
        R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        R.CCR.6: Assess how point of view or purpose shapes the content and style of a text.
        
        Integration of Knowledge and Ideas
        
        CCSS.ELA-Literacy.RST.9-10.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
        
        CCSS.ELA-Literacy.RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
        
        CCSS.ELA-Literacy.RST.9-10.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
        
        R.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        R.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        R.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        Key Ideas and Details
        
        CCSS.ELA-Literacy.RST.9-10.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
        
        CCSS.ELA-Literacy.RST.9-10.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
        
        CCSS.ELA-Literacy.RST.9-10.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
        
        R.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        Range of Reading and Level of Text Complexity
        
        CCSS.ELA-Literacy.RST.9-10.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently.
        
        R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.
      - WHST: Writing
        
        Production and Distribution of Writing
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        WHST.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        Range of Writing
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understandin
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain th
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        Text Types and Purposes
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        WHST.9-10.1: Write arguments focused on discipline-specific content.
        
        WHST.9-10.1.a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
        
        WHST.9-10.1.b: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge
        
        WHST.9-10.1.c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        WHST.9-10.1.d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.9-10.1.e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        WHST.9-10.2.a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        WHST.9-10.2.b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        WHST.9-10.2.c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
        
        WHST.9-10.2.d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
        
        WHST.9-10.2.e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        WHST.9-10.2.f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        WHST.9-10.3: (See note; not applicable as a separate requirement)
    - Grades 9-10 Writing in History/Social Studies, Science and Technical Subjects
      - CCSS.ELA-Literacy.WHST.9-10: Writing
        
        Production and Distribution of Writing
        
        CCSS.ELA-Literacy.WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCSS.ELA-Literacy.WHST.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
        
        CCSS.ELA-Literacy.WHST.9-10.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
        
        W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        Range of Writing
        
        CCSS.ELA-Literacy.WHST.9-10.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
        
        W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        Research to Build and Present Knowledge
        
        CCSS.ELA-Literacy.WHST.9-10.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
        
        CCSS.ELA-Literacy.WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
        
        CCSS.ELA-Literacy.WHST.9-10.9: Draw evidence from informational texts to support analysis, reflection, and research.
        
        W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to in
        
        Text Types and Purposes
        
        CCSS.ELA-Literacy.WHST.9-10.1: Write arguments focused on discipline-specific content.
        
        CCSS.ELA-Literacy.WHST.9-10.1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
        
        CCSS.ELA-Literacy.WHST.9-10.1b: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
        
        CCSS.ELA-Literacy.WHST.9-10.1c: Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
        
        CCSS.ELA-Literacy.WHST.9-10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.9-10.1e: Provide a concluding statement or section that follows from or supports the argument presented.
        
        CCSS.ELA-Literacy.WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
        
        CCSS.ELA-Literacy.WHST.9-10.2a: Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
        
        CCSS.ELA-Literacy.WHST.9-10.2b: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
        
        CCSS.ELA-Literacy.WHST.9-10.2c: Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.
        
        CCSS.ELA-Literacy.WHST.9-10.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
        
        CCSS.ELA-Literacy.WHST.9-10.2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
        
        CCSS.ELA-Literacy.WHST.9-10.2f: Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
        
        CCSS.ELA-Literacy.WHST.9-10.3: (See note; not applicable as a separate requirement)
        
        W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    - Kindergarten
      - CCSS.ELA-Literacy.L.K: Language
        
        Conventions of Standard English
        
        CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.K.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
        
        CCSS.ELA-Literacy.L.K.1a: Print many upper- and lowercase letters.
        
        CCSS.ELA-Literacy.L.K.1b: Use frequently occurring nouns and verbs.
        
        CCSS.ELA-Literacy.L.K.1c: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
        
        CCSS.ELA-Literacy.L.K.1d: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
        
        CCSS.ELA-Literacy.L.K.1e: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
        
        CCSS.ELA-Literacy.L.K.1f: Produce and expand complete sentences in shared language activities.
        
        CCSS.ELA-Literacy.L.K.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
        
        CCSS.ELA-Literacy.L.K.2a: Capitalize the first word in a sentence and the pronoun I.
        
        CCSS.ELA-Literacy.L.K.2b: Recognize and name end punctuation.
        
        CCSS.ELA-Literacy.L.K.2c: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
        
        CCSS.ELA-Literacy.L.K.2d: Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
        
        Knowledge of Language
        
        CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
        
        CCSS.ELA-Literacy.L.K.3: (Begins in grade 2)
        
        Vocabulary Acquisition and Use
        
        CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
        
        CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
        
        CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge whe
        
        CCSS.ELA-Literacy.L.K.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
        
        CCSS.ELA-Literacy.L.K.4a: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
        
        CCSS.ELA-Literacy.L.K.4b: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
        
        CCSS.ELA-Literacy.L.K.5: With guidance and support from adults, explore word relationships and nuances in word meanings.
        
        CCSS.ELA-Literacy.L.K.5a: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
        
        CCSS.ELA-Literacy.L.K.5b: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
        
        CCSS.ELA-Literacy.L.K.5c: Identify real-life connections between words and their use (e.g., note places at school that are colorful).
        
        CCSS.ELA-Literacy.L.K.5d: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
        
        CCSS.ELA-Literacy.L.K.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
      - CCSS.ELA-Literacy.R.K: Reading
        
        CCSS.ELA-Literacy.RF.K: Foundational Skills
        
        Fluency
        
        CCSS.ELA-Literacy.RF.K.4: Read emergent-reader texts with purpose and understanding.
        
        Phonics and Word Recognition
        
        CCSS.ELA-Literacy.RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words.
        
        CCSS.ELA-Literacy.RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
        
        CCSS.ELA-Literacy.RF.K.3b: Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
        
        CCSS.ELA-Literacy.RF.K.3c: Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
        
        CCSS.ELA-Literacy.RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
        
        Phonological Awareness
        
        CCSS.ELA-Literacy.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
        
        CCSS.ELA-Literacy.RF.K.2a: Recognize and produce rhyming words.
        
        CCSS.ELA-Literacy.RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.
        
        CCSS.ELA-Literacy.RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words.
        
        CCSS.ELA-Literacy.RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
        
        CCSS.ELA-Literacy.RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
        
        Print Concepts
        
        CCSS.ELA-Literacy.RF.K.1: Demonstrate understanding of the organization and basic features of print.
        
        CCSS.ELA-Literacy.RF.K.1a: Follow words from left to right, top to bottom, and page by page.
        
        CCSS.ELA-Literacy.RF.K.1b: Recognize that spoken words are represented in written language by specific sequences of letters.
        
        CCSS.ELA-Literacy.RF.K.1c: Understand that words are separated by spaces in print.
        
        CCSS.ELA-Literacy.RF.K.1d: Recognize and name all upper- and lowercase letters of the alphabet.
        
        CCSS.ELA-Literacy.RI.K: Informational Text
        
        Craft and Structure
        
        CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        CCSS.ELA-Literacy.RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
        
        CCSS.ELA-Literacy.RI.K.5: Identify the front cover, back cover, and title page of a book.
        
        CCSS.ELA-Literacy.RI.K.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
        
        Integration of Knowledge and Ideas
        
        CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        CCSS.ELA-Literacy.RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
        
        CCSS.ELA-Literacy.RI.K.8: With prompting and support, identify the reasons an author gives to support points in a text.
        
        CCSS.ELA-Literacy.RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
        
        Key Ideas and Details
        
        CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        CCSS.ELA-Literacy.RI.K.1: With prompting and support, ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
        
        CCSS.ELA-Literacy.RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
        
        Range of Reading and Level of Text Complexity
        
        CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RI.K.10: Actively engage in group reading activities with purpose and understanding.
        
        CCSS.ELA-Literacy.RL.K: Literature
        
        Craft and Structure
        
        CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
        
        CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
        
        CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
        
        CCSS.ELA-Literacy.RL.K.4: Ask and answer questions about unknown words in a text.
        
        CCSS.ELA-Literacy.RL.K.5: Recognize common types of texts (e.g., storybooks, poems).
        
        CCSS.ELA-Literacy.RL.K.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
        
        Integration of Knowledge and Ideas
        
        CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
        
        CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
        
        CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
        
        CCSS.ELA-Literacy.RL.K.7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
        
        CCSS.ELA-Literacy.RL.K.8: (Not applicable to literature)
        
        CCSS.ELA-Literacy.RL.K.9: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
        
        Key Ideas and Details
        
        CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
        
        CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
        
        CCRA.R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
        
        CCSS.ELA-Literacy.RL.K.1: With prompting and support, ask and answer questions about key details in a text.
        
        CCSS.ELA-Literacy.RL.K.2: With prompting and support, retell familiar stories, including key details.
        
        CCSS.ELA-Literacy.RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
        
        Range of Reading and Level of Text Complexity
        
        CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
        
        CCSS.ELA-Literacy.RL.K.10: Actively engage in group reading activities with purpose and understanding.
      - CCSS.ELA-Literacy.SL.K: Speaking and Listening
        
        Comprehension and Collaboration
        
        CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
        
        CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
        
        CCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
        
        CCSS.ELA-Literacy.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
        
        CCSS.ELA-Literacy.SL.K.1a: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
        
        CCSS.ELA-Literacy.SL.K.1b: Continue a conversation through multiple exchanges.
        
        CCSS.ELA-Literacy.SL.K.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
        
        CCSS.ELA-Literacy.SL.K.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
        
        Presentation of Knowledge and Ideas
        
        CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
        
        CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
        
        CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
        
        CCSS.ELA-Literacy.SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
        
        CCSS.ELA-Literacy.SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
        
        CCSS.ELA-Literacy.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
      - CCSS.ELA-Literacy.W.K: Writing
        
        Production and Distribution of Writing
        
        CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
        
        CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
        
        CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
        
        CCSS.ELA-Literacy.W.K.4: (Begins in grade 3)
        
        CCSS.ELA-Literacy.W.K.5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
        
        CCSS.ELA-Literacy.W.K.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
        
        Range of Writing
        
        CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
        
        CCSS.ELA-Literacy.W.K.10: (Begins in grade 3)
        
        Research to Build and Present Knowledge
        
        CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
        
        CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
        
        CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
        
        CCSS.ELA-Literacy.W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
        
        CCSS.ELA-Literacy.W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
        
        CCSS.ELA-Literacy.W.K.9: (Begins in grade 4)
        
        Text Types and Purposes
        
        CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
        
        CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
        
        CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
        
        CCSS.ELA-Literacy.W.K.1: Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
        
        CCSS.ELA-Literacy.W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
        
        CCSS.ELA-Literacy.W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
    - Kindergarten-Grade 5 Strand Introductions
      - Language
        
        The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).
      - Reading: Foundational Skills
        
        These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
      - Reading: Literature
        
        The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Speaking and Listening
        
        The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
      - Writing
        
        The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
  - Mathematics (2010)
    - Grade 1
      - CCSS.Math.Content.1.G: Geometry
        
        CCSS.Math.Content.1.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.1.G.A.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
        
        CCSS.Math.Content.1.G.A.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
        
        CCSS.Math.Content.1.G.A.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
      - CCSS.Math.Content.1.MD: Measurement and Data
        
        CCSS.Math.Content.1.MD.A: Measure lengths indirectly and by iterating length units.
        
        CCSS.Math.Content.1.MD.A.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
        
        CCSS.Math.Content.1.MD.A.2: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
        
        CCSS.Math.Content.1.MD.B: Tell and write time.
        
        CCSS.Math.Content.1.MD.B.3: Tell and write time in hours and half-hours using analog and digital clocks.
        
        CCSS.Math.Content.1.MD.C: Represent and interpret data.
        
        CCSS.Math.Content.1.MD.C.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
      - CCSS.Math.Content.1.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.1.NBT.A: Extend the counting sequence.
        
        CCSS.Math.Content.1.NBT.A.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
        
        CCSS.Math.Content.1.NBT.B: Understand place value.
        
        CCSS.Math.Content.1.NBT.B.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
        
        CCSS.Math.Content.1.NBT.B.2a: 10 can be thought of as a bundle of ten ones - called a ?ten.?
        
        CCSS.Math.Content.1.NBT.B.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
        
        CCSS.Math.Content.1.NBT.B.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
        
        CCSS.Math.Content.1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
        
        CCSS.Math.Content.1.NBT.C: Use place value understanding and properties of operations to add and subtract.
        
        CCSS.Math.Content.1.NBT.C.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
        
        CCSS.Math.Content.1.NBT.C.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
        
        CCSS.Math.Content.1.NBT.C.6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
      - CCSS.Math.Content.1.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.1.OA.A: Represent and solve problems involving addition and subtraction.
        
        CCSS.Math.Content.1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.1.OA.A.2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.1.OA.B: Understand and apply properties of operations and the relationship between addition and subtraction.
        
        CCSS.Math.Content.1.OA.B.3: Apply properties of operations as strategies to add and subtract.
        
        CCSS.Math.Content.1.OA.B.4: Understand subtraction as an unknown-addend problem.
        
        CCSS.Math.Content.1.OA.C: Add and subtract within 20.
        
        CCSS.Math.Content.1.OA.C.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
        
        CCSS.Math.Content.1.OA.C.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
        
        CCSS.Math.Content.1.OA.D: Work with addition and subtraction equations.
        
        CCSS.Math.Content.1.OA.D.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
        
        CCSS.Math.Content.1.OA.D.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.
    - Grade 1 Introduction
      - 1: In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
        
        1.1: Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., ?making tens?) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.
        
        1.2: Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.
        
        1.3: Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement.
        
        1.4: Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.
    - Grade 2
      - CCSS.Math.Content.2.G: Geometry
        
        CCSS.Math.Content.2.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.2.G.A.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
        
        CCSS.Math.Content.2.G.A.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
        
        CCSS.Math.Content.2.G.A.3: Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
      - CCSS.Math.Content.2.MD: Measurement and Data
        
        CCSS.Math.Content.2.MD.A: Measure and estimate lengths in standard units.
        
        CCSS.Math.Content.2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
        
        CCSS.Math.Content.2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
        
        CCSS.Math.Content.2.MD.A.3: Estimate lengths using units of inches, feet, centimeters, and meters.
        
        CCSS.Math.Content.2.MD.A.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
        
        CCSS.Math.Content.2.MD.B: Relate addition and subtraction to length.
        
        CCSS.Math.Content.2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2,..., and represent whole-number sums and differences within 100 on a number line diagram.
        
        CCSS.Math.Content.2.MD.C: Work with time and money.
        
        CCSS.Math.Content.2.MD.C.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
        
        CCSS.Math.Content.2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and › symbols appropriately.
        
        CCSS.Math.Content.2.MD.D: Represent and interpret data.
        
        CCSS.Math.Content.2.MD.D.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
        
        CCSS.Math.Content.2.MD.D.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
      - CCSS.Math.Content.2.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.2.NBT.A: Understand place value.
        
        CCSS.Math.Content.2.NBT.A.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
        
        CCSS.Math.Content.2.NBT.A.1a: 100 can be thought of as a bundle of ten tens - called a ?hundred.?
        
        CCSS.Math.Content.2.NBT.A.1b: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
        
        CCSS.Math.Content.2.NBT.A.2: Count within 1000; skip-count by 5s, 10s, and 100s.
        
        CCSS.Math.Content.2.NBT.A.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
        
        CCSS.Math.Content.2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.2.NBT.B: Use place value understanding and properties of operations to add and subtract.
        
        CCSS.Math.Content.2.NBT.B.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
        
        CCSS.Math.Content.2.NBT.B.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.
        
        CCSS.Math.Content.2.NBT.B.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
        
        CCSS.Math.Content.2.NBT.B.8: Mentally add 10 or 100 to a given number 100?900, and mentally subtract 10 or 100 from a given number 100?900.
        
        CCSS.Math.Content.2.NBT.B.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.
      - CCSS.Math.Content.2.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.2.OA.A: Represent and solve problems involving addition and subtraction.
        
        CCSS.Math.Content.2.OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.2.OA.B: Add and subtract within 20.
        
        CCSS.Math.Content.2.OA.B.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
        
        CCSS.Math.Content.2.OA.C: Work with equal groups of objects to gain foundations for multiplication.
        
        CCSS.Math.Content.2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
        
        CCSS.Math.Content.2.OA.C.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
    - Grade 2 Introduction
      - 2: In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.
        
        2.1: Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).
        
        2.2: Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.
        
        2.3: Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.
        
        2.4: Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.
    - Grade 3
      - CCSS.Math.Content.3.G: Geometry
        
        CCSS.Math.Content.3.G.A: Reason with shapes and their attributes.
        
        CCSS.Math.Content.3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
        
        CCSS.Math.Content.3.G.A.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
      - CCSS.Math.Content.3.MD: Measurement and Data
        
        CCSS.Math.Content.3.MD.A: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
        
        CCSS.Math.Content.3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
        
        CCSS.Math.Content.3.MD.A.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.
        
        CCSS.Math.Content.3.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.3.MD.B.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step ?how many more? and ?how many less? problems using information presented in scaled bar graphs.
        
        CCSS.Math.Content.3.MD.B.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units-whole numbers, halves, or quarters.
        
        CCSS.Math.Content.3.MD.C: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
        
        CCSS.Math.Content.3.MD.C.5: Recognize area as an attribute of plane figures and understand concepts of area measurement.
        
        CCSS.Math.Content.3.MD.C.5a: A square with side length 1 unit, called ?a unit square,? is said to have ?one square unit? of area, and can be used to measure area.
        
        CCSS.Math.Content.3.MD.C.5b: A plane figure which can be covered without gaps or overlaps by ?? unit squares is said to have an area of ?? square units.
        
        CCSS.Math.Content.3.MD.C.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
        
        CCSS.Math.Content.3.MD.C.7: Relate area to the operations of multiplication and addition.
        
        CCSS.Math.Content.3.MD.C.7a: Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
        
        CCSS.Math.Content.3.MD.C.7b: Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
        
        CCSS.Math.Content.3.MD.C.7c: Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths ?? and ?? + ?? is the sum of ?? ? ?? and ?? ? ??. Use area models to represent the distributive property in mathematical reasoning.
        
        CCSS.Math.Content.3.MD.C.7d: Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
        
        CCSS.Math.Content.3.MD.D: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
        
        CCSS.Math.Content.3.MD.D.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
      - CCSS.Math.Content.3.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.3.NF.A: Develop understanding of fractions as numbers.
        
        CCSS.Math.Content.3.NF.A.1: Understand a fraction 1/?? as the quantity formed by 1 part when a whole is partitioned into ?? equal parts; understand a fraction ??/?? as the quantity formed by ?? parts of size 1/??.
        
        CCSS.Math.Content.3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
        
        CCSS.Math.Content.3.NF.A.2a: Represent a fraction 1/?? on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into ?? equal parts. Recognize that each part has size 1/?? and that the endpoint of the part based at 0 locates the number 1/?? on the number line.
        
        CCSS.Math.Content.3.NF.A.2b: Represent a fraction ??/?? on a number line diagram by marking off a lengths 1/?? from 0. Recognize that the resulting interval has size ??/?? and that its endpoint locates the number ??/?? on the number line.
        
        CCSS.Math.Content.3.NF.A.3: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
        
        CCSS.Math.Content.3.NF.A.3a: Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
        
        CCSS.Math.Content.3.NF.A.3b: Recognize and generate simple equivalent fractions, (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.3.NF.A.3c: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers.
        
        CCSS.Math.Content.3.NF.A.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
      - CCSS.Math.Content.3.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.3.NBT.A: Use place value understanding and properties of operations to perform multi-digit arithmetic.
        
        CCSS.Math.Content.3.NBT.A.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
        
        CCSS.Math.Content.3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
        
        CCSS.Math.Content.3.NBT.A.3: Multiply one-digit whole numbers by multiples of 10 in the range 10?90 (e.g., 9 ? 80, 5 ? 60) using strategies based on place value and properties of operations.
      - CCSS.Math.Content.3.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.3.OA.A: Represent and solve problems involving multiplication and division.
        
        CCSS.Math.Content.3.OA.A.1: Interpret products of whole numbers, e.g., interpret 5 ? 7 as the total number of objects in 5 groups of 7 objects each.
        
        CCSS.Math.Content.3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ö 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
        
        CCSS.Math.Content.3.OA.A.3: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
        
        CCSS.Math.Content.3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
        
        CCSS.Math.Content.3.OA.B: Understand properties of multiplication and the relationship between multiplication and division.
        
        CCSS.Math.Content.3.OA.B.5: Apply properties of operations as strategies to multiply and divide.
        
        CCSS.Math.Content.3.OA.B.6: Understand division as an unknown-factor problem.
        
        CCSS.Math.Content.3.OA.C: Multiply and divide within 100.
        
        CCSS.Math.Content.3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ? 5 = 40, one knows 40 ö 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
        
        CCSS.Math.Content.3.OA.D: Solve problems involving the four operations, and identify and explain patterns in arithmetic.
        
        CCSS.Math.Content.3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
        
        CCSS.Math.Content.3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
    - Grade 3 Introduction
      - 3: In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
        
        3.1: Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.
        
        3.2: Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
        
        3.3: Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
        
        3.4: Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.
    - Grade 4
      - CCSS.Math.Content.4.G: Geometry
        
        CCSS.Math.Content.4.G.A: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
        
        CCSS.Math.Content.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
        
        CCSS.Math.Content.4.G.A.2: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
        
        CCSS.Math.Content.4.G.A.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
      - CCSS.Math.Content.4.MD: Measurement and Data
        
        CCSS.Math.Content.4.MD.A: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
        
        CCSS.Math.Content.4.MD.A.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.
        
        CCSS.Math.Content.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
        
        CCSS.Math.Content.4.MD.A.3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
        
        CCSS.Math.Content.4.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.4.MD.B.4: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
        
        CCSS.Math.Content.4.MD.C: Geometric measurement: understand concepts of angle and measure angles.
        
        CCSS.Math.Content.4.MD.C.5: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
        
        CCSS.Math.Content.4.MD.C.5a: An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a ?one-degree angle,? and can be used to measure angles.
        
        CCSS.Math.Content.4.MD.C.5b: An angle that turns through ?? one-degree angles is said to have an angle measure of ?? degrees.
        
        CCSS.Math.Content.4.MD.C.6: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
        
        CCSS.Math.Content.4.MD.C.7: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
      - CCSS.Math.Content.4.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.4.NF.A: Extend understanding of fraction equivalence and ordering.
        
        CCSS.Math.Content.4.NF.A.1: Explain why a fraction ??/?? is equivalent to a fraction (?? ? ??)/(?? ? ??) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
        
        CCSS.Math.Content.4.NF.A.2: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.4.NF.B: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
        
        CCSS.Math.Content.4.NF.B.3: Understand a fraction ??/?? with ?? > 1 as a sum of fractions 1/??.
        
        CCSS.Math.Content.4.NF.B.3a: Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
        
        CCSS.Math.Content.4.NF.B.3b: Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model.
        
        CCSS.Math.Content.4.NF.B.3c: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
        
        CCSS.Math.Content.4.NF.B.3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.4.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
        
        CCSS.Math.Content.4.NF.B.4a: Understand a fraction ??/?? as a multiple of 1/??.
        
        CCSS.Math.Content.4.NF.B.4b: Understand a multiple of ??/?? as a multiple of 1/??, and use this understanding to multiply a fraction by a whole number.
        
        CCSS.Math.Content.4.NF.B.4c: Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.4.NF.C: Understand decimal notation for fractions, and compare decimal fractions.
        
        CCSS.Math.Content.4.NF.C.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
        
        CCSS.Math.Content.4.NF.C.6: Use decimal notation for fractions with denominators 10 or 100.
        
        CCSS.Math.Content.4.NF.C.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
      - CCSS.Math.Content.4.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.4.NBT.A: Generalize place value understanding for multi-digit whole numbers.
        
        CCSS.Math.Content.4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
        
        CCSS.Math.Content.4.NBT.A.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.4.NBT.A.3: Use place value understanding to round multi-digit whole numbers to any place.
        
        CCSS.Math.Content.4.NBT.B: Use place value understanding and properties of operations to perform multi-digit arithmetic.
        
        CCSS.Math.Content.4.NBT.B.4: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
        
        CCSS.Math.Content.4.NBT.B.5: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
        
        CCSS.Math.Content.4.NBT.B.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
      - CCSS.Math.Content.4.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.4.OA.A: Use the four operations with whole numbers to solve problems.
        
        CCSS.Math.Content.4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 ? 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
        
        CCSS.Math.Content.4.OA.A.2: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
        
        CCSS.Math.Content.4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
        
        CCSS.Math.Content.4.OA.B: Gain familiarity with factors and multiples.
        
        CCSS.Math.Content.4.OA.B.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
        
        CCSS.Math.Content.4.OA.C: Generate and analyze patterns.
        
        CCSS.Math.Content.4.OA.C.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
    - Grade 4 Introduction
      - 4: In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.
        
        4.1: Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate products. They develop fluency with efficient procedures for multiplying whole numbers; understand and explain why the procedures work based on place value and properties of operations; and use them to solve problems. Students apply their understanding of models for division, place value, properties of operations, and the relationship of division to multiplication as they develop, discuss, and use efficient, accurate, and generalizable procedures to find quotients involving multi-digit dividends. They select and accurately apply appropriate methods to estimate and mentally calculate quotients, and interpret remainders based upon the context.
        
        4.2: Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole number.
        
        4.3: Students describe, analyze, compare, and classify two-dimensional shapes. Through building, drawing, and analyzing two-dimensional shapes, students deepen their understanding of properties of two-dimensional objects and the use of them to solve problems involving symmetry.
    - Grade 5
      - CCSS.Math.Content.5.G: Geometry
        
        CCSS.Math.Content.5.G.A: Graph points on the coordinate plane to solve real-world and mathematical problems.
        
        CCSS.Math.Content.5.G.A.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., ??-axis and ??-coordinate, ??-axis and ??-coordinate).
        
        CCSS.Math.Content.5.G.A.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
        
        CCSS.Math.Content.5.G.B: Classify two-dimensional figures into categories based on their properties.
        
        CCSS.Math.Content.5.G.B.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
        
        CCSS.Math.Content.5.G.B.4: Classify two-dimensional figures in a hierarchy based on properties.
      - CCSS.Math.Content.5.MD: Measurement and Data
        
        CCSS.Math.Content.5.MD.A: Convert like measurement units within a given measurement system.
        
        CCSS.Math.Content.5.MD.A.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
        
        CCSS.Math.Content.5.MD.B: Represent and interpret data.
        
        CCSS.Math.Content.5.MD.B.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
        
        CCSS.Math.Content.5.MD.C: Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
        
        CCSS.Math.Content.5.MD.C.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
        
        CCSS.Math.Content.5.MD.C.3a: A cube with side length 1 unit, called a ?unit cube,? is said to have ?one cubic unit? of volume, and can be used to measure volume.
        
        CCSS.Math.Content.5.MD.C.3b: A solid figure which can be packed without gaps or overlaps using ?? unit cubes is said to have a volume of ?? cubic units.
        
        CCSS.Math.Content.5.MD.C.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
        
        CCSS.Math.Content.5.MD.C.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
        
        CCSS.Math.Content.5.MD.C.5a: Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.
        
        CCSS.Math.Content.5.MD.C.5b: Apply the formulas ?? = ?? ? ?? ? ?? and ?? = ?? ? ?? for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
        
        CCSS.Math.Content.5.MD.C.5c: Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.
      - CCSS.Math.Content.5.NF: Number and Operations-Fractions
        
        CCSS.Math.Content.5.NF.A: Use equivalent fractions as a strategy to add and subtract fractions.
        
        CCSS.Math.Content.5.NF.A.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.
        
        CCSS.Math.Content.5.NF.A.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
        
        CCSS.Math.Content.5.NF.B: Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
        
        CCSS.Math.Content.5.NF.B.3: Interpret a fraction as division of the numerator by the denominator (??/?? = ?? ö ??). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
        
        CCSS.Math.Content.5.NF.B.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
        
        CCSS.Math.Content.5.NF.B.4a: Interpret the product (??/??) ? ?? as a parts of a partition of ?? into ?? equal parts; equivalently, as the result of a sequence of operations ?? ? ?? ö ??.
        
        CCSS.Math.Content.5.NF.B.4b: Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
        
        CCSS.Math.Content.5.NF.B.5: Interpret multiplication as scaling (resizing), by:
        
        CCSS.Math.Content.5.NF.B.5a: Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
        
        CCSS.Math.Content.5.NF.B.5b: Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence ??/?? = (?????)/(?????) to the effect of multiplying ??/?? by 1.
        
        CCSS.Math.Content.5.NF.B.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
        
        CCSS.Math.Content.5.NF.B.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.
        
        CCSS.Math.Content.5.NF.B.7a: Interpret division of a unit fraction by a non-zero whole number, and compute such quotients.
        
        CCSS.Math.Content.5.NF.B.7b: Interpret division of a whole number by a unit fraction, and compute such quotients.
        
        CCSS.Math.Content.5.NF.B.7c: Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem.
      - CCSS.Math.Content.5.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.5.NBT.A: Understand the place value system.
        
        CCSS.Math.Content.5.NBT.A.1: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
        
        CCSS.Math.Content.5.NBT.A.2: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
        
        CCSS.Math.Content.5.NBT.A.3: Read, write, and compare decimals to thousandths.
        
        CCSS.Math.Content.5.NBT.A.3a: Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 ? 100 + 4 ? 10 + 7 ? 1 + 3 ? (1/10) + 9 ? (1/100) + 2 ? (1/1000).
        
        CCSS.Math.Content.5.NBT.A.3b: Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
        
        CCSS.Math.Content.5.NBT.A.4: Use place value understanding to round decimals to any place.
        
        CCSS.Math.Content.5.NBT.B: Perform operations with multi-digit whole numbers and with decimals to hundredths.
        
        CCSS.Math.Content.5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
        
        CCSS.Math.Content.5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
        
        CCSS.Math.Content.5.NBT.B.7: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
      - CCSS.Math.Content.5.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.5.OA.A: Write and interpret numerical expressions.
        
        CCSS.Math.Content.5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
        
        CCSS.Math.Content.5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
        
        CCSS.Math.Content.5.OA.B: Analyze patterns and relationships.
        
        CCSS.Math.Content.5.OA.B.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
    - Grade 5 Introduction
      - 5: In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
        
        5.1: Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)
        
        5.2: Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.
        
        5.3: Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems.
    - Grade 6
      - CCSS.Math.Content.6.G: Geometry
        
        CCSS.Math.Content.6.G.A: Solve real-world and mathematical problems involving area, surface area, and volume.
        
        CCSS.Math.Content.6.G.A.1: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.2: Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas ?? = ?? ?? ?? and ?? = ?? ?? to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
        
        CCSS.Math.Content.6.G.A.4: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
      - CCSS.Math.Content.6.EE: Expressions and Equations
        
        CCSS.Math.Content.6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
        
        CCSS.Math.Content.6.EE.A.1: Write and evaluate numerical expressions involving whole-number exponents.
        
        CCSS.Math.Content.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.
        
        CCSS.Math.Content.6.EE.A.2a: Write expressions that record operations with numbers and with letters standing for numbers.
        
        CCSS.Math.Content.6.EE.A.2b: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity.
        
        CCSS.Math.Content.6.EE.A.2c: Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
        
        CCSS.Math.Content.6.EE.A.3: Apply the properties of operations to generate equivalent expressions.
        
        CCSS.Math.Content.6.EE.A.4: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
        
        CCSS.Math.Content.6.EE.B: Reason about and solve one-variable equations and inequalities.
        
        CCSS.Math.Content.6.EE.B.5: Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
        
        CCSS.Math.Content.6.EE.B.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
        
        CCSS.Math.Content.6.EE.B.7: Solve real-world and mathematical problems by writing and solving equations of the form ?? + ?? = ?? and ???? = ?? for cases in which ??, ?? and ?? are all nonnegative rational numbers.
        
        CCSS.Math.Content.6.EE.B.8: Write an inequality of the form ?? > ?? or ?? < ?? to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form ?? > ?? or ?? < ?? have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
        
        CCSS.Math.Content.6.EE.C: Represent and analyze quantitative relationships between dependent and independent variables.
        
        CCSS.Math.Content.6.EE.C.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
      - CCSS.Math.Content.6.NS: The Number System
        
        CCSS.Math.Content.6.NS.A: Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
        
        CCSS.Math.Content.6.NS.A.1: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.
        
        CCSS.Math.Content.6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
        
        CCSS.Math.Content.6.NS.B.2: Fluently divide multi-digit numbers using the standard algorithm.
        
        CCSS.Math.Content.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
        
        CCSS.Math.Content.6.NS.B.4: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1?100 with a common factor as a multiple of a sum of two whole numbers with no common factor.
        
        CCSS.Math.Content.6.NS.C: Apply and extend previous understandings of numbers to the system of rational numbers.
        
        CCSS.Math.Content.6.NS.C.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
        
        CCSS.Math.Content.6.NS.C.6: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
        
        CCSS.Math.Content.6.NS.C.6a: Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., -(-3) = 3, and that 0 is its own opposite.
        
        CCSS.Math.Content.6.NS.C.6b: Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
        
        CCSS.Math.Content.6.NS.C.6c: Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
        
        CCSS.Math.Content.6.NS.C.7: Understand ordering and absolute value of rational numbers.
        
        CCSS.Math.Content.6.NS.C.7a: Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram.
        
        CCSS.Math.Content.6.NS.C.7b: Write, interpret, and explain statements of order for rational numbers in real-world contexts.
        
        CCSS.Math.Content.6.NS.C.7c: Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation.
        
        CCSS.Math.Content.6.NS.C.7d: Distinguish comparisons of absolute value from statements about order.
        
        CCSS.Math.Content.6.NS.C.8: Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
      - CCSS.Math.Content.6.RP: Ratios and Proportional Relationships
        
        CCSS.Math.Content.6.RP.A: Understand ratio concepts and use ratio reasoning to solve problems.
        
        CCSS.Math.Content.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
        
        CCSS.Math.Content.6.RP.A.2: Understand the concept of a unit rate ??/?? associated with a ratio ??:?? with ?? ? 0, and use rate language in the context of a ratio relationship.
        
        CCSS.Math.Content.6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
        
        CCSS.Math.Content.6.RP.A.3a: Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
        
        CCSS.Math.Content.6.RP.A.3b: Solve unit rate problems including those involving unit pricing and constant speed.
        
        CCSS.Math.Content.6.RP.A.3c: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
        
        CCSS.Math.Content.6.RP.A.3d: Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
      - CCSS.Math.Content.6.SP: Statistics and Probability
        
        CCSS.Math.Content.6.SP.A: Develop understanding of statistical variability.
        
        CCSS.Math.Content.6.SP.A.1: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers.
        
        CCSS.Math.Content.6.SP.A.2: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
        
        CCSS.Math.Content.6.SP.A.3: Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
        
        CCSS.Math.Content.6.SP.B: Summarize and describe distributions.
        
        CCSS.Math.Content.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
        
        CCSS.Math.Content.6.SP.B.5: Summarize numerical data sets in relation to their context, such as by:
        
        CCSS.Math.Content.6.SP.B.5a: Reporting the number of observations.
        
        CCSS.Math.Content.6.SP.B.5b: Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
        
        CCSS.Math.Content.6.SP.B.5c: Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
        
        CCSS.Math.Content.6.SP.B.5d: Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
    - Grade 6 Introduction
      - 6A: Students in Grade 6 also build on their work with area in elementary school by reasoning about relationships among shapes to determine area, surface area, and volume. They find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles. Using these methods, students discuss, develop, and justify formulas for areas of triangles and parallelograms. Students find areas of polygons and surface areas of prisms and pyramids by decomposing them into pieces whose area they can determine. They reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths. They prepare for work on scale drawings and constructions in Grade 7 by drawing polygons in the coordinate plane.
      - 6: In Grade 6, instructional time should focus on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
        
        6.1: Students use reasoning about multiplication and division to solve ratio and rate problems about quantities. By viewing equivalent ratios and rates as deriving from, and extending, pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities, students connect their understanding of multiplication and division with ratios and rates. Thus students expand the scope of problems for which they can use multiplication and division to solve problems, and they connect ratios and fractions. Students solve a wide variety of problems involving ratios and rates.
        
        6.2: Students use the meaning of fractions, the meanings of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for dividing fractions make sense. Students use these operations to solve problems. Students extend their previous understandings of number and the ordering of numbers to the full system of rational numbers, which includes negative rational numbers, and in particular negative integers. They reason about the order and absolute value of rational numbers and about the location of points in all four quadrants of the coordinate plane.
        
        6.3: Students understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students understand that expressions in different forms can be equivalent, and they use the properties of operations to rewrite expressions in equivalent forms. Students know that the solutions of an equation are the values of the variables that make the equation true. Students use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3?? = ??) to describe relationships between quantities.
        
        6.4: Building on and reinforcing their understanding of number, students begin to develop their ability to think statistically. Students recognize that a data distribution may not have a definite center and that different ways to measure center yield different values. The median measures center in the sense that it is roughly the middle value. The mean measures center in the sense that it is the value that each data point would take on if the total of the data values were redistributed equally, and also in the sense that it is a balance point. Students recognize that a measure of variability (interquartile range or mean absolute deviation) can also be useful for summarizing data because two very different sets of data can have the same mean and median yet be distinguished by their variability. Students learn to describe and summarize numerical data sets, identifying clusters, peaks, gaps, and symmetry, considering the context in which the data were collected.
    - Grade 7
      - CCSS.Math.Content.7.G: Geometry
        
        CCSS.Math.Content.7.G.A: Draw, construct, and describe geometrical figures and describe the relationships between them.
        
        CCSS.Math.Content.7.G.A.1: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
        
        CCSS.Math.Content.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
        
        CCSS.Math.Content.7.G.A.3: Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
        
        CCSS.Math.Content.7.G.B: Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
        
        CCSS.Math.Content.7.G.B.4: Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
        
        CCSS.Math.Content.7.G.B.5: Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
        
        CCSS.Math.Content.7.G.B.6: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
      - CCSS.Math.Content.7.EE: Expressions and Equations
        
        CCSS.Math.Content.7.EE.A: Use properties of operations to generate equivalent expressions.
        
        CCSS.Math.Content.7.EE.A.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
        
        CCSS.Math.Content.7.EE.A.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.
        
        CCSS.Math.Content.7.EE.B: Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
        
        CCSS.Math.Content.7.EE.B.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
        
        CCSS.Math.Content.7.EE.B.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
        
        CCSS.Math.Content.7.EE.B.4a: Solve word problems leading to equations of the form ???? + ?? = ?? and ??(?? + ??) = ??, where ??, ??, and ?? are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
        
        CCSS.Math.Content.7.EE.B.4b: Solve word problems leading to inequalities of the form ???? + ?? > ?? or ???? + ?? < ??, where ??, ??, and ?? are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
      - CCSS.Math.Content.7.NS: The Number System
        
        CCSS.Math.Content.7.NS.A: Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.1: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
        
        CCSS.Math.Content.7.NS.A.1a: Describe situations in which opposite quantities combine to make 0.
        
        CCSS.Math.Content.7.NS.A.1b: Understand ?? + ?? as the number located a distance |??| from ??, in the positive or negative direction depending on whether ?? is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.1c: Understand subtraction of rational numbers as adding the additive inverse, ?? ? ?? = ?? + (???). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.
        
        CCSS.Math.Content.7.NS.A.1d: Apply properties of operations as strategies to add and subtract rational numbers.
        
        CCSS.Math.Content.7.NS.A.2: Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.2a: Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (?1)(?1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.2b: Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If ?? and ?? are integers, then ?(??/??) = (???)/?? = ??/(???). Interpret quotients of rational numbers by describing real-world contexts.
        
        CCSS.Math.Content.7.NS.A.2c: Apply properties of operations as strategies to multiply and divide rational numbers.
        
        CCSS.Math.Content.7.NS.A.2d: Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
        
        CCSS.Math.Content.7.NS.A.3: Solve real-world and mathematical problems involving the four operations with rational numbers.
      - CCSS.Math.Content.7.RP: Ratios and Proportional Relationships
        
        CCSS.Math.Content.7.RP.A: Analyze proportional relationships and use them to solve real-world and mathematical problems.
        
        CCSS.Math.Content.7.RP.A.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
        
        CCSS.Math.Content.7.RP.A.2: Recognize and represent proportional relationships between quantities.
        
        CCSS.Math.Content.7.RP.A.2a: Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.
        
        CCSS.Math.Content.7.RP.A.2b: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
        
        CCSS.Math.Content.7.RP.A.2c: Represent proportional relationships by equations.
        
        CCSS.Math.Content.7.RP.A.2d: Explain what a point (??, ??) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, ??) where ?? is the unit rate.
        
        CCSS.Math.Content.7.RP.A.3: Use proportional relationships to solve multistep ratio and percent problems.
      - CCSS.Math.Content.7.SP: Statistics and Probability
        
        CCSS.Math.Content.7.SP.A: Use random sampling to draw inferences about a population.
        
        CCSS.Math.Content.7.SP.A.1: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
        
        CCSS.Math.Content.7.SP.A.2: Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions.
        
        CCSS.Math.Content.7.SP.B: Draw informal comparative inferences about two populations.
        
        CCSS.Math.Content.7.SP.B.3: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
        
        CCSS.Math.Content.7.SP.B.4: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations.
        
        CCSS.Math.Content.7.SP.C: Investigate chance processes and develop, use, and evaluate probability models.
        
        CCSS.Math.Content.7.SP.C.5: Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.
        
        CCSS.Math.Content.7.SP.C.6: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.
        
        CCSS.Math.Content.7.SP.C.7: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
        
        CCSS.Math.Content.7.SP.C.7a: Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
        
        CCSS.Math.Content.7.SP.C.7b: Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process.
        
        CCSS.Math.Content.7.SP.C.8: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
        
        CCSS.Math.Content.7.SP.C.8a: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.
        
        CCSS.Math.Content.7.SP.C.8b: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., ?rolling double sixes?), identify the outcomes in the sample space which compose the event.
        
        CCSS.Math.Content.7.SP.C.8c: Design and use a simulation to generate frequencies for compound events.
    - Grade 7 Introduction
      - 7: In Grade 7, instructional time should focus on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.
        
        7.1: Students extend their understanding of ratios and develop understanding of proportionality to solve single- and multi-step problems. Students use their understanding of ratios and proportionality to solve a wide variety of percent problems, including those involving discounts, interest, taxes, tips, and percent increase or decrease. Students solve problems about scale drawings by relating corresponding lengths between the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and understand the unit rate informally as a measure of the steepness of the related line, called the slope. They distinguish proportional relationships from other relationships.
        
        7.2: Students develop a unified understanding of number, recognizing fractions, decimals (that have a finite or a repeating decimal representation), and percents as different representations of rational numbers. Students extend addition, subtraction, multiplication, and division to all rational numbers, maintaining the properties of operations and the relationships between addition and subtraction, and multiplication and division. By applying these properties, and by viewing negative numbers in terms of everyday contexts (e.g., amounts owed or temperatures below zero), students explain and interpret the rules for adding, subtracting, multiplying, and dividing with negative numbers. They use the arithmetic of rational numbers as they formulate expressions and equations in one variable and use these equations to solve problems.
        
        7.3: Students continue their work with area from Grade 6, solving problems involving the area and circumference of a circle and surface area of three-dimensional objects. In preparation for work on congruence and similarity in Grade 8 they reason about relationships among two-dimensional figures using scale drawings and informal geometric constructions, and they gain familiarity with the relationships between angles formed by intersecting lines. Students work with three-dimensional figures, relating them to two-dimensional figures by examining cross-sections. They solve real-world and mathematical problems involving area, surface area, and volume of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes and right prisms.
        
        7.4: Students build on their previous work with single data distributions to compare two data distributions and address questions about differences between populations. They begin informal work with random sampling to generate data sets and learn about the importance of representative samples for drawing inferences.
    - Grade 8
      - CCSS.Math.Content.8.F: Functions
        
        CCSS.Math.Content.8.F.A: Define, evaluate, and compare functions.
        
        CCSS.Math.Content.8.F.A.1: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.
        
        CCSS.Math.Content.8.F.A.2: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
        
        CCSS.Math.Content.8.F.A.3: Interpret the equation ?? = ???? + ?? as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
        
        CCSS.Math.Content.8.F.B: Use functions to model relationships between quantities.
        
        CCSS.Math.Content.8.F.B.4: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (??, ??) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
        
        CCSS.Math.Content.8.F.B.5: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
      - CCSS.Math.Content.8.G: Geometry
        
        CCSS.Math.Content.8.G.A: Understand congruence and similarity using physical models, transparencies, or geometry software.
        
        CCSS.Math.Content.8.G.A.1: Verify experimentally the properties of rotations, reflections, and translations:
        
        CCSS.Math.Content.8.G.A.1a: Lines are taken to lines, and line segments to line segments of the same length.
        
        CCSS.Math.Content.8.G.A.1b: Angles are taken to angles of the same measure.
        
        CCSS.Math.Content.8.G.A.1c: Parallel lines are taken to parallel lines.
        
        CCSS.Math.Content.8.G.A.2: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
        
        CCSS.Math.Content.8.G.A.3: Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
        
        CCSS.Math.Content.8.G.A.4: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
        
        CCSS.Math.Content.8.G.A.5: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles.
        
        CCSS.Math.Content.8.G.B: Understand and apply the Pythagorean Theorem.
        
        CCSS.Math.Content.8.G.B.6: Explain a proof of the Pythagorean Theorem and its converse.
        
        CCSS.Math.Content.8.G.B.7: Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
        
        CCSS.Math.Content.8.G.B.8: Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
        
        CCSS.Math.Content.8.G.C: Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
        
        CCSS.Math.Content.8.G.C.9: Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve real-world and mathematical problems.
      - CCSS.Math.Content.8.EE: Expressions and Equations
        
        CCSS.Math.Content.8.EE.A: Work with radicals and integer exponents.
        
        CCSS.Math.Content.8.EE.A.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions.
        
        CCSS.Math.Content.8.EE.A.2: Use square root and cube root symbols to represent solutions to equations of the form ??ý = ?? and ??? = ??, where ?? is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that û2 is irrational.
        
        CCSS.Math.Content.8.EE.A.3: Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.
        
        CCSS.Math.Content.8.EE.A.4: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
        
        CCSS.Math.Content.8.EE.B: Understand the connections between proportional relationships, lines, and linear equations.
        
        CCSS.Math.Content.8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.
        
        CCSS.Math.Content.8.EE.B.6: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation ?? = ???? for a line through the origin and the equation ?? = ???? + ?? for a line intercepting the vertical axis at ??.
        
        CCSS.Math.Content.8.EE.C: Analyze and solve linear equations and pairs of simultaneous linear equations.
        
        CCSS.Math.Content.8.EE.C.7: Solve linear equations in one variable.
        
        CCSS.Math.Content.8.EE.C.7a: Give examples of linear equations in one variable with one solution, infinitely many solutions, or no solutions. Show which of these possibilities is the case by successively transforming the given equation into simpler forms, until an equivalent equation of the form ?? = ??, ?? = ??, or ?? = ?? results (where ?? and ?? are different numbers).
        
        CCSS.Math.Content.8.EE.C.7b: Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
        
        CCSS.Math.Content.8.EE.C.8: Analyze and solve pairs of simultaneous linear equations.
        
        CCSS.Math.Content.8.EE.C.8a: Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously.
        
        CCSS.Math.Content.8.EE.C.8b: Solve systems of two linear equations in two variables algebraically, and estimate solutions by graphing the equations. Solve simple cases by inspection.
        
        CCSS.Math.Content.8.EE.C.8c: Solve real-world and mathematical problems leading to two linear equations in two variables.
      - CCSS.Math.Content.8.NS: The Number System
        
        CCSS.Math.Content.8.NS.A: Know that there are numbers that are not rational, and approximate them by rational numbers.
        
        CCSS.Math.Content.8.NS.A.1: Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
        
        CCSS.Math.Content.8.NS.A.2: Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ãý).
      - CCSS.Math.Content.8.SP: Statistics and Probability
        
        CCSS.Math.Content.8.SP.A: Investigate patterns of association in bivariate data.
        
        CCSS.Math.Content.8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
        
        CCSS.Math.Content.8.SP.A.2: Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
        
        CCSS.Math.Content.8.SP.A.3: Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept.
        
        CCSS.Math.Content.8.SP.A.4: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables.
    - Grade 8 Introduction
      - 8: In Grade 8, instructional time should focus on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.
        
        8.1: Students use linear equations and systems of linear equations to represent, analyze, and solve a variety of problems. Students recognize equations for proportions (??/?? = ?? or ?? = ????) as special linear equations (?? = ???? + ??), understanding that the constant of proportionality (??) is the slope, and the graphs are lines through the origin. They understand that the slope (??) of a line is a constant rate of change, so that if the input or ??-coordinate changes by an amount ??, the output or ??-coordinate changes by the amount ??ú??. Students also use a linear equation to describe the association between two quantities in bivariate data (such as arm span vs. height for students in a classroom). At this grade, fitting the model, and assessing its fit to the data are done informally. Interpreting the model in the context of the data requires students to express a relationship between the two quantities in question and to interpret components of the relationship (such as slope and ??-intercept) in terms of the situation. Students strategically choose and efficiently implement procedures to solve linear equations in one variable, understanding that when they use the properties of equality and the concept of logical equivalence, they maintain the solutions of the original equation. Students solve systems of two linear equations in two variables and relate the systems to pairs of lines in the plane; these intersect, are parallel, or are the same line. Students use linear equations, systems of linear equations, linear functions, and their understanding of slope of a line to analyze situations and solve problems.
        
        8.2: Students grasp the concept of a function as a rule that assigns to each input exactly one output. They understand that functions describe situations where one quantity determines another. They can translate among representations and partial representations of functions (noting that tabular and graphical representations may be partial representations), and they describe how aspects of the function are reflected in the different representations.
        
        8.3: Students use ideas about distance and angles, how they behave under translations, rotations, reflections, and dilations, and ideas about congruence and similarity to describe and analyze two-dimensional figures and to solve problems. Students show that the sum of the angles in a triangle is the angle formed by a straight line, and that various configurations of lines give rise to similar triangles because of the angles created when a transversal cuts parallel lines. Students understand the statement of the Pythagorean Theorem and its converse, and can explain why the Pythagorean Theorem holds, for example, by decomposing a square in two different ways. They apply the Pythagorean Theorem to find distances between points on the coordinate plane, to find lengths, and to analyze polygons. Students complete their work on volume by solving problems involving cones, cylinders, and spheres.
    - High School - Algebra
      - CCSS.Math.Content.HSA-APR: Arithmetic with Polynomials and Rational Expressions
        
        CCSS.Math.Content.HSA-APR.A: Perform arithmetic operations on polynomials
        
        CCSS.Math.Content.HSA-APR.A.1: Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.
        
        CCSS.Math.Content.HSA-APR.B: Understand the relationship between zeros and factors of polynomials
        
        CCSS.Math.Content.HSA-APR.B.2: Know and apply the Remainder Theorem: For a polynomial ??(??) and a number ??, the remainder on division by ?? ? ?? is ??(??), so ??(??) = 0 if and only if (?? ? ??) is a factor of ??(??).
        
        CCSS.Math.Content.HSA-APR.B.3: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
        
        CCSS.Math.Content.HSA-APR.C: Use polynomial identities to solve problems
        
        CCSS.Math.Content.HSA-APR.C.4: Prove polynomial identities and use them to describe numerical relationships.
        
        CCSS.Math.Content.HSA-APR.C.5: Know and apply the Binomial Theorem for the expansion of (?? + ??)ü in powers of ?? and y for a positive integer ??, where ?? and ?? are any numbers, with coefficients determined for example by Pascal?s Triangle.
        
        CCSS.Math.Content.HSA-APR.D: Rewrite rational expressions
        
        CCSS.Math.Content.HSA-APR.D.6: Rewrite simple rational expressions in different forms; write ??(??)/??(??) in the form ??(??) + ??(??)/??(??), where ??(??), ??(??), ??(??), and ??(??) are polynomials with the degree of ??(??) less than the degree of ??(??), using inspection, long division, or, for the more complicated examples, a computer algebra system.
        
        CCSS.Math.Content.HSA-APR.D.7: Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.
      - CCSS.Math.Content.HSA-CED: Creating Equations
        
        CCSS.Math.Content.HSA-CED.A: Create equations that describe numbers or relationships
        
        CCSS.Math.Content.HSA-CED.A.1: Create equations and inequalities in one variable and use them to solve problems.
        
        CCSS.Math.Content.HSA-CED.A.2: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
        
        CCSS.Math.Content.HSA-CED.A.3: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context.
        
        CCSS.Math.Content.HSA-CED.A.4: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.
      - CCSS.Math.Content.HSA-REI: Reasoning with Equations and Inequalities
        
        CCSS.Math.Content.HSA-REI.A: Understand solving equations as a process of reasoning and explain the reasoning
        
        CCSS.Math.Content.HSA-REI.A.1: Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.
        
        CCSS.Math.Content.HSA-REI.A.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.
        
        CCSS.Math.Content.HSA-REI.B: Solve equations and inequalities in one variable
        
        CCSS.Math.Content.HSA-REI.B.3: Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
        
        CCSS.Math.Content.HSA-REI.B.4: Solve quadratic equations in one variable.
        
        CCSS.Math.Content.HSA-REI.B.4a: Use the method of completing the square to transform any quadratic equation in ?? into an equation of the form (?? ? ??)ý = ?? that has the same solutions. Derive the quadratic formula from this form.
        
        CCSS.Math.Content.HSA-REI.B.4b: Solve quadratic equations by inspection (e.g., for ??ý = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as ?? ñ ???? for real numbers ?? and ??.
        
        CCSS.Math.Content.HSA-REI.C: Solve systems of equations
        
        CCSS.Math.Content.HSA-REI.C.5: Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
        
        CCSS.Math.Content.HSA-REI.C.6: Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
        
        CCSS.Math.Content.HSA-REI.C.7: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically.
        
        CCSS.Math.Content.HSA-REI.C.8: Represent a system of linear equations as a single matrix equation in a vector variable.
        
        CCSS.Math.Content.HSA-REI.C.9: Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 ? 3 or greater).
        
        CCSS.Math.Content.HSA-REI.D: Represent and solve equations and inequalities graphically
        
        CCSS.Math.Content.HSA-REI.D.10: Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
        
        CCSS.Math.Content.HSA-REI.D.11: Explain why the ??-coordinates of the points where the graphs of the equations ?? = ??(??) and ?? = ??(??) intersect are the solutions of the equation ??(??) = ??(??); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where ??(??) and/or ??(??) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions.
        
        CCSS.Math.Content.HSA-REI.D.12: Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.
      - CCSS.Math.Content.HSA-SSE: Seeing Structure in Expressions
        
        CCSS.Math.Content.HSA-SSE.A: Interpret the structure of expressions
        
        CCSS.Math.Content.HSA-SSE.A.1: Interpret expressions that represent a quantity in terms of its context.
        
        CCSS.Math.Content.HSA-SSE.A.1a: Interpret parts of an expression, such as terms, factors, and coefficients.
        
        CCSS.Math.Content.HSA-SSE.A.1b: Interpret complicated expressions by viewing one or more of their parts as a single entity.
        
        CCSS.Math.Content.HSA-SSE.A.2: Use the structure of an expression to identify ways to rewrite it.
        
        CCSS.Math.Content.HSA-SSE.B: Write expressions in equivalent forms to solve problems
        
        CCSS.Math.Content.HSA-SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
        
        CCSS.Math.Content.HSA-SSE.B.3a: Factor a quadratic expression to reveal the zeros of the function it defines.
        
        CCSS.Math.Content.HSA-SSE.B.3b: Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines.
        
        CCSS.Math.Content.HSA-SSE.B.3c: Use the properties of exponents to transform expressions for exponential functions.
        
        CCSS.Math.Content.HSA-SSE.B.4: Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems.
    - High School - Functions
      - CCSS.Math.Content.HSF-BF: Building Functions
        
        CCSS.Math.Content.HSF-BF.A: Build a function that models a relationship between two quantities
        
        CCSS.Math.Content.HSF-BF.A.1: Write a function that describes a relationship between two quantities.
        
        CCSS.Math.Content.HSF-BF.A.1a: Determine an explicit expression, a recursive process, or steps for calculation from a context.
        
        CCSS.Math.Content.HSF-BF.A.1b: Combine standard function types using arithmetic operations.
        
        CCSS.Math.Content.HSF-BF.A.1c: Compose functions.
        
        CCSS.Math.Content.HSF-BF.A.2: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
        
        CCSS.Math.Content.HSF-BF.B: Build new functions from existing functions
        
        CCSS.Math.Content.HSF-BF.B.3: Identify the effect on the graph of replacing ??(??) by ??(??) + ??, ?? ??(??), ??(????), and ??(?? + ??) for specific values of ?? (both positive and negative); find the value of ?? given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology.
        
        CCSS.Math.Content.HSF-BF.B.4: Find inverse functions.
        
        CCSS.Math.Content.HSF-BF.B.4a: Solve an equation of the form ??(??) = ?? for a simple function ?? that has an inverse and write an expression for the inverse.
        
        CCSS.Math.Content.HSF-BF.B.4b: Verify by composition that one function is the inverse of another.
        
        CCSS.Math.Content.HSF-BF.B.4c: Read values of an inverse function from a graph or a table, given that the function has an inverse.
        
        CCSS.Math.Content.HSF-BF.B.4d: Produce an invertible function from a non-invertible function by restricting the domain.
        
        CCSS.Math.Content.HSF-BF.B.5: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
      - CCSS.Math.Content.HSF-IF: Interpreting Functions
        
        CCSS.Math.Content.HSF-IF.A: Understand the concept of a function and use function notation
        
        CCSS.Math.Content.HSF-IF.A.1: Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If ?? is a function and ?? is an element of its domain, then ??(??) denotes the output of ?? corresponding to the input ??. The graph of ?? is the graph of the equation ?? = ??(??).
        
        CCSS.Math.Content.HSF-IF.A.2: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
        
        CCSS.Math.Content.HSF-IF.A.3: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers.
        
        CCSS.Math.Content.HSF-IF.B: Interpret functions that arise in applications in terms of the context
        
        CCSS.Math.Content.HSF-IF.B.4: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.
        
        CCSS.Math.Content.HSF-IF.B.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.
        
        CCSS.Math.Content.HSF-IF.B.6: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
        
        CCSS.Math.Content.HSF-IF.C: Analyze functions using different representations
        
        CCSS.Math.Content.HSF-IF.C.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
        
        CCSS.Math.Content.HSF-IF.C.7a: Graph linear and quadratic functions and show intercepts, maxima, and minima.
        
        CCSS.Math.Content.HSF-IF.C.7b: Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.
        
        CCSS.Math.Content.HSF-IF.C.7c: Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.
        
        CCSS.Math.Content.HSF-IF.C.7d: Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.
        
        CCSS.Math.Content.HSF-IF.C.7e: Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
        
        CCSS.Math.Content.HSF-IF.C.8: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
        
        CCSS.Math.Content.HSF-IF.C.8a: Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values, and symmetry of the graph, and interpret these in terms of a context.
        
        CCSS.Math.Content.HSF-IF.C.8b: Use the properties of exponents to interpret expressions for exponential functions.
        
        CCSS.Math.Content.HSF-IF.C.9: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).
      - CCSS.Math.Content.HSF-LE: Linear, Quadratic, and Exponential Models
        
        CCSS.Math.Content.HSF-LE.A: Construct and compare linear, quadratic, and exponential models and solve problems
        
        CCSS.Math.Content.HSF-LE.A.1: Distinguish between situations that can be modeled with linear functions and with exponential functions.
        
        CCSS.Math.Content.HSF-LE.A.1a: Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
        
        CCSS.Math.Content.HSF-LE.A.1b: Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
        
        CCSS.Math.Content.HSF-LE.A.1c: Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.
        
        CCSS.Math.Content.HSF-LE.A.2: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
        
        CCSS.Math.Content.HSF-LE.A.3: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
        
        CCSS.Math.Content.HSF-LE.A.4: For exponential models, express as a logarithm the solution to ???? to the ???? power = ?? where ??, ??, and ?? are numbers and the base ?? is 2, 10, or ??; evaluate the logarithm using technology.
        
        CCSS.Math.Content.HSF-LE.B: Interpret expressions for functions in terms of the situation they model
        
        CCSS.Math.Content.HSF-LE.B.5: Interpret the parameters in a linear or exponential function in terms of a context.
      - CCSS.Math.Content.HSF-TF: Trigonometric Functions
        
        CCSS.Math.Content.HSF-TF.A: Extend the domain of trigonometric functions using the unit circle
        
        CCSS.Math.Content.HSF-TF.A.1: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
        
        CCSS.Math.Content.HSF-TF.A.2: Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.
        
        CCSS.Math.Content.HSF-TF.A.3: Use special triangles to determine geometrically the values of sine, cosine, tangent for ã/3, ã/4 and ã/6, and use the unit circle to express the values of sine, cosine, and tangent for ã???, ã+??, and 2ã??? in terms of their values for ??, where ?? is any real number.
        
        CCSS.Math.Content.HSF-TF.A.4: Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.
        
        CCSS.Math.Content.HSF-TF.B: Model periodic phenomena with trigonometric functions
        
        CCSS.Math.Content.HSF-TF.B.5: Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.
        
        CCSS.Math.Content.HSF-TF.B.6: Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
        
        CCSS.Math.Content.HSF-TF.B.7: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
        
        CCSS.Math.Content.HSF-TF.C: Prove and apply trigonometric identities
        
        CCSS.Math.Content.HSF-TF.C.8: Prove the Pythagorean identity siný(?) + cosý(?) = 1 and use it to find sin(?), cos(?), or tan(?) given sin(?), cos(?), or tan(?) and the quadrant of the angle.
        
        CCSS.Math.Content.HSF-TF.C.9: Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.
    - High School - Geometry
      - CCSS.Math.Content.HSG-C: Circles
        
        CCSS.Math.Content.HSG-C.A: Understand and apply theorems about circles
        
        CCSS.Math.Content.HSG-C.A.1: Prove that all circles are similar.
        
        CCSS.Math.Content.HSG-C.A.2: Identify and describe relationships among inscribed angles, radii, and chords.
        
        CCSS.Math.Content.HSG-C.A.3: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.
        
        CCSS.Math.Content.HSG-C.A.4: Construct a tangent line from a point outside a given circle to the circle.
        
        CCSS.Math.Content.HSG-C.B: Find arc lengths and areas of sectors of circles
        
        CCSS.Math.Content.HSG-C.B.5: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.
      - CCSS.Math.Content.HSG-CO: Congruence
        
        CCSS.Math.Content.HSG-CO.A: Experiment with transformations in the plane
        
        CCSS.Math.Content.HSG-CO.A.1: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
        
        CCSS.Math.Content.HSG-CO.A.2: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
        
        CCSS.Math.Content.HSG-CO.A.3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.
        
        CCSS.Math.Content.HSG-CO.A.4: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
        
        CCSS.Math.Content.HSG-CO.A.5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
        
        CCSS.Math.Content.HSG-CO.B: Understand congruence in terms of rigid motions
        
        CCSS.Math.Content.HSG-CO.B.6: Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.
        
        CCSS.Math.Content.HSG-CO.B.7: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
        
        CCSS.Math.Content.HSG-CO.B.8: Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.
        
        CCSS.Math.Content.HSG-CO.C: Prove geometric theorems
        
        CCSS.Math.Content.HSG-CO.C.9: Prove theorems about lines and angles.
        
        CCSS.Math.Content.HSG-CO.C.10: Prove theorems about triangles.
        
        CCSS.Math.Content.HSG-CO.C.11: Prove theorems about parallelograms.
        
        CCSS.Math.Content.HSG-CO.D: Make geometric constructions
        
        CCSS.Math.Content.HSG-CO.D.12: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
        
        CCSS.Math.Content.HSG-CO.D.13: Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
      - CCSS.Math.Content.HSG-GMD: Geometric Measurement and Dimension
        
        CCSS.Math.Content.HSG-GMD.A: Explain volume formulas and use them to solve problems
        
        CCSS.Math.Content.HSG-GMD.A.1: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone.
        
        CCSS.Math.Content.HSG-GMD.A.2: Give an informal argument using Cavalieri?s principle for the formulas for the volume of a sphere and other solid figures.
        
        CCSS.Math.Content.HSG-GMD.A.3: Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
        
        CCSS.Math.Content.HSG-GMD.B: Visualize relationships between two-dimensional and three-dimensional objects
        
        CCSS.Math.Content.HSG-GMD.B.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
      - CCSS.Math.Content.HSG-GPE: Expressing Geometric Properties with Equations
        
        CCSS.Math.Content.HSG-GPE.A: Translate between the geometric description and the equation for a conic section
        
        CCSS.Math.Content.HSG-GPE.A.1: Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.
        
        CCSS.Math.Content.HSG-GPE.A.2: Derive the equation of a parabola given a focus and directrix.
        
        CCSS.Math.Content.HSG-GPE.A.3: Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
        
        CCSS.Math.Content.HSG-GPE.B: Use coordinates to prove simple geometric theorems algebraically
        
        CCSS.Math.Content.HSG-GPE.B.4: Use coordinates to prove simple geometric theorems algebraically.
        
        CCSS.Math.Content.HSG-GPE.B.5: Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).
        
        CCSS.Math.Content.HSG-GPE.B.6: Find the point on a directed line segment between two given points that partitions the segment in a given ratio.
        
        CCSS.Math.Content.HSG-GPE.B.7: Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.
      - CCSS.Math.Content.HSG-MG: Modeling with Geometry
        
        CCSS.Math.Content.HSG-MG.A: Apply geometric concepts in modeling situations
        
        CCSS.Math.Content.HSG-MG.A.1: Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).
        
        CCSS.Math.Content.HSG-MG.A.2: Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).
        
        CCSS.Math.Content.HSG-MG.A.3: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
      - CCSS.Math.Content.HSG-SRT: Similarity, Right Triangles, and Trigonometry
        
        CCSS.Math.Content.HSG-SRT.A: Understand similarity in terms of similarity transformations
        
        CCSS.Math.Content.HSG-SRT.A.1: Verify experimentally the properties of dilations given by a center and a scale factor:
        
        CCSS.Math.Content.HSG-SRT.A.1a: A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
        
        CCSS.Math.Content.HSG-SRT.A.1b: The dilation of a line segment is longer or shorter in the ratio given by the scale factor.
        
        CCSS.Math.Content.HSG-SRT.A.2: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.
        
        CCSS.Math.Content.HSG-SRT.A.3: Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
        
        CCSS.Math.Content.HSG-SRT.B: Prove theorems involving similarity
        
        CCSS.Math.Content.HSG-SRT.B.4: Prove theorems about triangles.
        
        CCSS.Math.Content.HSG-SRT.B.5: Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
        
        CCSS.Math.Content.HSG-SRT.C: Define trigonometric ratios and solve problems involving right triangles
        
        CCSS.Math.Content.HSG-SRT.C.6: Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
        
        CCSS.Math.Content.HSG-SRT.C.7: Explain and use the relationship between the sine and cosine of complementary angles.
        
        CCSS.Math.Content.HSG-SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.
        
        CCSS.Math.Content.HSG-SRT.D: Apply trigonometry to general triangles
        
        CCSS.Math.Content.HSG-SRT.D.9: Derive the formula ?? = 1/2 ???? sin(??) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
        
        CCSS.Math.Content.HSG-SRT.D.10: Prove the Laws of Sines and Cosines and use them to solve problems.
        
        CCSS.Math.Content.HSG-SRT.D.11: Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces).
    - High School - Modeling
      - HSM: Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol.
    - High School - Number and Quantity
      - CCSS.Math.Content.HSN-CN: The Complex Number System
        
        CCSS.Math.Content.HSN-CN.A: Perform arithmetic operations with complex numbers.
        
        CCSS.Math.Content.HSN-CN.A.1: Know there is a complex number ?? such that ??ý = ?1, and every complex number has the form ?? + ???? with ?? and ?? real.
        
        CCSS.Math.Content.HSN-CN.A.2: Use the relation ??ý = ?1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.
        
        CCSS.Math.Content.HSN-CN.A.3: Find the conjugate of a complex number; use conjugates to find moduli and quotients of complex numbers.
        
        CCSS.Math.Content.HSN-CN.B: Represent complex numbers and their operations on the complex plane.
        
        CCSS.Math.Content.HSN-CN.B.4: Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.
        
        CCSS.Math.Content.HSN-CN.B.5: Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation.
        
        CCSS.Math.Content.HSN-CN.B.6: Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.
        
        CCSS.Math.Content.HSN-CN.C: Use complex numbers in polynomial identities and equations.
        
        CCSS.Math.Content.HSN-CN.C.7: Solve quadratic equations with real coefficients that have complex solutions.
        
        CCSS.Math.Content.HSN-CN.C.8: Extend polynomial identities to the complex numbers.
        
        CCSS.Math.Content.HSN-CN.C.9: Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.
      - CCSS.Math.Content.HSN-Q: Quantities
        
        CCSS.Math.Content.HSN-Q.A: Reason quantitatively and use units to solve problems.
        
        CCSS.Math.Content.HSN-Q.A.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
        
        CCSS.Math.Content.HSN-Q.A.2: Define appropriate quantities for the purpose of descriptive modeling.
        
        CCSS.Math.Content.HSN-Q.A.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
      - CCSS.Math.Content.HSN-RN: The Real Number System
        
        CCSS.Math.Content.HSN-RN.A: Extend the properties of exponents to rational exponents.
        
        CCSS.Math.Content.HSN-RN.A.1: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.
        
        CCSS.Math.Content.HSN-RN.A.2: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
        
        CCSS.Math.Content.HSN-RN.B: Use properties of rational and irrational numbers.
        
        CCSS.Math.Content.HSN-RN.B.3: Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
      - CCSS.Math.Content.HSN-VM: Vector and Matrix Quantities
        
        CCSS.Math.Content.HSN-VM.A: Represent and model with vector quantities.
        
        CCSS.Math.Content.HSN-VM.A.1: Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., ??, |??|, ||??||, ??).
        
        CCSS.Math.Content.HSN-VM.A.2: Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
        
        CCSS.Math.Content.HSN-VM.A.3: Solve problems involving velocity and other quantities that can be represented by vectors.
        
        CCSS.Math.Content.HSN-VM.B: Perform operations on vectors.
        
        CCSS.Math.Content.HSN-VM.B.4: Add and subtract vectors.
        
        CCSS.Math.Content.HSN-VM.B.4a: Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
        
        CCSS.Math.Content.HSN-VM.B.4b: Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
        
        CCSS.Math.Content.HSN-VM.B.4c: Understand vector subtraction ?? ? ?? as ?? + (???), where ??? is the additive inverse of ??, with the same magnitude as ?? and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
        
        CCSS.Math.Content.HSN-VM.B.5: Multiply a vector by a scalar.
        
        CCSS.Math.Content.HSN-VM.B.5a: Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as ??(???, ?? subscript ??) = (?????, ???? subscript ??).
        
        CCSS.Math.Content.HSN-VM.B.5b: Compute the magnitude of a scalar multiple ???? using ||????|| = |??|??. Compute the direction of ???? knowing that when |??|?? ? 0, the direction of ???? is either along ?? (for ?? > 0) or against ?? (for ?? < 0).
        
        CCSS.Math.Content.HSN-VM.C: Perform operations on matrices and use matrices in applications.
        
        CCSS.Math.Content.HSN-VM.C.6: Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.
        
        CCSS.Math.Content.HSN-VM.C.7: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
        
        CCSS.Math.Content.HSN-VM.C.8: Add, subtract, and multiply matrices of appropriate dimensions.
        
        CCSS.Math.Content.HSN-VM.C.9: Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties.
        
        CCSS.Math.Content.HSN-VM.C.10: Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.
        
        CCSS.Math.Content.HSN-VM.C.11: Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.
        
        CCSS.Math.Content.HSN-VM.C.12: Work with 2 ? 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.
    - High School - Statistics and Probability
      - CCSS.Math.Content.HSS-CP: Conditional Probability and the Rules of Probability
        
        CCSS.Math.Content.HSS-CP.A: Understand independence and conditional probability and use them to interpret data
        
        CCSS.Math.Content.HSS-CP.A.1: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (?or,? ?and,? ?not?).
        
        CCSS.Math.Content.HSS-CP.A.2: Understand that two events ?? and ?? are independent if the probability of ?? and ?? occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
        
        CCSS.Math.Content.HSS-CP.A.3: Understand the conditional probability of ?? given ?? as ??(?? and ??)/??(??), and interpret independence of ?? and ?? as saying that the conditional probability of ?? given ?? is the same as the probability of ??, and the conditional probability of ?? given ?? is the same as the probability of ??.
        
        CCSS.Math.Content.HSS-CP.A.4: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities.
        
        CCSS.Math.Content.HSS-CP.A.5: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations.
        
        CCSS.Math.Content.HSS-CP.B: Use the rules of probability to compute probabilities of compound events in a uniform probability model
        
        CCSS.Math.Content.HSS-CP.B.6: Find the conditional probability of ?? given ?? as the fraction of ???s outcomes that also belong to ??, and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.7: Apply the Addition Rule, ??(?? or ??) = ??(??) + ??(??) ? ??(?? and ??), and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.8: Apply the general Multiplication Rule in a uniform probability model, ??(?? and ??) = ??(??)??(??|??) = ??(??)??(??|??), and interpret the answer in terms of the model.
        
        CCSS.Math.Content.HSS-CP.B.9: Use permutations and combinations to compute probabilities of compound events and solve problems.
      - CCSS.Math.Content.HSS-IC: Making Inferences and Justifying Conclusions
        
        CCSS.Math.Content.HSS-IC.A: Understand and evaluate random processes underlying statistical experiments
        
        CCSS.Math.Content.HSS-IC.A.1: Understand statistics as a process for making inferences about population parameters based on a random sample from that population.
        
        CCSS.Math.Content.HSS-IC.A.2: Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation.
        
        CCSS.Math.Content.HSS-IC.B: Make inferences and justify conclusions from sample surveys, experiments, and observational studies
        
        CCSS.Math.Content.HSS-IC.B.3: Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
        
        CCSS.Math.Content.HSS-IC.B.4: Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
        
        CCSS.Math.Content.HSS-IC.B.5: Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.
        
        CCSS.Math.Content.HSS-IC.B.6: Evaluate reports based on data.
      - CCSS.Math.Content.HSS-ID: Interpreting Categorical and Quantitative Data
        
        CCSS.Math.Content.HSS-ID.A: Summarize, represent, and interpret data on a single count or measurement variable
        
        CCSS.Math.Content.HSS-ID.A.1: Represent data with plots on the real number line (dot plots, histograms, and box plots).
        
        CCSS.Math.Content.HSS-ID.A.2: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
        
        CCSS.Math.Content.HSS-ID.A.3: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
        
        CCSS.Math.Content.HSS-ID.A.4: Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve.
        
        CCSS.Math.Content.HSS-ID.B: Summarize, represent, and interpret data on two categorical and quantitative variables
        
        CCSS.Math.Content.HSS-ID.B.5: Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
        
        CCSS.Math.Content.HSS-ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
        
        CCSS.Math.Content.HSS-ID.B.6a: Fit a function to the data; use functions fitted to data to solve problems in the context of the data.
        
        CCSS.Math.Content.HSS-ID.B.6b: Informally assess the fit of a function by plotting and analyzing residuals.
        
        CCSS.Math.Content.HSS-ID.B.6c: Fit a linear function for a scatter plot that suggests a linear association.
        
        CCSS.Math.Content.HSS-ID.C: Interpret linear models
        
        CCSS.Math.Content.HSS-ID.C.7: Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
        
        CCSS.Math.Content.HSS-ID.C.8: Compute (using technology) and interpret the correlation coefficient of a linear fit.
        
        CCSS.Math.Content.HSS-ID.C.9: Distinguish between correlation and causation.
      - CCSS.Math.Content.HSS-MD: Using Probability to Make Decisions
        
        CCSS.Math.Content.HSS-MD.A: Calculate expected values and use them to solve problems
        
        CCSS.Math.Content.HSS-MD.A.1: Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.
        
        CCSS.Math.Content.HSS-MD.A.2: Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
        
        CCSS.Math.Content.HSS-MD.A.3: Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value.
        
        CCSS.Math.Content.HSS-MD.A.4: Develop a probability distribution for a random variable defined for a sample space in which probabilities are assigned empirically; find the expected value.
        
        CCSS.Math.Content.HSS-MD.B: Use probability to evaluate outcomes of decisions
        
        CCSS.Math.Content.HSS-MD.B.5: Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected values.
        
        CCSS.Math.Content.HSS-MD.B.5a: Find the expected payoff for a game of chance.
        
        CCSS.Math.Content.HSS-MD.B.5b: Evaluate and compare strategies on the basis of expected values.
        
        CCSS.Math.Content.HSS-MD.B.6: Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
        
        CCSS.Math.Content.HSS-MD.B.7: Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
    - High School Algebra Introduction
      - Connections to Functions and Modeling.
        
        Expressions can define functions, and equivalent expressions define the same function. Asking when two functions have the same value for the same input leads to an equation; graphing the two functions allows for finding approximate solutions of the equation. Converting a verbal description to an equation, inequality, or system of these is an essential skill in modeling.
      - Equations and inequalities.
        
        An equation can often be solved by successively deducing from it one or more simpler equations. For example, one can add the same constant to both sides without changing the solutions, but squaring both sides might lead to extraneous solutions. Strategic competence in solving includes looking ahead for productive manipulations and anticipating the nature and number of solutions.
        
        An equation is a statement of equality between two expressions, often viewed as a question asking for which values of the variables the expressions on either side are in fact equal. These values are the solutions to the equation. An identity, in contrast, is true for all values of the variables; identities are often developed by rewriting an expression in an equivalent form.
        
        Inequalities can be solved by reasoning about the properties of inequality. Many, but not all, of the properties of equality continue to hold for inequalities and can be useful in solving them.
        
        Some equations have no solutions in a given number system, but have a solution in a larger system. For example, the solution of ?? + 1 = 0 is an integer, not a whole number; the solution of 2?? + 1 = 0 is a rational number, not an integer; the solutions of ??ý ? 2 = 0 are real numbers, not rational numbers; and the solutions of ??ý + 2 = 0 are complex numbers, not real numbers.
        
        The same solution techniques used to solve equations can be used to rearrange formulas. For example, the formula for the area of a trapezoid, ?? = ((???+???)/2)??, can be solved for ?? using the same deductive process.
        
        The solutions of an equation in one variable form a set of numbers; the solutions of an equation in two variables form a set of ordered pairs of numbers, which can be plotted in the coordinate plane. Two or more equations and/or inequalities form a system. A solution for such a system must satisfy every equation and inequality in the system.
      - Expressions.
        
        A spreadsheet or a computer algebra system (CAS) can be used to experiment with algebraic expressions, perform complicated algebraic manipulations, and understand how algebraic manipulations behave.
        
        Algebraic manipulations are governed by the properties of operations and exponents, and the conventions of algebraic notation. At times, an expression is the result of applying operations to simpler expressions. For example, ?? + 0.05?? is the sum of the simpler expressions ?? and 0.05??. Viewing an expression as the result of operation on simpler expressions can sometimes clarify its underlying structure.
        
        An expression is a record of a computation with numbers, symbols that represent numbers, arithmetic operations, exponentiation, and, at more advanced levels, the operation of evaluating a function. Conventions about the use of parentheses and the order of operations assure that each expression is unambiguous. Creating an expression that describes a computation involving a general quantity requires the ability to express the computation in general terms, abstracting from specific instances.
        
        Reading an expression with comprehension involves analysis of its underlying structure. This may suggest a different but equivalent way of writing the expression that exhibits some different aspect of its meaning. For example, ?? + 0.05?? can be interpreted as the addition of a 5% tax to a price ??. Rewriting ?? + 0.05?? as 1.05?? shows that adding a tax is the same as multiplying the price by a constant factor.
    - High School Functions Introduction
      - Connections to Expressions, Equations, Modeling, and Coordinates.
        
        Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a given output involves solving an equation. Questions about when two functions have the same value for the same input lead to equations, whose solutions can be visualized from the intersection of their graphs. Because functions describe relationships between quantities, they are frequently used in modeling. Sometimes functions are defined by a recursive process, which can be displayed effectively using a spreadsheet or other technology.
      - Functions
        
        A function can be described in various ways, such as by a graph (e.g., the trace of a seismograph); by a verbal rule, as in, ?I?ll give you a state, you give me the capital city;? by an algebraic expression like ??(??) = ?? + ????; or by a recursive rule. The graph of a function is often a useful way of visualizing the relationship of the function models, and manipulating a mathematical expression for a function can throw light on the function?s properties.
        
        A graphing utility or a computer algebra system can be used to experiment with properties of these functions and their graphs and to build computational models of functions, including recursively defined functions.
        
        Functions describe situations where one quantity determines another. For example, the return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models.
        
        Functions presented as expressions can model many important phenomena. Two important families of functions characterized by laws of growth are linear functions, which grow at a constant rate, and exponential functions, which grow at a constant percent rate. Linear functions with a constant term of zero describe proportional relationships.
        
        In school mathematics, functions usually have numerical inputs and outputs and are often defined by an algebraic expression. For example, the time in hours it takes for a car to drive 100 miles is a function of the car?s speed in miles per hour, ??; the rule ??(??) = 100/?? expresses this relationship algebraically and defines a function whose name is ??.
        
        The set of inputs to a function is called its domain. We often infer the domain to be all inputs for which the expression defining a function has a value, or for which the function makes sense in a given context.
    - High School Geometry Introduction
      - Connections to Equations.
        
        The correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof.
      - Geometry
        
        "Similarity transformations (rigid motions followed by dilations) define similarity in the same way that rigid motions define congruence, thereby formalizing the similarity ideas of ""same shape"" and ""scale factor"" developed in the middle grades. These transformations lead to the criterion for triangle similarity that two pairs of corresponding angles are congruent."
        
        Although there are many types of geometry, school mathematics is devoted primarily to plane Euclidean geometry, studied both synthetically (without coordinates) and analytically (with coordinates). Euclidean geometry is characterized most importantly by the Parallel Postulate, that through a point not on a given line there is exactly one parallel line. (Spherical geometry, in contrast, has no parallel lines.)
        
        An understanding of the attributes and relationships of geometric objects can be applied in diverse contexts?interpreting a schematic drawing, estimating the amount of wood needed to frame a sloping roof, rendering computer graphics, or designing a sewing pattern for the most efficient use of material.
        
        Analytic geometry connects algebra and geometry, resulting in powerful methods of analysis and problem solving. Just as the number line associates numbers with locations in one dimension, a pair of perpendicular axes associates pairs of numbers with locations in two dimensions. This correspondence between numerical coordinates and geometric points allows methods from algebra to be applied to geometry and vice versa. The solution set of an equation becomes a geometric curve, making visualization a tool for doing and understanding algebra. Geometric shapes can be described by equations, making algebraic manipulation into a tool for geometric understanding, modeling, and proof. Geometric transformations of the graphs of equations correspond to algebraic changes in their equations.
        
        During high school, students begin to formalize their geometry experiences from elementary and middle school, using more precise definitions and developing careful proofs. Later in college some students develop Euclidean and other geometries carefully from a small set of axioms.
        
        Dynamic geometry environments provide students with experimental and modeling tools that allow them to investigate geometric phenomena in much the same way as computer algebra systems allow them to experiment with algebraic phenomena.
        
        In the approach taken here, two geometric figures are defined to be congruent if there is a sequence of rigid motions that carries one onto the other. This is the principle of superposition. For triangles, congruence means the equality of all corresponding pairs of sides and all corresponding pairs of angles. During the middle grades, through experiences drawing triangles from given conditions, students notice ways to specify enough measures in a triangle to ensure that all triangles drawn with those measures are congruent. Once these triangle congruence criteria (ASA, SAS, and SSS) are established using rigid motions, they can be used to prove theorems about triangles, quadrilaterals, and other geometric figures.
        
        The concepts of congruence, similarity, and symmetry can be understood from the perspective of geometric transformation. Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these, all of which are here assumed to preserve distance and angles (and therefore shapes generally). Reflections and rotations each explain a particular type of symmetry, and the symmetries of an object offer insight into its attributes?as when the reflective symmetry of an isosceles triangle assures that its base angles are congruent.
        
        The definitions of sine, cosine, and tangent for acute angles are founded on right triangles and similarity, and, with the Pythagorean Theorem, are fundamental in many real-world and theoretical situations. The Pythagorean Theorem is generalized to nonright triangles by the Law of Cosines. Together, the Laws of Sines and Cosines embody the triangle congruence criteria for the cases where three pieces of information suffice to completely solve a triangle. Furthermore, these laws yield two possible solutions in the ambiguous case, illustrating that Side-Side-Angle is not a congruence criterion.
    - High School Modeling Introduction
      - Modeling
        
        A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for our purposes. Other situations?modeling a delivery route, a production schedule, or a comparison of loan amortizations?need more elaborate models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.
        
        Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing such problems.
        
        Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.
        
        In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model? for example, graphs of global temperature and atmospheric CO? over time.
        
        In situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most need to understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world situations.
        
        Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.
        
        One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.
        
        Some examples of such situations might include:
        
        Analyzing risk in situations such as extreme sports, pandemics, and terrorism.
        
        Analyzing stopping distance for a car.
        
        Designing the layout of the stalls in a school fair so as to raise as much money as possible.
        
        Engaging in critical path analysis, e.g., applied to turnaround of an aircraft at an airport.
        
        Estimating how much water and food is needed for emergency relief in a devastated city of 3 million people, and how it might be distributed.
        
        Modeling savings account balance, bacterial colony growth, or investment growth.
        
        Planning a table tennis tournament for 7 players at a club with 4 tables, where each player plays against each other player.
        
        Relating population statistics to individual predictions.
        
        The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
      - Modeling Standards
        
        Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (?).
    - High School Number and Quantity Introduction
      - Numbers and Number Systems.
        
        Calculators, spreadsheets, and computer algebra systems can provide ways for students to become better acquainted with these new number systems and their notation. They can be used to generate data for numerical experiments, to help understand the workings of matrix, vector, and complex number algebra, and to experiment with non-integer exponents.
        
        During the years from kindergarten to eighth grade, students must repeatedly extend their conception of number. At first, ?number? means ?counting number?: 1, 2, 3... Soon after that, 0 is used to represent ?none? and the whole numbers are formed by the counting numbers together with zero. The next extension is fractions. At first, fractions are barely numbers and tied strongly to pictorial representations. Yet by the time students understand division of fractions, they have a strong concept of fractions as numbers and have connected them, via their decimal representations, with the base-ten system used to represent the whole numbers. During middle school, fractions are augmented by negative fractions to form the rational numbers. In Grade 8, students extend this system once more, augmenting the rational numbers with the irrational numbers to form the real numbers. In high school, students will be exposed to yet another extension of number, when the real numbers are augmented by the imaginary numbers to form the complex numbers.
        
        Extending the properties of whole-number exponents leads to new and productive notation. For example, properties of whole-number exponents suggest that (5 to the 1/3 power)? should be 5 to the (1/3)? power = 5? = 5 and that 5 to the 1/3 power should be the cube root of 5.
        
        With each extension of number, the meanings of addition, subtraction, multiplication, and division are extended. In each new number system?integers, rational numbers, real numbers, and complex numbers?the four operations stay the same in two important ways: They have the commutative, associative, and distributive properties and their new meanings are consistent with their previous meanings.
      - Quantities.
        
        In real world problems, the answers are usually not numbers but quantities: numbers with units, which involves measurement. In their work in measurement up through Grade 8, students primarily measure commonly used attributes such as length, area, and volume. In high school, students encounter a wider variety of units in modeling, e.g., acceleration, currency conversions, derived quantities such as person-hours and heating degree days, social science rates such as per-capita income, and rates in everyday life such as points scored per game or batting averages. They also encounter novel situations in which they themselves must conceive the attributes of interest. For example, to find a good measure of overall highway safety, they might propose measures such as fatalities per year, fatalities per year per driver, or fatalities per vehicle-mile traveled. Such a conceptual process is sometimes called quantification. Quantification is important for science, as when surface area suddenly ?stands out? as an important variable in evaporation. Quantification is also important for companies, which must conceptualize relevant attributes and create or choose suitable measures for them.
    - High School Statistics and Probability Introduction
      - Connections to Functions and Modeling.
        
        Functions may be used to describe data; if the data suggest a linear relationship, the relationship can be modeled with a regression line, and its strength and direction can be expressed through a correlation coefficient.
      - Statistics and Probability
        
        Data are gathered, displayed, summarized, examined, and interpreted to discover patterns and deviations from patterns. Quantitative data can be described in terms of key characteristics: measures of shape, center, and spread. The shape of a data distribution might be described as symmetric, skewed, flat, or bell shaped, and it might be summarized by a statistic measuring center (such as mean or median) and a statistic measuring spread (such as standard deviation or interquartile range). Different distributions can be compared numerically using these statistics or compared visually using plots. Knowledge of center and spread are not enough to describe a distribution. Which statistics to compare, which plots to use, and what the results of a comparison might mean, depend on the question to be investigated and the real-life actions to be taken.
        
        Decisions or predictions are often based on data?numbers in context. These decisions or predictions would be easy if the data always sent a clear message, but the message is often obscured by variability. Statistics provides tools for describing variability in data and for making informed decisions that take it into account.
        
        Random processes can be described mathematically by using a probability model: a list or description of the possible outcomes (the sample space), each of which is assigned a probability. In situations such as flipping a coin, rolling a number cube, or drawing a card, it might be reasonable to assume various outcomes are equally likely. In a probability model, sample points represent outcomes and combine to make up events; probabilities of events can be computed by applying the Addition and Multiplication Rules. Interpreting these probabilities relies on an understanding of independence and conditional probability, which can be approached through the analysis of two-way tables.
        
        Randomization has two important uses in drawing statistical conclusions. First, collecting data from a random sample of a population makes it possible to draw valid conclusions about the whole population, taking variability into account. Second, randomly assigning individuals to different treatments allows a fair comparison of the effectiveness of those treatments. A statistically significant outcome is one that is unlikely to be due to chance alone, and this can be evaluated only under the condition of randomness. The conditions under which data are collected are important in drawing conclusions from the data; in critically reviewing uses of statistics in public media and other reports, it is important to consider the study design, how the data were gathered, and the analyses employed as well as the data summaries and the conclusions drawn.
        
        Technology plays an important role in statistics and probability by making it possible to generate plots, regression functions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time.
    - Kindergarten
      - CCSS.Math.Content.K.CC: Counting and Cardinality
        
        CCSS.Math.Content.K.CC.A: Know number names and the count sequence.
        
        CCSS.Math.Content.K.CC.A.1: Count to 100 by ones and by tens.
        
        CCSS.Math.Content.K.CC.A.2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
        
        CCSS.Math.Content.K.CC.A.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
        
        CCSS.Math.Content.K.CC.B: Count to tell the number of objects.
        
        CCSS.Math.Content.K.CC.B.4: Understand the relationship between numbers and quantities; connect counting to cardinality.
        
        CCSS.Math.Content.K.CC.B.4a: When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
        
        CCSS.Math.Content.K.CC.B.4b: Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
        
        CCSS.Math.Content.K.CC.B.4c: Understand that each successive number name refers to a quantity that is one larger.
        
        CCSS.Math.Content.K.CC.B.5: Count to answer ?how many?? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
        
        CCSS.Math.Content.K.CC.C: Compare numbers.
        
        CCSS.Math.Content.K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
        
        CCSS.Math.Content.K.CC.C.7: Compare two numbers between 1 and 10 presented as written numerals.
      - CCSS.Math.Content.K.G: Geometry
        
        CCSS.Math.Content.K.G.A: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
        
        CCSS.Math.Content.K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
        
        CCSS.Math.Content.K.G.A.2: Correctly name shapes regardless of their orientations or overall size.
        
        CCSS.Math.Content.K.G.A.3: Identify shapes as two-dimensional (lying in a plane, ?flat?) or three-dimensional (?solid?).
        
        CCSS.Math.Content.K.G.B: Analyze, compare, create, and compose shapes.
        
        CCSS.Math.Content.K.G.B.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/?corners?) and other attributes (e.g., having sides of equal length).
        
        CCSS.Math.Content.K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
        
        CCSS.Math.Content.K.G.B.6: Compose simple shapes to form larger shapes.
      - CCSS.Math.Content.K.MD: Measurement and Data
        
        CCSS.Math.Content.K.MD.A: Describe and compare measurable attributes.
        
        CCSS.Math.Content.K.MD.A.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
        
        CCSS.Math.Content.K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has ?more of?/?less of? the attribute, and describe the difference.
        
        CCSS.Math.Content.K.MD.B: Classify objects and count the number of objects in each category.
        
        CCSS.Math.Content.K.MD.B.3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
      - CCSS.Math.Content.K.NBT: Number and Operations in Base Ten
        
        CCSS.Math.Content.K.NBT.A: Work with numbers 11?19 to gain foundations for place value.
        
        CCSS.Math.Content.K.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
      - CCSS.Math.Content.K.OA: Operations and Algebraic Thinking
        
        CCSS.Math.Content.K.OA.A: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
        
        CCSS.Math.Content.K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
        
        CCSS.Math.Content.K.OA.A.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
        
        CCSS.Math.Content.K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
        
        CCSS.Math.Content.K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
        
        CCSS.Math.Content.K.OA.A.5: Fluently add and subtract within 5.
    - Kindergarten Introduction
      - K: In Kindergarten, instructional time should focus on two critical areas: (1) representing, relating, and operating on whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
        
        K.1: Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set; counting out a given number of objects; comparing sets or numerals; and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 ? 2 = 5. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away.
        
        K.2: Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes.
    - Mathematical Practices
      - CCSS.Math.Practice.MP1: Make sense of problems and persevere in solving them.
        
        "Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, ""Does this make sense?"" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches."
      - CCSS.Math.Practice.MP2: Reason abstractly and quantitatively.
        
        Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
      - CCSS.Math.Practice.MP3: Construct viable arguments and critique the reasoning of others.
        
        Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
      - CCSS.Math.Practice.MP4: Model with mathematics.
        
        Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
      - CCSS.Math.Practice.MP5: Use appropriate tools strategically.
        
        Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
      - CCSS.Math.Practice.MP6: Attend to precision.
        
        Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
      - CCSS.Math.Practice.MP7: Look for and make use of structure.
        
        Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 ? 8 equals the well remembered 7 ? 5 + 7 ? 3, in preparation for learning about the distributive property. In the expression ??ý + 9?? + 14, older students can see the 14 as 2 ? 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 ? 3(?? ? ??)ý as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers ?? and ??.
      - CCSS.Math.Practice.MP8: Look for and express regularity in repeated reasoning.
        
        Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (?? ? 2)/(?? ? 1) = 3. Noticing the regularity in the way terms cancel when expanding (?? ? 1)(?? + 1), (?? ? 1)(??ý + ?? + 1), and (?? ? 1)(??? + ??ý + ?? + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
- InTASC Model Core Teaching Standards
  - Content (2011)
    - Content
      - The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
        
        Critical Dispositions
        
        5(q): The teacher is constantly exploring how to use disciplinary knowledge as a lens to address local and global issues.
        
        5(r): The teacher values knowledge outside his/her own content area and how such knowledge enhances student learning.
        
        5(s): The teacher values flexible learning environments that encourage learner exploration, discovery, and expression across content areas.
        
        Essential Knowledge
        
        5(i): The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.
        
        5(j): The teacher understands how current interdisciplinary themes (e.g., civic literacy, health literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful learning experiences.
        
        5(k): The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.
        
        5(l): The teacher understands how to use digital and interactive technologies for efficiently and effectively achieving specific learning goals.
        
        5(m): The teacher understands critical thinking processes and knows how to help learners develop high level questioning skills to promote their independent learning.
        
        5(n): The teacher understands communication modes and skills as vehicles for learning (e.g., information gathering and processing) across disciplines as well as vehicles for expressing learning.
        
        5(o): The teacher understands creative thinking processes and how to engage learners in producing original work.
        
        5(p): The teacher knows where and how to access resources to build global awareness and understanding, and how to integrate them into the curriculum.
        
        Performances
        
        5(a): The teacher develops and implements projects that guide learners in analyzing the complexities of an issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality study that draws upon biology and chemistry to look at factual information and social studies to examine policy implications).
        
        5(b): The teacher engages learners in applying content knowledge to real world problems through the lens of interdisciplinary themes (e.g., financial literacy, environmental literacy).
        
        5(c): The teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
        
        5(d): The teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
        
        5(e): The teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
        
        5(f): The teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
        
        5(g): The teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
        
        5(h): The teacher develops and implements supports for learner literacy development across content areas.
      - The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
        
        Critical Dispositions
        
        4(o): The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.
        
        4(p): The teacher appreciates multiple perspectives within the discipline and facilitates learners’ critical analysis of these perspectives.
        
        4(q): The teacher recognizes the potential of bias in his/her representation of the discipline and seeks to appropriately address problems of bias.
        
        4(r): The teacher is committed to work toward each learner’s mastery of disciplinary content and skills.
        
        Essential Knowledge
        
        4(j): The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches.
        
        4(k): The teacher understands common misconceptions in learning the discipline and how to guide learners to accurate conceptual understanding.
        
        4(l): The teacher knows and uses the academic language of the discipline and knows how to make it accessible to learners.
        
        4(m): The teacher knows how to integrate culturally relevant content to build on learners’ background knowledge.
        
        4(n): The teacher has a deep knowledge of student content standards and learning progressions in the discipline(s) s/he teaches.
        
        Performances
        
        4(a): The teacher effectively uses multiple representations and explanations that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner’s achievement of content standards.
        
        4(b): The teacher engages students in learning experiences in the discipline(s) that encourage learners to understand, question, and analyze ideas from diverse perspectives so that they master the content.
        
        4(c) : The teacher engages learners in applying methods of inquiry and standards of evidence used in the discipline.
        
        4(d): The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.
        
        4(e): The teacher recognizes learner misconceptions in a discipline that interfere with learning, and creates experiences to build accurate conceptual understanding.
        
        4(f): The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/ her learners.
        
        4(g): The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.
        
        4(h): The teacher creates opportunities for students to learn, practice, and master academic language in their content.
        
        4(i): The teacher accesses school and/or district-based resources to evaluate the learner’s content knowledge in their primary language.
  - Instructional Practice (2011)
    - Instructional Practice
      - The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
        
        Critical Dispositions
        
        7(n): The teacher respects learners’ diverse strengths and needs and is committed to using this information to plan effective instruction.
        
        7(o): The teacher values planning as a collegial activity that takes into consideration the input of learners, colleagues, families, and the larger community.
        
        7(p): The teacher takes professional responsibility to use short- and long-term planning as a means of assuring student learning.
        
        7(q): The teacher believes that plans must always be open to adjustment and revision based on learner needs and changing circumstances.
        
        Essential Knowledge
        
        7(g): The teacher understands content and content standards and how these are organized in the curriculum.
        
        7(h): The teacher understands how integrating cross- disciplinary skills in instruction engages learners purposefully in applying content knowledge.
        
        7(i): The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.
        
        7(j): The teacher understands the strengths and needs of individual learners and how to plan instruction that is responsive to these strengths and needs.
        
        7(k): The teacher knows a range of evidence-based instructional strategies, resources, and echnological tools and how to use them effectively to plan instruction that meets diverse learning needs.
        
        7(l): The teacher knows when and how to adjust plans based on assessment information and learner responses.
        
        7(m): The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
        
        Performances
        
        7(a): The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
        
        7(b): The teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
        
        7(c): The teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
        
        7(d): The teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
        
        7(e): The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
        
        7(f): The teacher evaluates plans in relation to short- and long-range goals and systematically adjusts plans to meet each student’s learning needs and enhance learning.
      - The teacher understands and uses a variety of instructional strategies toencourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways
        
        Critical Dispositions
        
        8(p): The teacher is committed to deepening awareness and understanding the strengths and needs of diverse learners when planning and adjusting instruction.
        
        8(q): The teacher values the variety of ways people communicate and encourages learners to develop and use multiple forms of communication.
        
        8(r): The teacher is committed to exploring how the use of new and emerging technologies can support and promote student learning.
        
        8(s): The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to learner responses, ideas, and needs.
        
        Essential Knowledge
        
        8(j): The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.
        
        8(k): The teacher knows how to apply a range of developmentally, culturally, and linguistically appropriate instructional strategies to achieve learning goals.
        
        8(l): The teacher knows when and how to use appropriate strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.
        
        8(m): The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
        
        8(n): The teacher knows how to use a wide variety of resources, including human and technological, to engage students in learning
        
        8(o): The teacher understands how content and skill development can be supported by media and technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
        
        Performances
        
        8(a): The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
        
        8(b): The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.
        
        8(c): The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.
        
        8(d): The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of learners.
        
        8(e): The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.
        
        8(f): The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
        
        8(g): The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.
        
        8(h): The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.
        
        8(i): The teacher asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).
      - The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
        
        Critical Dispositions
        
        6(q): The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.
        
        6(r): The teacher takes responsibility for aligning instruction and assessment with learning goals.
        
        6(s): The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
        
        6(t): The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.
        
        6(u): The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
        
        6(v): The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.
        
        Essential Knowledge
        
        6(j): The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.
        
        6(k): The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
        
        6(l): The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
        
        6(m): The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
        
        6(n): The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
        
        6(o): The teacher knows when and how to evaluate and report learner progress against standards.
        
        6(p): The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
        
        Performances
        
        6(a): The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
        
        6(b): The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
        
        6(c): The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
        
        6(d): The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
        
        6(e): The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
        
        6(f): The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
        
        6(g): The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
        
        6(h): The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
        
        6(i): The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
  - Professional Responsibility (2011)
    - Professional Responsibility
      - The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
        
        Critical Dispositions
        
        9(l): The teacher takes responsibility for student learning and uses ongoing analysis and reflection to improve planning and practice.
        
        9(m): The teacher is committed to deepening understanding of his/her own frames of reference (e.g., culture, gender, language, abilities, ways of knowing), the potential biases in these frames, and their impact on expectations for and relationships with learners and their families.
        
        9(n): The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
        
        9(o): The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
        
        Essential Knowledge
        
        9(g): The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
        
        9(h): The teacher knows how to use learner data to analyze practice and differentiate instruction accordingly.
        
        9(i): The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
        
        9(j): The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse)
        
        9(k): The teacher knows how to build and implement a plan for professional growth directly aligned with his/her needs as a growing professional using feedback from teacher evaluations and observations, data on learner performance, and school- and system-wide priorities.
        
        Performances
        
        9(a): The teacher engages in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
        
        9(b): The teacher engages in meaningful and appropriate professional learning experiences aligned with his/her own needs and the needs of the learners, school, and system.
        
        9(c): Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g., systematic observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt planning and practice.
        
        9(d): The teacher actively seeks professional, community, and technological resources, within and outside the school, as supports for analysis, reflection, and problem-solving.
        
        9(e): The teacher reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more relevant learning experiences.
        
        9(f): The teacher advocates, models, and teaches safe, legal, and ethical use of information and technology including appropriate documentation of sources and respect for others in the use of social media.
      - The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
        
        Critical Dispositions
        
        10(p): The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
        
        10(q): The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
        
        10(r): The teacher takes initiative to grow and develop with colleagues through interactions that enhance practice and support student learning.
        
        10(s): The teacher takes responsibility for contributing to and advancing the profession.
        
        10(t): The teacher embraces the challenge of continuous improvement and change.
        
        Essential Knowledge
        
        10(l): The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
        
        10(m): The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.
        
        10(n): The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
        
        10(o): The teacher knows how to contribute to a common culture that supports high expectations for student learning.
        
        Performances
        
        10(a): The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student’s learning.
        
        10(b): The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
        
        10(c): The teacher engages collaboratively in the school-wide effort to build a shared vision and supportive culture, identify common goals, and monitor and evaluate progress toward those goals.
        
        10(d): The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
        
        10(e): Working with school colleagues, the teacher builds ongoing connections with community resources to enhance student learning and well being.
        
        10(f): The teacher engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice.
        
        10(g): The teacher uses technological tools and a variety of communication strategies to build local and global learning communities that engage learners, families, and colleagues
        
        10(h): The teacher uses and generates meaningful research on education issues and policies.
        
        10(i): The teacher seeks appropriate opportunities to model effective practice for colleagues, to lead professional learning activities, and to serve in other leadership roles.
        
        10(j): The teacher advocates to meet the needs of learners, to strengthen the learning environment, and to enact system change.
        
        10(k): The teacher takes on leadership roles at the school, district, state, and/or national level and advocates for learners, the school, the community, and the profession.
  - The Learner & Learning (2011)
    - The Learner & Learning
      - The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
        
        Critical Dispositions
        
        1(h): The teacher respects learners’ differing strengths and needs and is committed to using this information to further each learner’s development.
        
        1(i): The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.
        
        1(j): The teacher takes responsibility for promoting learners’ growth and development.
        
        1(k): The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.
        
        Essential Knowledge
        
        1(d): The teacher understands how learning occurs-- how learners construct knowledge, acquire skills, and develop disciplined thinking processes--and knows how to use instructional strategies that promote student learning.
        
        1(e): The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.
        
        1(f): The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.
        
        1(g): The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.
        
        Performances
        
        1(a): The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds the next level of development.
        
        1(b): The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
        
        1(c): The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
      - The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
        
        Critical Dispositions
        
        2(l): The teacher believes that all learners can achieve at high levels and persists in helping each learner reach his/her full potential.
        
        2(m): The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
        
        2(n): The teacher makes learners feel valued and helps them learn to value each other.
        
        2(o): The teacher values diverse languages and dialects and seeks to integrate them into his/her instructional practice to engage students in learning.
        
        Essential Knowledge
        
        2(g): The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
        
        2(h): The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs.
        
        2(i): The teacher knows about second language acquisition processes and knows how to incorporate instructional strategies and resources to support language acquisition.
        
        2(j): The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.
        
        2(k): The teacher knows how to access information about the values of diverse cultures and communities and how to incorporate learners’ experiences, cultures, and community resources into instruction.
        
        Performances
        
        2(a): The teacher designs, adapts, and delivers instruction to address each student’s diverse learning strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
        
        2(b): The teacher makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual students with particular learning differences or needs.
        
        2(c) : The teacher designs instruction to build on learners’ prior knowledge and experiences, allowing learners to accelerate as they demonstrate their understandings.
        
        2(d): The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
        
        2(e): The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.
        
        2(f): The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.
      - The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
        
        Critical Dispositions
        
        3(n): The teacher is committed to working with learners, colleagues, families, and communities to establish positive and supportive learning environments.
        
        3(o): The teacher values the role of learners in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate of learning.
        
        3(p): The teacher is committed to supporting learners as they participate in decision making, engage in exploration and invention, work collaboratively and independently, and engage in purposeful learning
        
        3(q): The teacher seeks to foster respectful communication among all members of the learning community.
        
        3(r): The teacher is a thoughtful and responsive listener and observer.
        
        Essential Knowledge
        
        3(i): The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.
        
        3(j): The teacher knows how to help learners work productively and cooperatively with each other to achieve learning goals.
        
        3(k): The teacher knows how to collaborate with learners to establish and monitor elements of a safe and productive learning environment including norms, expectations, routines, and organizational structures.
        
        3(l): The teacher understands how learner diversity can affect communication and knows how to communicate effectively in differing environments.
        
        3(m): The teacher knows how to use technologies and how to guide learners to apply them in appropriate, safe, and effective ways.
        
        Performances
        
        3(a): The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.
        
        3(b): The teacher develops learning experiences that engage learners in collaborative and self-directed learning and that extend learner interaction with ideas and people locally and globally.
        
        3(c): The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
        
        3(d): The teacher manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
        
        3(e): The teacher uses a variety of methods to engage learners in evaluating the learning environment and collaborates with learners to make appropriate adjustments.
        
        3(f): The teacher communicates verbally and nonverbally in ways that demonstrate respect for and responsiveness to the cultural backgrounds and differing perspectives learners bring to the learning environment.
        
        3(g): The teacher promotes responsible learner use of interactive technologies to extend the possibilities for learning locally and globally.
        
        3(h): The teacher intentionally builds learner capacity to collaborate in face-to-face and virtual environments through applying effective interpersonal communication skills.
- International Society for Technology in Education (ISTE)
  - NETS For Administrators (2009)
    - NETS For Administrators
      - Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students.
        
        a: Ensure instructional innovation focused on continuous improvement of digital-age learning
        
        b: Model and promote the frequent and effective use of technology for learning
        
        c: Provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners
        
        d: Ensure effective practice in the study of technology and its infusion across the curriculum
        
        e: Promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital age collaboration
      - Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization.
        
        a: Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders
        
        b: Engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision
        
        c: Advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan
      - Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture.
        
        a: Ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
        
        b: Promote, model and establish policies for safe, legal, and ethical use of digital information and technology
        
        c: Promote and model responsible social interactions related to the use of technology and information
        
        d: Model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools
      - Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources.
        
        a: Allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
        
        b: Facilitate and participate in learning communities that stimulate, nurture and support administrators, faculty, and staff in the study and use of technology
        
        c: Promote and model effective communication and collaboration among stakeholders using digital age tools
        
        d: Stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning
      - Educational Administrators provide digital age leadership and management to continuously improve the organization through the effective use of information and technology resources.
        
        a: Lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources
        
        b: Collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning
        
        c: Recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals
        
        d: Establish and leverage strategic partnerships to support systemic improvement
        
        e: Establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning
  - NETS For Students (2007)
    - NETS For Students
      - Students apply digital tools to gather, evaluate, and use information. Students:
        
        a: plan strategies to guide inquiry
        
        b: locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
        
        c: evaluate and select information sources and digital tools based on the appropriateness to specific tasks
        
        d: process data and report results
      - Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
        
        a: understand and use technology systems
        
        b: select and use applications effectively and productively
        
        c: troubleshoot systems and applications
        
        d: transfer current knowledge to learning of new technologies
      - Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
        
        a: apply existing knowledge to generate new ideas, products, or processes
        
        b: create original works as a means of personal or group expression
        
        c: use models and simulations to explore complex systems and issues
        
        d: identify trends and forecast possibilities
      - Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
        
        a: advocate and practice safe, legal, and responsible use of information and technology
        
        b: exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
        
        c: demonstrate personal responsibility for lifelong learning
        
        d: exhibit leadership for digital citizenship
      - Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
        
        a: identify and define authentic problems and significant questions for investigation
        
        b: plan and manage activities to develop a solution or complete a project
        
        c: collect and analyze data to identify solutions and/or make informed decisions
        
        d: use multiple processes and diverse perspectives to explore alternative solutions
      - Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
        
        a: interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
        
        b: communicate information and ideas effectively to multiple audiences using a variety of media and formats
        
        c: develop cultural understanding and global awareness by engaging with learners of other cultures
        
        d: contribute to project teams to produce original works or solve problems
  - NETS For Teachers (2008)
    - NETS For Teachers
      - Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
        
        a: Participate in local and global learning communities to explore creative applications of technology to improve student learning
        
        b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others
        
        c: Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
        
        d: Contribute to the effectiveness, vitality, and selfrenewal of the teaching profession and of their school and community
      - Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
        
        a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
        
        b: Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
        
        c: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
        
        d: Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
      - Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
        
        a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
        
        b: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
        
        c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
        
        d: Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
      - Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
        
        a: Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
        
        b: Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
        
        c: Promote and model digital etiquette and responsible social interactions related to the use of technology and information
        
        d: Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
      - Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
        
        a: Promote, support, and model creative and innovative thinking and inventiveness
        
        b: Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
        
        c: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
        
        d: Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
- National Association for Sports and Physical Education (NASPE)
  - Physical Education (2013)
    - K-12 National Standards
      - National Standards for K-12 Physical Education
        
        The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
        
        The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
        
        The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
        
        The physically literate individual exhibits responsible personal and social behavior that respects self and others.
        
        The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
- Next Generation Science Standards Arranged by Topic
  - Science (2013)
    - Engineering Design Grades 3-5
      - 3-5.ED: Engineering Design
        
        3-5-ETS1-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
        
        3-5-ETS1-2: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
        
        3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
    - Engineering Design Grades K-2
      - K-2.ED: Engineering Design
        
        K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
        
        K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
        
        K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
    - Engineering Design High School
      - HS.ED: Engineering Design
        
        HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
        
        HS-ETS1-2: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
        
        HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
        
        HS-ETS1-4: Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
    - Engineering Design Middle School
      - MS.ED: Engineering Design
        
        MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solut
        
        MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
        
        MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
        
        MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
    - Fifth Grade
      - 5.ES: Earth’s Systems
        
        5-ESS2-1: Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
        
        5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
        
        5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
      - 5.MEO: Matter and Energy in Organisms and Ecosystems
        
        5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water.
        
        5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
        
        5-PS3-1: Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
      - 5.SPM: Structure and Properties of Matter
        
        5-PS1-1: Develop a model to describe that matter is made of particles too small to be seen.
        
        5-PS1-2: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
        
        5-PS1-3: Make observations and measurements to identify materials based on their properties.
        
        5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
      - 5.SS: Space Systems: Stars and the Solar System
        
        5-ESS1-1: Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
        
        5-ESS1-2: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
        
        5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.
    - First Grade
      - 1.SFI: Structure, Function, and Information Processing
        
        1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
        
        1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
        
        1-LS3-1: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
      - 1.SS: Space Systems: Patterns and Cycles
        
        1-ESS1-1: Use observations of the sun, moon, and stars to describe patterns that can be predicted.
        
        1-ESS1-2: Make observations at different times of year to relate the amount of daylight to the time of year.
      - 1.W: Waves: Light and Sound
        
        1-PS4-1: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
        
        1-PS4-2: Make observations to construct an evidence-based account that objects can be seen only when illuminated.
        
        1-PS4-3: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
        
        1-PS4-4: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.
    - Fourth Grade
      - 4.E: Energy
        
        4-ESS3-1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
        
        4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.
        
        4-PS3-2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
        
        4-PS3-3: Ask questions and predict outcomes about the changes in energy that occur when objects collide.
        
        4-PS3-4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
      - 4.ES: Earth’s Systems: Processes that Shape the Earth
        
        4-ESS1-1: Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.
        
        4-ESS2-1: Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
        
        4-ESS2-2: Analyze and interpret data from maps to describe patterns of Earth’s features.
        
        4-ESS3-2: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
      - 4.SFI: Structure, Function, and Information Processing
        
        4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
        
        4-LS1-2: Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
        
        4-PS4-2: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
      - 4.W: Waves: Waves and Information
        
        4-PS4-1: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
        
        4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information.
    - High School Earth and Space Sciences
      - HS.ES: Earth’s Systems
        
        HS-ESS2-2: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
        
        HS-ESS2-3: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
        
        HS-ESS2-5: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
        
        HS-ESS2-6: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
        
        HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
      - HS.HE: History of Earth
        
        HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
        
        HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
        
        HS-ESS2-1: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
      - HS.HI: Human Impacts
        
        HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
        
        HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
        
        HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
        
        HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
        
        HS-ESS3-6: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
      - HS.SS: Space Systems
        
        HS-ESS1-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
        
        HS-ESS1-2: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
        
        HS-ESS1-3: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
        
        HS-ESS1-4: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
      - HS.WC: Weather and Climate
        
        HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate.
        
        HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
    - High School Life Sciences
      - HS.IRE: Interdependent Relationships in Ecosystems
        
        HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
        
        HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
        
        HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
        
        HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
        
        HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
        
        HS-LS4-6: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
      - HS.IVT: Inheritance and Variation of Traits
        
        HS-LS1-4: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
        
        HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
        
        HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
        
        HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
      - HS.MEO: Matter and Energy in Organisms and Ecosystems
        
        HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
        
        HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
        
        HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
        
        HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
        
        HS-LS2-4: Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
        
        HS-LS2-5: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
      - HS.NS: Natural Selection and Evolution
        
        HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
        
        HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual
        
        HS-LS4-3: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
        
        HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
        
        HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
      - HS.SF: Structure and Function
        
        HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
        
        HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
        
        HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
    - High School Physical Sciences
      - HS.CR: Chemical Reactions
        
        HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
        
        HS-PS1-4: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
        
        HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
        
        HS-PS1-6: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
        
        HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
      - HS.E: Energy
        
        HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
        
        HS-PS3-2.: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
        
        HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
        
        HS-PS3-4: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (se
        
        HS-PS3-5: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
      - HS.FI: Forces and Interactions
        
        HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
        
        HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
        
        HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
        
        HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
        
        HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
      - HS.SPM: Structure and Properties of Matter
        
        HS-PS1-1: 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.
        
        HS-PS1-3: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
        
        HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
        
        HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.
      - HS.WER: Waves and Electromagnetic Radiation
        
        HS-PS4-1: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
        
        HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
        
        HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
        
        HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
        
        HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
    - Kindergarten
      - K.FI: Forces and Interactions: Pushes and Pulls
        
        K-PS2-1: Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
        
        K-PS2-2: Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
      - K.IRE: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
        
        K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
        
        K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
        
        K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
        
        K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.
      - K.WC: Weather and Climate
        
        K-ESS2-1: Use and share observations of local weather conditions to describe patterns over time.
        
        K-ESS3-2: Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
        
        K-PS3-1: Make observations to determine the effect of sunlight on Earth’s surface.
        
        K-PS3-2: Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
    - Middle School Earth and Space Sciences
      - MS.ES: Earth’s Systems
        
        MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
        
        MS-ESS2-4: Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
        
        MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
      - MS.HE: History of Earth
        
        MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
        
        MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
        
        MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
      - MS.HI: Human Impacts
        
        MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
        
        MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
        
        MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      - MS.SS: Space Systems
        
        MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
        
        MS-ESS1-2: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
        
        MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system.
      - MS.WC: Weather and Climate
        
        MS-ESS2-5: Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
        
        MS-ESS2-6: Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
        
        MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
    - Middle School Life Sciences
      - MS.GDR: Growth, Development, and Reproduction of Organisms
        
        MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
        
        MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
        
        MS-LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
        
        MS-LS3-2: Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
        
        MS-LS4-5: Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
      - MS.IRE: Interdependent Relationships in Ecosystems
        
        MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
        
        MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
      - MS.MEO: Matter and Energy in Organisms and Ecosystems
        
        MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
        
        MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
        
        MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
        
        MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
        
        MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
      - MS.NS: Natural Selection and Adaptations
        
        MS-LS4-1: 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.
        
        MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
        
        MS-LS4-3: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
        
        MS-LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
        
        MS-LS4-6: Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
      - MS.SFI: Structure, Function, and Information Processing
        
        MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.
        
        MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
        
        MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
        
        MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
    - Middle School Physical Science
      - MS.CR: Chemical Reactions
        
        MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
        
        MS-PS1-5: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
        
        MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
      - MS.E: Energy
        
        MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
        
        MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
        
        MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
        
        MS-PS3-4: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
        
        MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
      - MS.FI: Forces and Interactions
        
        MS-PS2-1: Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
        
        MS-PS2-2: Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
        
        MS-PS2-3: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
        
        MS-PS2-4: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
        
        MS-PS2-5: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
      - MS.SPM: Structure and Properties of Matter
        
        MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
        
        MS-PS1-3: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
        
        MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
      - MS.WER: Waves and Electromagnetic Radiation
        
        MS-PS4-1: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
        
        MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
        
        MS-PS4-3: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
    - Second Grade
      - 2.ES: Earth’s Systems: Processes that Shape the Earth
        
        2-ESS1-1.: Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
        
        2-ESS2-1: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
        
        2-ESS2-2: Develop a model to represent the shapes and kinds of land and bodies of water in an area.
        
        2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid.
      - 2.IRE: Interdependent Relationships in Ecosystems
        
        2-LS2-1: Plan and conduct an investigation to determine if plants need sunlight and water to grow.
        
        2-LS2-2: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
        
        2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.
      - 2.SPM: Structure and Properties of Matter
        
        2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
        
        2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
        
        2-PS1-3: Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
        
        2-PS1-4: Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
    - Third Grade
      - 3.FI: Forces and Interactions
        
        3-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
        
        3-PS2-2: Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
        
        3-PS2-3: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
        
        3-PS2-4: Define a simple design problem that can be solved by applying scientific ideas about magnets.
      - 3.IRE: Interdependent Relationships in Ecosystems
        
        3-LS2-1: Construct an argument that some animals form groups that help members survive.
        
        3-LS4-1: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
        
        3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
        
        3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
      - 3.IVT: Inheritance and Variation of Traits: Life Cycles and Traits
        
        3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
        
        3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
        
        3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment.
        
        3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
      - 3.WC: Weather and Climate
        
        3-ESS2-1: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
        
        3-ESS2-2: Obtain and combine information to describe climates in different regions of the world.
        
        3-ESS3-1: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.

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Online Course Face to Face Currently Enrolled

Date

	Activity
	Date - 06/02/2023
	View Details What is the Science of Reading Anyway? Webinar Series, Session 3: Phonics Recording A CES Recorded Webinar Series for School Leaders and Educators who want to unpack what the Science of Reading really means and gain tools to use in classrooms immediately. As a result of this course, participants will examine the important link between sounds and print. This course can be completed in approximately 1 hour and includes: the recording of a previously hosted webinar session a reflection prompt that fosters transfer of new learning to classroom practice Course # 243-23-966-028 Subjects # [Literacy], [Reading] Begin Date: 06/02/2023 Course # 243-23-966-028 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	Date - 08/01/2024
	View Details Reading and Writing Like a Historian Series, Session 2: Sourcing Recording Asynchronous This course is appropriate for upper elementary teachers, department leaders, coaches and district curriculum developers and leaders seeking to unpack the use of literacy strategies in the meaningful context of Social Studies topics. Additionally, content examples within the Reading and Writing Like a Historian series are designed to support the new legislative requirement Section 377, the teaching of Native American studies in the K-8 curriculum. In this webinar course, participants will examine reading strategies that support investigation, interpretation, and evaluation of historical documents. Course # 243-25-289-002 Subjects # [Curriculum & Instruction], [Reading], [SS/History], [Writing] Begin Date: 08/01/2024 Course # 243-25-289-002 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	View Details Reading and Writing Like a Historian Series, Session 3: Analyzing Complex Text Recording Asynchronous This course is appropriate for upper elementary teachers, department leaders, coaches and district curriculum developers and leaders seeking to unpack the use of literacy strategies in the meaningful context of Social Studies topics. Additionally, content examples within the Reading and Writing Like a Historian series are designed to support the new legislative requirement Section 377, the teaching of Native American studies in the K-8 curriculum. In this webinar course, participants will discover ways to support acquisition of knowledge through further analysis of historical documents. Course # 243-25-289-003 Subjects # [Curriculum & Instruction], [Reading], [SS/History], [Writing] Begin Date: 08/01/2024 Course # 243-25-289-003 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	View Details Reading and Writing Like a Historian Series, Session 4: Composing Arguments Recording Asynchronous This course is appropriate for upper elementary teachers, department leaders, coaches and district curriculum developers and leaders seeking to unpack the use of literacy strategies in the meaningful context of Social Studies topics. Additionally, content examples within the Reading and Writing Like a Historian series are designed to support the new legislative requirement Section 377, the teaching of Native American studies in the K-8 curriculum. In this webinar course participants will unpack how to encourage active learning as students form interpretations and make meaning of evidence. Course # 243-25-289-004 Subjects # [Curriculum & Instruction], [Reading], [SS/History], [Writing] Begin Date: 08/01/2024 Course # 243-25-289-004 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	View Details Reading and Writing Like a Historian Series, Session 5: Collaborative Dialogue Recording Asynchronous This course is appropriate for upper elementary teachers, department leaders, coaches and district curriculum developers and leaders seeking to unpack the use of literacy strategies in the meaningful context of Social Studies topics. Additionally, content examples within the Reading and Writing Like a Historian series are designed to support the new legislative requirement Section 377, the teaching of Native American studies in the K-8 curriculum. In this webinar course, participants will consider ways to frame and sustain historical thinking through inquiry and discussion. Course # 243-25-289-005 Subjects # [Curriculum & Instruction], [Reading], [SS/History], [Writing] Begin Date: 08/01/2024 Course # 243-25-289-005 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	View Details Reading and Writing Like a Historian Webinar Series Session 1: FREE Overview Recording Asynchronous THIS SESSION IS FREE This course is appropriate for upper elementary teachers, department leaders, coaches and district curriculum developers and leaders seeking to unpack the use of literacy strategies in the meaningful context of Social Studies topics. Additionally, content examples within the Reading and Writing Like a Historian series are designed to support the new legislative requirement Section 377, the teaching of Native American studies in the K-8 curriculum. In this overview recording, participants will explore how reading and writing processes support students in development of the historical thinking skills of sourcing, contextualization, close reading and corroboration. Course # 243-25-289-001 Subjects # [Curriculum & Instruction], [Reading], [SS/History], [Writing] Begin Date: 08/01/2024 Course # 243-25-289-001 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	Date - 08/06/2024
	View Details How the Adolescent Brain Learns ASYNCHRONOUS The course explains how the brain is “hard-wired”and how we can harness those qualities in our instructional practices in order to increase the cognitive abilities of students. This Self Paced asynchronous course is best suited for educators, paraprofessionals and support staff working with secondary students. Anytime easy access to meet your schedule! Estimated Course Length is 90 minutes Course # 243-25-290-001 Subjects # [Curriculum & Instruction] Begin Date: 08/06/2024 Course # 243-25-290-001 Status: OPEN Type: Online Location: Online Asynchronous Learning State: Connecticut View Instructor(s)
	Date - 09/26/2024
	View Details Literacy Council 2024-2025 K-12 CES Literacy Council Meetings. September 26. January 9, April 9. All sessions will be from 9:00 am - 11:30 am at CES 40 Lindeman Drive, Trumbull. Course # 243-25-296-012 Subjects # [Language Arts] Begin Date: 09/26/2024 Course # 243-25-296-012 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 9:00AM - 11:30AM View Instructor(s)
	Date - 10/02/2024
	View Details Social Studies Council 2024-2025 CES Social Studies Council meetings. October 2, January 23, and May 9 from 9:00 am - 11:30 am. All sessions will be in person at CES 40 Lindeman Drive, Trumbull. Course # 243-25-296-015 Subjects # [SS/History] Begin Date: 10/02/2024 Course # 243-25-296-015 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 9:00AM - 11:30AM View Instructor(s)
	Date - 10/08/2024
	View Details Multilingual Learner Council 2024-2025 CES MLL Meetings. October 8 & March 4; 9: 00 am - 11:30 am, at CES 40 Lindeman Drive, Trumbull. With guest speaker Megan Alubicki Flick, English Learner Consultant, Connecticut State Department of Education Course # 243-25-296-013 Subjects # [ESL - English as a Second Language] Begin Date: 10/08/2024 Course # 243-25-296-013 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 9:00AM - 11:30AM View Instructor(s)
	View Details Music & Arts Council 2024-2025 K-12 CES Music & Arts Council Meetings will be on October 8 and March 4. All sessions will be from 12:15 pm - 2:45 pm at CES 40 Lindeman Drive, Trumbull. Course # 243-25-296-035 Subjects # [Performing Arts] Begin Date: 10/08/2024 Course # 243-25-296-035 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 12:15PM - 2:45PM View Instructor(s)
	Date - 10/15/2024
	View Details Reimagining Library Learning Commons in the Age of AI Join us for a transformative series of workshops designed to re-evaluate, innovate and define the role of library learning commons (LLC) in the age of generative artificial intelligence on October 15, December 11, February 12, March 5 and April 2. All sessions will be in person at CES 40 Lindeman Drive, Trumbull with one hour for a networking lunch included. Course # 243-25-296-025 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Library/Media], [Tech Education], [Technology & Engineering ], [Technology Integration ], [Technology] Begin Date: 10/15/2024 Course # 243-25-296-025 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 8:30AM - 3:00PM View Instructor(s)
	Date - 10/16/2024
	View Details Math Council 2024-2025 CES Math Council Meetings. October 16, January 29, and April 30. All sessions will be from 12:15 pm - 2:45 pm at CES 40 Lindeman Drive, Trumbull. *Please note, K-12 Science Council is held in the morning on these same dates. Course # 243-25-296-010 Subjects # [Mathematics] Begin Date: 10/16/2024 Course # 243-25-296-010 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 12:15PM - 2:45PM View Instructor(s)
	View Details Science Council 2024-2025 CES Science Council Meetings. October 16, January 29, and April 30. All sessions will be from 9:00 am - 11:30 am at CES 40 Lindeman Drive, Trumbull. *Please note, K-12 Math Council is held in the afternoon on these same dates. Course # 243-25-296-014 Subjects # [Science] Begin Date: 10/16/2024 Course # 243-25-296-014 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 9:00AM - 11:30AM View Instructor(s)
	Date - 10/23/2024
	View Details Career Tech Education (CTE) 2024-2025 We are excited to announce the establishment of our new CTE Council, designed to bring together educators and stakeholders in Technology and Engineering Education and the CTE field. We aim to foster informal discussions on current trends and issues, provide opportunities for collaboration, and build a strong network of professionals dedicated to advancing CTE and Technology and Engineering Education. CES Career Tech Education Council Meetings October 23 and March 25 at CES 40 Lindeman Drive, Trumbull. All sessions will be in person and meet on the same day as Library, Media and Instructional Technology. Course # 243-25-296-009 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Technology Integration ] Begin Date: 10/23/2024 Course # 243-25-296-009 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 12:15PM - 2:45PM View Instructor(s)
	View Details Library, Media and Instructional Technology 2024-2025 CES Library, Media and Instructional Technology Council Meetings October 23 and March 25. All sessions will be in person at CES 40 Lindeman Drive, Trumbull and will meet the same day as Career Tech Education. Course # 243-25-296-011 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Technology Integration ] Begin Date: 10/23/2024 Course # 243-25-296-011 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 9:00AM - 11:30AM View Instructor(s)
	Date - 11/21/2024
	View Details ADOS-2 Module 3 Refresher Fall 2024 This training session will offer a refresher for Module 3 of the ADOS-2, for individuals who have already completed the full comprehensive ADOS-2 training. The session will be a combination of opportunities provided fully online with a blend of asynchronous and live training opportunities. Research suggests that users of the ADOS-2 benefit from periodic practice and re-calibration of coding. Unless you are administering the ADOS-2 frequently (defined as several times per week), it is likely that your coding decisions will drift over time. Frequent ADOS-2 users and trainers calibrate often to maintain reliability with the coding process. The workshop will be presented in a blended learning model with didactic information offered via an online learning platform as well as live (remote via zoom) viewing of an ADOS-2 administration, time to complete your coding decisions, and a group review of the coding to compare with the individual that administered the ADOS-2 in the video.It is expected that you have access to an ADOS-2 kit, manual, and a Module 3 protocol. Prior to the live session, participants are expected to review information in the online course, retrieve the ADOS-2 Manual and protocol booklet, review the corresponding section of the manual, as well as review notes recorded during prior training sessions, and view 1-2 hours of video reviews of ADOS-2 tasks (as needed) and coding items (recommended).Before registering, please read the full training information in the document attached at the end of this session information. You will receive additional details about accessing the course materials. Course # 243-25-059-004 Subjects # [Assessment], [Autism Spectrum] Begin Date: 11/21/2024 Course # 243-25-059-004 Status: CLOSED Type: Online Location: Zoom Meeting State: Connecticut View Instructor(s)
	View Details ADOS-2 Module 3 Refresher Fall 2024 - November 21, 2024 This training session will offer a refresher for Module 3 of the ADOS-2, for individuals who have already completed the full comprehensive ADOS-2 training. The session will be a combination of opportunities provided fully online with a blend of asynchronous and live training opportunities. Research suggests that users of the ADOS-2 benefit from periodic practice and re-calibration of coding. Unless you are administering the ADOS-2 frequently (defined as several times per week), it is likely that your coding decisions will drift over time. Frequent ADOS-2 users and trainers calibrate often to maintain reliability with the coding process. The workshop will be presented in a blended learning model with didactic information offered via an online learning platform as well as live (remote via zoom) viewing of an ADOS-2 administration, time to complete your coding decisions, and a group review of the coding to compare with the individual that administered the ADOS-2 in the video.It is expected that you have access to an ADOS-2 kit, manual, and a Module 3 protocol. Prior to the live session, participants are expected to review information in the online course, retrieve the ADOS-2 Manual and protocol booklet, review the corresponding section of the manual, as well as review notes recorded during prior training sessions, and view 1-2 hours of video reviews of ADOS-2 tasks (as needed) and coding items (recommended).Before registering, please read the full training information in the document attached at the end of this session information. You will receive additional details about accessing the course materials. Course # 243-25-059-008 Subjects # [Assessment], [Autism Spectrum] Begin Date: 11/21/2024 Course # 243-25-059-008 Status: CLOSED Type: Online Location: Zoom Meeting State: Connecticut View Instructor(s)
	Date - 11/22/2024
	View Details UPLIFT: Foundations of Trauma-Informed Care 11/22/24 This foundational module is intended to build awareness and support staff at any level inrecognizing trauma and responding to individuals who have been exposed to adverseexperiences and/or trauma. It is expected that participants will develop competency arounddefining and discussing trauma and common trauma symptoms, as well as implications thattrauma and toxic stress can have on behaviors presented at home, in school, or in the community. The module incorporates neurodevelopmental information to increase awareness of the potential repercussions of trauma and toxic stress on brain development, and resultant implications for learning, academic achievement or engagement, and social success. Participants will develop a deeper understanding of a trauma-informed care framework (e.g., the 4 Rs and 6 principles of trauma-informed organizations), and how these intersect with existing school initiatives (e.g., school climate, PBIS, SEL, DEI, restorative practices, etc.). This module is designed to offer all school-based personnel a basic understanding of trauma and trauma-informed care practices at all tiers, from universal practices to individualized supports. Training activities may include individual reflection, case scenarios, polls, group discussion and Q & A. Course # 243-25-296-042 Subjects # [Other] Begin Date: 11/22/2024 Course # 243-25-296-042 Status: OPEN Type: Face to Face Location: MERIT ACADEMY State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	Date - 12/02/2024
	View Details TEAM Initial Support Training - Dec 2024 This virtual training prepares individuals, who have been selected by their districts, to be mentors who will support beginning and student teachers. Training is based on Connecticut’s Common Core of Teaching (CCT), which articulates the foundational standards for all teachers in Connecticut and is linked by state law and regulations to requirements across a teacher’s career including educator preparation, induction, evaluation and professional learning. Participants will focus on coaching skills needed to help beginning teachers become reflective practitioners and learn how to provide support to new teachers through instructional modules. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. Course # 243-25-299-003 Subjects # [Mentoring] Begin Date: 12/02/2024 Course # 243-25-299-003 Status: OPEN Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 12/04/2024
	View Details TEAM Initial Reviewer Training December 2024 Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. Course # 243-25-299-002 Subjects # [Mentoring] Begin Date: 12/04/2024 Course # 243-25-299-002 Status: OPEN Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 12/05/2024
	View Details ADOS-2 Module 4 Refresher Fall 2024 - December 5, 2024 This training session will offer a refresher for Module 4 of the ADOS-2, for individuals who have already completed the full comprehensive ADOS-2 training. The session will be a combination of opportunities provided fully online with a blend of asynchronous and live training opportunities. Research suggests that users of the ADOS-2 benefit from periodic practice and re-calibration of coding. Unless you are administering the ADOS-2 frequently (defined as several times per week), it is likely that your coding decisions will drift over time. Frequent ADOS-2 users and trainers calibrate often to maintain reliability with the coding process. The workshop will be presented in a blended learning model with didactic information offered via an online learning platform as well as live (remote via zoom) viewing of an ADOS-2 administration, time to complete your coding decisions, and a group review of the coding to compare with the individual that administered the ADOS-2 in the video.It is expected that you have access to an ADOS-2 kit, manual, and a Module 4 protocol. Prior to the live session, participants are expected to review information in the online course, retrieve the ADOS-2 Manual and protocol booklet, review the corresponding section of the manual, as well as review notes recorded during prior training sessions, and view 1-2 hours of video reviews of ADOS-2 tasks (as needed) and coding items (recommended).Before registering, please read the full training information here (https://tinyurl.com/ADOS2academy2022)After registering, you will receive additional details about accessing the course materials. Course # 243-25-059-009 Subjects # [Assessment], [Autism Spectrum], [Special Education] Begin Date: 12/05/2024 Course # 243-25-059-009 Status: OPEN Type: Online Location: Zoom Meeting State: Connecticut View Instructor(s)
	View Details SAT Workshop with The College Board CES Join us for an informative afternoon learning about the SAT. This in person event is designed to be a perfect follow up for to the virtual webinars being offered by CSDE Course # 243-25-064-001 Subjects # [Curriculum & Instruction], [Testing/Assessment] Begin Date: 12/05/2024 Course # 243-25-064-001 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - EXECUTIVE DIRECTOR State: Connecticut Time: 1:00PM - 3:00PM View Instructor(s)
	Date - 12/10/2024
	View Details AI Squad 12/10/24 CAS Come together as an "AI squad" to deepen your understanding and build your skill and confidence in using generative AI for education! CAS and C.E.S. are excited to bring together both teams and individuals to learn from and with one another. For teams, we recommend a mix of educators, leaders and IT professionals join as a squad.The first session will provide an overview about the state of AI use within CT schools along with opportunities for participants to get hands-on guidance in exploring AI tools or to refine your school / district plan. Sessions 2 and 3 will focus on the use of AI tools to enhance planning and instructional design skills. Register for all three or feel free to drop into any single session your schedule permits! Course # 243-25-296-046 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Library/Media], [Tech Education], [Technology & Engineering ], [Technology Integration ], [Technology] Begin Date: 12/10/2024 Course # 243-25-296-046 Status: OPEN Type: Face to Face Location: CAS State: Connecticut Time: 8:30AM - 12:30PM View Instructor(s)
	Date - 12/13/2024
	View Details Thinking Beyond the Core Four: Trauma-Informed Functional Behavior Assessments Attendees will briefly review the history and origins of functional behavior analysis, and explore recent paradigm shifts in addressing challenging behaviors with relational and/or neuroscience approaches. Similarities and differences between the “core four” and more relational views of behavior function (e.g., the sequence of engagement) will be explored, with particular emphasis on what each stakeholder brings to the table (e.g., student, staff, parents/caregivers). Lastly, we will find ways that the six principles of trauma-informed care (e.g., safety, trustworthiness & transparency, peer support, collaboration & mutuality, empowerment, voice & choice, cultural humility) can be utilized to develop and support a more trauma-informed FBA process. Course # 243-25-296-043 Subjects # [Other] Begin Date: 12/13/2024 Course # 243-25-296-043 Status: OPEN Type: Face to Face Location: MERIT ACADEMY State: Connecticut Time: 9:00AM - 12:00PM View Instructor(s)
	Date - 01/15/2025
	View Details Resilience Coaching for Educators and Leaders 1/15/25 CES and Silver Hill Hospital Join a regional community of care for educators at CES. Silver Hill Hospital’s Community Resilience Campaign will provide a series of workshops focusing on self-care strategies, stress management, effective communication techniques, fostering supportive environments, and many more skills to enhance educator resilience. We hope you enjoy this valuable opportunity to prioritize your well-being throughout the year! Course # 243-25-296-033 Subjects # [Coaching] Begin Date: 01/15/2025 Course # 243-25-296-033 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 8:00AM - 10:00AM View Instructor(s)
	View Details TEAM Initial Support Training - January 2025 This virtual training prepares individuals, who have been selected by their districts, to be mentors who will support beginning and student teachers. Training is based on Connecticut’s Common Core of Teaching (CCT), which articulates the foundational standards for all teachers in Connecticut and is linked by state law and regulations to requirements across a teacher’s career including educator preparation, induction, evaluation and professional learning. Participants will focus on coaching skills needed to help beginning teachers become reflective practitioners and learn how to provide support to new teachers through instructional modules. This virtual training includes approximately 2 days of learning over the course of: Three 2-hour synchronous (live) learning sessions Asynchronous pre-work learning tasks that can be completed at your own pace prior to each synchronous (live) session. Participants must complete all parts of the virtual training to be qualified to serve in the role of mentor or cooperating teacher. Course # 243-25-299-007 Subjects # [Mentoring] Begin Date: 01/15/2025 Course # 243-25-299-007 Status: OPEN Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 01/22/2025
	View Details Restorative Practices Professional Learning 1/22/25 & 1/23/25 - Snow Day (1/24/25) Facilitated by Jo Ann Freiberg, PH.D. & Pat Ciccone, C.A.G.S., L.P.C. School Climate Consultants, LLC Join us for comprehensive basic training in Restorative Practices and gain the knowledge and skills to: Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-017 Subjects # [Other] Begin Date: 01/22/2025 Course # 243-25-296-017 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	Date - 01/23/2025
	View Details TEAM Initial Reviewer Training Winter 2025 Successful completion of the TEAM Initial Reviewer Training will enable participants to review TEAM reflection papers and projects to determine if there is sufficient evidence to successfully meet the TEAM module criteria. The training will consist of 3 two-hour facilitated online sessions and pre-work for each session. IMPORTANT REGISTRATION INFORMATION: In order to successfully complete the training, participants must complete all pre-work and session activities in the order of presentation. That means that if participants are unable to complete any of the pre-work or sessions, they will have to finish the training by registering for and attending the missed sessions and completing the pre-work at another training. Therefore, it is important that participants only register for a training where they know that they will be able to attend each of the three sessions and complete the pre-work. Course # 243-25-299-008 Subjects # [Mentoring] Begin Date: 01/23/2025 Course # 243-25-299-008 Status: OPEN Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 02/06/2025
	View Details Restorative Conferencing 2/6/25 Restorative Practices Professional Learning This training is part of the Restorative Practices Series. Please only register after the successful completion of the 2 day comprehensive basic training in Restorative Practices to gain the knowledge and skills to : Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-023 Subjects # [Other] Begin Date: 02/06/2025 Course # 243-25-296-023 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	Date - 02/11/2025
	View Details School Climate One Day Overview 2/11/25 Restorative Practices Professional Learning This training is part of the Restorative Practices Series. Please only register after the successful completion of the 2 day comprehensive basic training in Restorative Practices to gain the knowledge and skills to : Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-021 Subjects # [Other] Begin Date: 02/11/2025 Course # 243-25-296-021 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	Date - 02/28/2025
	View Details AI Squad 2/28/25 CAS Come together as an "AI squad" to deepen your understanding and build your skill and confidence in using generative AI for education! CAS and C.E.S. are excited to bring together both teams and individuals to learn from and with one another. For teams, we recommend a mix of educators, leaders and IT professionals join as a squad.The first session will provide an overview about the state of AI use within CT schools along with opportunities for participants to get hands-on guidance in exploring AI tools or to refine your school / district plan. Sessions 2 and 3 will focus on the use of AI tools to enhance planning and instructional design skills. Register for all three or feel free to drop into any single session your schedule permits! Course # 243-25-296-047 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Library/Media], [Tech Education], [Technology & Engineering ], [Technology Integration ], [Technology] Begin Date: 02/28/2025 Course # 243-25-296-047 Status: OPEN Type: Face to Face Location: CAS State: Connecticut Time: 8:30AM - 12:30PM View Instructor(s)
	Date - 03/03/2025
	View Details TEAM Initial Support Training - March 2025 This virtual training prepares individuals, who have been selected by their districts, to be mentors who will support beginning and student teachers. Training is based on Connecticut’s Common Core of Teaching (CCT), which articulates the foundational standards for all teachers in Connecticut and is linked by state law and regulations to requirements across a teacher’s career including educator preparation, induction, evaluation and professional learning. Participants will focus on coaching skills needed to help beginning teachers become reflective practitioners and learn how to provide support to new teachers through instructional modules. This virtual training includes approximately 2 days of learning over the course of: Three 2-hour synchronous (live) learning sessions Asynchronous pre-work learning tasks that can be completed at your own pace prior to each synchronous (live) session. Participants must complete all parts of the virtual training to be qualified to serve in the role of mentor or cooperating teacher. Course # 243-25-299-009 Subjects # [Mentoring] Begin Date: 03/03/2025 Course # 243-25-299-009 Status: CLOSED Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 03/12/2025
	View Details Resilience Coaching for Educators and Leaders 3/12/25 CES and Silver Hill Hospital Join a regional community of care for educators at CES. Silver Hill Hospital’s Community Resilience Campaign will provide a series of workshops focusing on self-care strategies, stress management, effective communication techniques, fostering supportive environments, and many more skills to enhance educator resilience. We hope you enjoy this valuable opportunity to prioritize your well-being throughout the year! Course # 243-25-296-034 Subjects # [Coaching] Begin Date: 03/12/2025 Course # 243-25-296-034 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 8:00AM - 10:00AM View Instructor(s)
	View Details Restorative Practices For Paraeducators 3/12/25 & 3/13/25 For Paraeducators - Facilitated by Jo Ann Freiberg, PH.D. & Pat Ciccone, C.A.G.S., L.P.C. School Climate Consultants, LLC Join us for comprehensive basic training in Restorative Practices and gain the knowledge and skills to: Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-019 Subjects # [Other] Begin Date: 03/12/2025 Course # 243-25-296-019 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	Date - 05/06/2025
	View Details Restorative Practices Professional Learning 5/6/25 & 5/7/25 Facilitated by Jo Ann Freiberg, PH.D. & Pat Ciccone, C.A.G.S., L.P.C. School Climate Consultants, LLC Join us for comprehensive basic training in Restorative Practices and gain the knowledge and skills to: Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-018 Subjects # [Other] Begin Date: 05/06/2025 Course # 243-25-296-018 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	Date - 05/14/2025
	View Details School Climate One Day Overview 5/14/25 Restorative Practices Professional Learning This training is part of the Restorative Practices Series. Please only register after the successful completion of the 2 day comprehensive basic training in Restorative Practices to gain the knowledge and skills to : Embrace restorative practices as a way of thinking, being, and operating daily Shift from punitive consequences to restorative approaches Create conditions for positive, trauma-free community building Establish necessary systems for forming, transforming, repairing, and supporting strong relationships Explore restorative practices as a social/relational model, not behavioral Apply concrete and practical strategies for classroom and school based routines Conduct circles and conferences in both prevention and intervention contexts Course # 243-25-296-022 Subjects # [Other] Begin Date: 05/14/2025 Course # 243-25-296-022 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - ADMINISTRATION State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)
	View Details TEAM Initial Support Training - May 2025 This virtual training prepares individuals, who have been selected by their districts, to be mentors who will support beginning and student teachers. Training is based on Connecticut’s Common Core of Teaching (CCT), which articulates the foundational standards for all teachers in Connecticut and is linked by state law and regulations to requirements across a teacher’s career including educator preparation, induction, evaluation and professional learning. Participants will focus on coaching skills needed to help beginning teachers become reflective practitioners and learn how to provide support to new teachers through instructional modules. This virtual training includes approximately 2 days of learning over the course of: Three 2-hour synchronous (live) learning sessions Asynchronous pre-work learning tasks that can be completed at your own pace prior to each synchronous (live) session. Participants must complete all parts of the virtual training to be qualified to serve in the role of mentor or cooperating teacher. Course # 243-25-299-010 Subjects # [Mentoring] Begin Date: 05/14/2025 Course # 243-25-299-010 Status: CLOSED Type: Online Location: Online Virtual Meeting State: Connecticut View Instructor(s)
	Date - 05/16/2025
	View Details AI Squad 5/16/25 CAS Come together as an "AI squad" to deepen your understanding and build your skill and confidence in using generative AI for education! CAS and C.E.S. are excited to bring together both teams and individuals to learn from and with one another. For teams, we recommend a mix of educators, leaders and IT professionals join as a squad.The first session will provide an overview about the state of AI use within CT schools along with opportunities for participants to get hands-on guidance in exploring AI tools or to refine your school / district plan. Sessions 2 and 3 will focus on the use of AI tools to enhance planning and instructional design skills. Register for all three or feel free to drop into any single session your schedule permits! Course # 243-25-296-048 Subjects # [Computer Science], [CTE & Computer Science], [CTE Teachers], [Library/Media], [Tech Education], [Technology & Engineering ], [Technology Integration ], [Technology] Begin Date: 05/16/2025 Course # 243-25-296-048 Status: OPEN Type: Face to Face Location: CAS State: Connecticut Time: 8:30AM - 12:30PM View Instructor(s)
	Date - 05/19/2025
	View Details TEAM District Facilitators Spring 2025 This is the annual Fall meeting for TEAM District Facilitators. Representatives of the State Department of Education will meet virtually with District Facilitators from across the CES region to provide updates regarding the TEAM Program. Course # 243-25-299-006 Subjects # [TEAM] Begin Date: 05/19/2025 Course # 243-25-299-006 Status: OPEN Type: Online Location: Online Virtual Meeting State: N/A View Instructor(s)
	Date - 07/21/2025
	View Details Advanced Restorative Practices Training 7/21/25-7/25/25 Restorative Practices Professional Learning This five-day professional development training session can only be taken after the successful completion of the two-day basic Restorative Practices training and the one-day SchoolClimate Basic Training. Course # 243-25-296-024 Subjects # [Other] Begin Date: 07/21/2025 Course # 243-25-296-024 Status: OPEN Type: Face to Face Location: 40 LINDEMAN - PDS State: Connecticut Time: 8:00AM - 3:30PM View Instructor(s)

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